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Jeffery Educational Consulting, 62 North Main Street in Florida, NY warwick, ny tutors goshen, ny tutor tutoring college planning Family Learning Games Consulting Tutoring Florida, NY Jeffery Educational Consulting

Welcome to our quiet, comfortable, and convenient learning and prep center at 62 North Main Street in Florida, NY. 

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Stay Local for SAT Prep!

We have a small classroom setting in the heart of Florida Village in the beautiful Warwick Valley, perhaps the most breathtaking and scenic area in New York State.
"Small" and "Quiet" are best for focusing and concentrating.

We offer academic assistance, enrichment classes and consulting services to students of all ages and their families at very reasonable prices.

We have small group classes and individualized instruction for children and adults.    

Low rates are part of our overall philosophy.


Our Prep Center and Tutoring Classroom is in the Historic Florida Village Professional Building.  The quaint Village of Florida has great parking. The parking is convenient and free.   Never, ever park far away!      

We are located across the street from this monument in honor of William H. Seward, Secretary of State to Abraham Lincoln, born In Florida, N.Y.  

Being close to Rt. 17 and located on Rt. 94/17A makes our center convenient to anyone from Orange, Rockland,and Sullivan Counties as well as Sussex County in New Jersey.

by Tom Jeffery (Online column updated regularly.)

 

Great Online Resource for Parents and Students

The Internet can be a confusing array of too much information in too many places. How do you know if a web site is the best source
of print or multimedia information for your child’s research project or homework? One particularly excellent resource—
www.free.ed.gov—is hosted by the US Department of Education.  Over 1,600 free resources are available for educators, whether they
be classroom teachers, parents, students educating themselves, other school  personnel, librarians, or any other lifelong learners. These free resources from  the federal government will enhance and enrich any educational program.  Besides giving much greater depth to what students are learning, these
resources provide sources for research projects that all educators will consider of  the greatest value, as many of the resources are copies of original documents  surrounding scientific theories or historic events. Many more resources are found  through links from the home page and lead to educational pages from federal web sites of the National Park Service, NASA, the National Archives, and others, as well as web sites of libraries and history and science museums around the country. From www.free.ed.gov and links you can:

• Travel the entire voyage of Lewis and Clark through maps, documents, paintings, and photos.
• Read original documents scanned for the Library of Congress of letters written by U.S. Presidents and many other prominent historic figures.
• Read typed fireside chats delivered by Franklin Delano Roosevelt delivered by radio to the nation at a very trying time not too long ago.
• See Civil War photographs by Matthew Brady, famed photographer of America's first photographed war (particularly significant for residents of
Florida as the Secretary of State during the Civil War was Floridian William H. Seward).
• Investigate New York State history artifacts, such as multiple resources that can be found on the Battle of Saratoga under the “New York State” links.

In addition, besides lesson plans for teachers to teach Math, there are also excellent resources for families on math “manipulatives” you can easily make such as a Jacob's ladder toy) while learning math concepts along the way.  Printable activity handouts of games and magic tricks that also teach math oncepts in pre-algebra, algebra, geometry, and trigonometry make Math more fun to learn.  Science resources appear to be endless, including the latest shots and web casts from the Hubble telescope. Also available are animations that many Science teachers use to help learners better understand science concepts not readily seen, such as animations of cell division. Better understanding of these concepts through these visual resources leads to higher grades. But classroom teachers have only limited time and cannot show all the animations or use all the resources. Parents and students can readily avail themselves of these resources when difficult concepts (such as “meiosis”) need to make more sense.

A New Start

It is common for people to plan to start each new year resolving to do things differently. When the attempts don't pay off right away, discouragement can set in. A resolution is made to bring forth a change in someone's life, but a resolution usually needs support in the form of new equipment or supplies and definitely needs encouragement from others in that person's life.

Reminding the student(s) in your home that it is a new year and that he or she should make a “New Year's Resolution” to get better grades is appropriate for parents to do, but by itself such a statement will not bring forth better grades. For some students, there is an internal feeling or belief that getting better grades is not even possible. For some, there is an internal feeling that doing so is possible, “but I am not sure how to go about it”.

It is best when the conversation parents have with their children can lead to the student choosing this resolution as his or her own, as opposed to just being told that it should be his or her resolution. By the student specifically making this resolution, the student is taking ownership of it, an essential first step. The next step is to form a strategy to achieve better grades. Sometimes that strategy is to spend more hours “hitting the books”. Sometimes, it is best to use the limited time available for studying more efficiently. There are various “study skills” strategies students can develop. Finding the strategies that work best for the particular student sometimes takes time which can be hard to spare. An educational consultant can often help a family find the strategy that may work best for that particular student. There are also numerous web sites and books on “study skills”, but there is no “one size fits all” technique when it comes to studying. One person's proven systems and methods is not what works best for another person.

Since grades reflect what a student has learned, the more a student learns, the better his or her grades should be. This is most true when varying forms of assessing learning are used by schools and are calculated into a student's grade. If, for example, a student's grade in a course is based on exams created by the textbook publisher, but the textbook is written at a higher reading level than the student has, the exam questions would also be at a higher reading level. The student might really understand the concept of “photosynthesis” but not understand the question about “photosynthesis” on the exam because a term in the question such as “synthesize” that was used in the textbook but not during class discussions confuses the student. Teachers who recognize that this student's knowledge was gained in class but not reflected on the exam can assess this knowledge in other ways but are often unable to adjust the grade for that student's benefit. For example, a Regents exam grade can not be changed because the teacher decides the questions were worded in ways the students had not practiced during the year. Hence, another set of important strategies to develop when making a New Year's resolution to get better grades is to learn new “test-taking” approaches, which also can be found in a variety of books and web sites or through one or a few private consultations with an educational consultant. One strategy involving word analysis that students could learn might then result in that student recognizing that “synthesize” and the last three syllables of “photosynthesis” have the same roots and are, thus, related. One more question correct, in this case, brings the grade up by that many more points. 

Family Games to Play with Middle and High School-Aged Children (Grades 4 and Up) During the Holidays

Because high school work and the SAT specifically test for knowledge and understanding of vocabulary words and key math concepts, four traditional board games could be modified this holiday season to improve your child’s vocabulary and knowledge of mathematical concepts. When school is out, recreational time is one of the best ways for learning to increase while enjoyment for the whole family and time together as a family are still maximized. Playing four traditional board games in this new way is also challenging and fun for the adults in the home as well.

Scrabble

There are many SAT vocabulary word lists, such as the one found at http://img.sparknotes.com/content/testprep/pdf/sat.vocab.pdf

Print it out and tell your middle and high schoolers to study the words because they will triple (or quadruple, you decide) their points in Scrabble if they use one of them with correct spelling and can recite its definition for the family (without looking it up). To make the task less onerous and more fun to start, only use the first three pages of the 1000-word list. Then, over time, you can increase the number of pages allowed for studying.

Battleship 

Another favorite game to modify is Battleship. This modified version of Battleship is best played when you use the traditional two-player sets you can find in the toy aisles of local supermarkets and pharmacies. Battleship can be turned into a math game in which the players use coordinates from a type of geometric plane in which they call out coordinates to see if a battleship is attacked. You set up four boards with four players. The traditonal Battleship game set typically only comes with two playing boards so two full game sets will be needed. Each player is the captain of his quadrant. Quadrant 1 will have positive integers (from a number line) along the bottom axis and along the left-side axis increasing in value from the lower left-hand corner. Use masking tape to make a horizontal number line marking the integers +1 to +10 for each axis, (or print out this page and use the one found here) and tape it along the bottom lining up the integers with the bottom set of holes. Do the same for the axis going from the bottom of the left-hand side of the playing board to the top of the playing board creating a vertical number line of positive integers (or print this page and cut it out).

Quadrant 2 will have negative integers (from a horizontal number line with -10 on the left and -1 on the right) along the bottom axis and the right-side vertical axis would have positive integers increasing in value from +1 in the lower right-hand corner to +10 in the upper-right hand corner. Use masking tape to make a horizontal number line marking the integers -10 to -1 for the horizontal axis at the bottom of the playing board (or print out this page and use the one found here) and tape it along the bottom lining up the integers with the bottom set of holes. Do the same for the axis going from the bottom of the right-hand side of the playing board to the top of the playing board creating a vertical number line of positive integers (can also be found here for you to print and cut out).

Quadrant 3 will have negative integers (from a number line) along the top axis and the right-side axis displaying from -10 in the lower right-hand corner to -1 in the upper-right-hand corner. Use masking tape to make a horizontal number line marking the integers -10 to -1 for the horizontal (top of the board) axis, (or print this page and cut it out) and tape it along the top lining up the integers with the top set of holes. Do the same for the axis going from the top of the right-hand side of the playing board to the bottom of the playing board creating a vertical number line with -10 at the bottom and -1 at the top (or print this page and cut it out).

Quadrant 4 will have positive integers (from a number line) in order from +1 to +10 along the top axis and the left-side vertical axis will display -1 at the top and -10 at the bottom. Use masking tape to make a horizontal number line marking the integers +1 to +10 for the top horizontal axis, (or print this one out) and tape it along the top lining up the integers with the top set of holes. Do the same for the axis going from the bottom of the left-hand side of the playing board to the top of the playing board creating a vertical number line with -1 at the top and -10 at the bottom (or print out this page and use the one found here).

Players place their battleships on the board and then take turns calling out two integers such as “-5, -9” or “+5, -3”. Each set of two integers is called an “ordered pair”.

If a player happens to call an ordered pair that would be in their quadrant, they have hit their own ship and should accept that penalty. No integer called out should be higher in absolute value than 10, since the number lines utilized do not go past +10 or -10.

This is best played with a monitor (parent or older sibling) who checks that the players have properly found the coordinates to see if their ships are getting hit or not. Graph paper with the x and y axes creating these four quadrants should be drawn for each player to keep track of their hits and misses (x's for hits and o's for misses).  A good way to see the diagram to sketch on graph paper is to visit this link: http://www.sparknotes.com/math/algebra1/graphingequations/section1.rhtml.  The horizontal axis is the x-axis and the vertical-axis is the y-axis.  Because this type of chart is utilized a lot in mathematics courses (and some SAT questions have been known to refer to it as well), this modification of Battleship is a great way to have fun while developing and enhancing the student's understanding of these axes (the geometric plane).  

As each player’s ships get completely hit, that player goes out.

The remaining players can only call ordered pairs for quadrants that are still in the game. If they make a mistake, they are out. In other words, if Quadrant 1’s player is out, then neither Player 2, 3, nor 4 should call two positive coordinates in the called-out ordered pair since Quadrant 1 is the only quadrant in which both coordinates would be positive.

Although this Battleship game appears complicated, it is even more suspenseful than the regular battleship game because there are four players. If only two players are available, then each player can manage two quadrants each. The first to have all their battleships sunken in both their quadrants is the loser.  This game is more exciting than traditional Battleship as there are more quadrants and, therefore, more "enemy" ships to sink.

Once students become more familiar with this type of graphing, shapes can be drawn and plotted on the plane as a way to find more coordinates (ordered pairs).  This is particularly interesting to visual learners.  You can begin to see how area and perimeter problems can be solved using squares in this type of chart.  This type of visual learning can also help when analyzing some more complicated scenarios that are posed in SAT questions, particularly the ones where the test-taker should sketch the diagram himself or herself to solve the problem!

Jenga

A third game that has gained popularity in recent years is Jenga.  Buy small mailing labels at a local store.  Place a label carefully on each Jenga block.  Make sure there are no air holes when placing on the labels as they can affect the stacking of the blocks.  On each block's label, write a single digit from 0 through 9.  Continue on each block the writing of single digits choosing from 0 to 9 until you run out of blocks to write numbers on. 

When stacking the blocks as the rules in the Jenga set you bought explain, you need to pull out a block from the stack to then place it again on the stack.  Numeric points are recorded on paper and are written in pairs.  For the first turn, each player writes one number (the number on the block he or she pulled out of the stack).  For their second turn, each player writes the second number and then the players multiply the two numbers for overall points.  For the third turn, each player writes one number (again, as always, the one pulled from the stack).  For their fourth turn, each player writes the next number and then all players multiply the third and fourth number for overall points.  At the end of the game, players add their series of multiplication answers for their grand totals.  However, the person who made the stack falls (which ends the game) subtracts 100 points from his/her total.  

Monopoly 

If you can find play money (including coins) in a supermarket or pharmacy toy aisle (some crafts stores also have play money), a fun way to play Monopoly and brush up on the all important 10-percent calculation is to play the game with all prices and charges 10 percent higher than listed on the board or on "chance" and "community chest" cards.  Using a calculator to calculate the 10 percent would be fine to start but players should quickly see that the ten percent is easy to figure in their heads.  To enhance further learning at another moment once your players have gotten very comfortable with ten percent, you could try playing with a twenty percent increase in prices/charges and have your students notice that 20 percent is double the value that ten percent of an original number would be.  You will need a lot more singles and you will need coins to play this way, but in real life we use coins, and in real life prices can change by percentages.  Many SAT questions also assess how well students can calculate increasing and decreasing percentage values.

Example:  If a player lands on a property that is listed as a $26 property, 10 percent more in value would be $2.60 more.  The player would add $2.60 to $26.00 to get $28.60, and would need to use play money (along with the Monopoly money that comes with the set) that totals $28.60 for the player to buy that property.  

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Good Advice if Trying Any of These Game Modifications/Enhancements:  

If your child would rather look up multiplication values on a multiplication chart than "already know them", this is a reason to rejoice, as using multiplication charts is a great way to learn the values (answers) in multiplication tables. Be glad they are using it!  Many notebooks that you can pick up at local stores have multiplication charts imprinted in them or on them.  Why?  Students learn multiplication facts best when they have access to them. They also learn multiplication much better from charts than from a calculator (Charts visually show the patterns in each table.  For example, you can quickly see that the answers in the four-times table are also in the two-times table, but the four-times table skips every other answer in the two-times table.)  Students see these patterns naturally, but they need to have the charts available in order to see them.  Remember, these are "games" and they are therefore "just for fun" so a child who shows struggles with any of the material involved in playing them can be reminded that "this is not serious.  It's a game."  If you know, for example, that one of your children has memorized the multiplication tables but another one has not, give them each multiplication charts to use individually, so that each one can feel comfortable using one if he or she chooses to do so.  The point is that the more students use multiplication, the more ingrained the multiplication facts become.  Most students in all grade levels including twelfth grade have only some multiplication facts ingrained into their knowledge base of multiplication facts. These games, coupled with some basic understanding of what multiplication is,  could also help introduce multiplication to some children who have not yet had it introduced.

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To Enhance Learning      About Mr. Jeffery      Current Offerings/Times      Ideas for Families

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SAT Prep and Practice

Practice material will be posted on March 19, 2010 on a page set up for those who register.

The 6-week course at the Florida Public Library is designed to give students practice, while learning SAT-test-taking tips, and SAT content.  The price is specifcally kept low because it is the philosophy of Jeffery Educational Consulting to be both affordable and convenient.  To get the most out of the course, students should take advantage of the additional materials that will be published through this web site specifically for those who register, who will be the only individuals with access to these online materials. Print materials will also be given out each week to assist the student further.  Parents are welcome to enjoy the Florida Public Library during the two hours of class time each week.

The class will meet on Wednesdays from March 24 to April 28 for two hours each week (6 to 8 p.m.) in the community room of the Florida Public Library.  All sections and subsections of the exam will be practiced, with specific content also learned.  Students will learn some time-saving tips and some strategies surrounding which questions to leave blank (if any).  We will also spend about one-half hour discussing how to stay relaxed and confident going into the exam.

Open to residents of all library districts.
$119 total cost for registration and materials.
 
The course concludes three days before the May SAT. 
The instructor has 25 years experience in education.   

In the Know with the SAT

by Tom Jeffery, Educational Consultant

 

Strategies that will be taught during this course include tips

on the following:

When you don’t know an answer, there are times to guess, but there are times not to guess. We’ll study both scenarios in detail.

Time can be maximized in strategic ways specific to each section or subsection of the SAT, as will be taught in this course.

This course teaches tips for improving the comprehension of reading passages while maximizing the time efficiency spent in those sections.

Essays can be written to best answer SAT essay questions. These skills are taught in Week 1 so students can continue to practice these skills for the 6 1/2 weeks preceding the May SAT. Practice questions during Week 1 and given out throughout the course are aimed to continue to help enhance a student’s SAT writing skills.

There are common fractions that are often used on exams (not necessarily the ones that come to mind). Hence, if you memorize the decimal conversion for that fraction ahead of time, correct answers can often be spotted more quickly or correct solutions can often be worked out more efficiently.

There are techniques for proofing mathematical work quickly and efficiently that this course will also teach.

Practice does help reduce anxiety. Practice should take place not just in class but with optional (yet highly recommended) weekly assignments.

This course helps a student plan what to do the day before an SAT exam administration, and what to do in the final two hours before an SAT exam administration, so as to minimize nervousness, anxiety, and stress.

This course provides a six-week plan for studying and other preparation activities. Performance on the SAT is based on prior knowledge as well as on how effectively students employ test-taking strategies. Practice at home may need some guidance by parents to reinforce the learned techniques. An e-mail dialogue between parents and the instructor can make a difference.

 

 

To register, call (845)-651-6655 or write to the instructor through an e-mail sent to jefferyedconsult@warwick.net.

 

 

 

Business English Writing at BNU-Zhuhai

Class 1- Overview and Business Letters

Science

Week Beginning: Monday 8th March - Micro Organisms 

Please click on the links below for interactive science activities!

http://www.gamequarium.com/science.htm

http://www.sciencemuseum.org.uk/onlinestuff/games.aspx

http://www.primarygames.com/science.htm

http://www.woodlands-junior.kent.sch.uk/revision/Science/

If you find any more please let me know!

Literacy

Week Beginning: Monday 8th March- Narrative Writing - Picture Stimuli

Please click on the links below to play interactive activities to enhance various literacy skills!

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html

http://www.bbc.co.uk/schools/websites/4_11/site/literacy.shtml

http://www.coxhoe.durham.sch.uk/curriculum/Literacy.htm#KS2%20On-line%20Activities%20NEW

http://www.sparklebox2.co.uk/literacy/

http://www.wordplays.com/p/index

 If you know of any other websites, please let me know!

Numeracy

Week Beginning: Monday 8th March - Measures and Conversions
Please click on the links below that will take you to various sites that contain good and fun maths activities!

http://www.websudoku.com/

http://www.bbc.co.uk/schools/ks2bitesize/maths/

http://www.coolmath4kids.com/

http://www.mathplayground.com/games.html

http://www.primarygames.co.uk/

http://www.woodlands-junior.kent.sch.uk/maths/

http://www.gamequarium.com/math.htm

If you know of any more please feel free to let me know. I will then check them out and put them on here!

Math
Math Websites

Math Websites

Number and Operations 

http://www.internet4classrooms.com/skills-4th-mathbuilders.htm

 Graphs

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html

www.brainpop.com (graphs, Mean, Median, Range, and Mode)

Stem and Leaf

http://ellerbruch.nmu.edu/cs255/jnord/stemplot.html

http://www.purplemath.com/modules/stemleaf.htm

http://www.wisc-online.com/objects/index_tj.asp?objid=TMH1101

http://www.teachervision.fen.com/tv/printables/Math_4_PS_1-5.pdf

http://www.mytestbook.com/worksheet.aspx?topics=Stem%20Leaf%20Chart&subject=Math&grade=5&test_id=235

Median, Mode, and Range

www.lexington1.net/.../ppts/mathppts/.../Mean%20Median%20Mode.ppt

http://www.purplemath.com/modules/meanmode.htm

Multiplication

http://www.coolmath4kids.com/times-tables/times-tables-lesson-lattice-multiplication-2.html

Division

Fractions

 http://www.numeracyworld.com/fractions%20worksheets.html

http://www.hbschool.com/thinkmath/topics/number.html#4

Decimals

http://www.hbschool.com/activity/decimal_rainstorm/

http://www.hbschool.com/thinkmath/topics/number.html#4

Tangrams

http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/7_Tangrams/index.html

http://www.mathwire.com/geometry/tangrams.html

Geometry

http://www.senteacher.org/Worksheet/12/Nets.xhtml

http://www.mathopenref.com/angle.html
 
http://www.madras.fife.sch.uk/maths/homelearning/Ambleside%20Flash/protractor.swf
 
http://www.mathplayground.com/alienangles.html
 
http://www.mathplayground.com/measuringangles.html

 http://www.shodor.org/interactivate/activities/Angles/

Check

Math Book on Line

http://www.eharcourtschool.com/tabnav/controller.jsp?isbn=0153497882

https://us.educationcity.com/autologin/?t=MjU2OTEyfGdhNnxmMDEyNGYyYTUwNTYxODAwMGIyNjk1NTI3ZDI4ZDdlYw==

http://www.internet4classrooms.com/skills_4th_math_new.htm

Annie Luu's Web Portfolio

Welcome to my web based Teacher Portfolio

I graduated from San Francisco State University with a Preliminary Mulitple Subject Credential focused in elementary education in December 2009. Since then, I have worked as a substitute teacher in many schools in the San Francisco Unified School District.  Between substituting and student teaching, I have seen some of the best teachers plan, create and teach innovative lessons and units. I learn from them, my students and of course, my experiences.

I am interested in applying for a teaching position in an elementary classroom, with interest in grades K-3. As a recent graduate of the teaching credentialing program at San Francisco State University, I have student teaching experience on the second and fourth grade level, in both suburban and urban school districts.

It is my goal to combine my range of experience with my ability to be a compassionate, enthusiastic, intelligent teacher who will make a positive contribution to a classroom and school community.

 

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Thank  you for reviewing my portfolio.  Please contact me with any questions, concerns or comments.

Classroom Management Plan

1,2,3 Magic

My Online Supplemental Website

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Welcome to the online supplemental pages for Mr. Wright's composition and critical writing courses at 

ITT-Technical Institute, Lathrop, California

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 12:50:05 2010-03-09

 

GE117 Composition One

GE217 Composition Two

EG372 Written Analysis

RESEARCH

 

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LANGUAGE HUMOR   Funny Signs Around the World The Southern Word Homepage

RESEARCH

 

RESEARCH

 

Research Writing Guides     Writing a Research Paper On Writing a Research Essay How to Write an A+ Research Paper	Online Public Libraries     Stanislaus County San Joaquin County Merced County California State Library Library of Congress	General Reference Yahoo! Education (contains the American Heritage Dictionary, Columbia Encyclopedia, and Roget's Thesaurus, among other great reference tools!)
DOCUMENTATION The Citation Machine: this online feature automatically formats both reference page and in-text citations! A Sample online article to use with The Citation Machine   APA Citation Style: APA Style Guide (Purdue University) Also: Documentation: Overview (from: Writing Essentials Online: A Norton Pocket Guide) APA Style from Wikipedia APA Style - Microsoft Word Tutorial from Cameron University (Lawton, OK)

LymanScience Lyman 7th and 8th Grade Science Eisenhower Jr. High Centennial Middle School
Lyman 7th and 8th Grade Science

Welcome to LymanScience

the website for:

Mr.Robin Lyman & Mrs.Laurel Lyman

 

About Mr. Lyman:  Born in Delta, Utah.  Education: B.S. in Psychology from BYU, M.S. in Teaching in Geoscience from Mississippi State University, Teaching Certificates: Early Childhood Education, Elementary Education, Secondary Education, Teaching Endorsements: Integrated Science, Biology, ESL, & Psychology, nearly completed with Gifted and Talented Endorsement, Former Career: Respiratory Therapy Technician.     http://graniteschools.org/jr/eisenhower

About Mrs. Lyman:  Born in Deadwood South Dakota, Education: B.S. in Geology from BYU, M.S. in Teaching in Geoscience from Mississippi State University, Teaching Certificates: Middleschool Certificate & Secodary Certificate, Teaching Endorsements:  Integrated Science, Earth Science, Chemistry, & Physics, nearly completed with Gifted and Talented Endorsement, Former Career: Geologist.      http://provo.edu/

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Mr. Robin Lyman's 7th Grade Integrated Science

Eisenhower Jr. High

REMINDER:  Ike Jr. SCIENCE FAIR Winners...District Science Fair IS THIS Tuesday, March 2nd.  

NOTE TO PARENTS OF MR. LYMAN'S STUDENTS: PLEASE SIGN THE NOTE TO ACKNOWLEDGE YOU HAVE SEEN THE WEBSITE NOTE THAT WAS SENT HOME.   A signed note from a parent or guardian about this website is a 50 pt. assignment...and it is now OVERdue!     

 

                                            A-DAY DRAGONS

                                   B-DAY UNICORNS

Class Contest:  The first student from each class period to tell me the secret words earns 5 House Points

and gets 5 jelly beans.    The secret words this week are the answer to this question:  What is the body system  we can compare to the city's telephone lines?

Week of Feb 16th - 19th:  We started our study of Biology and Human Biology:  We have started the study of Cells.

 

 NOTICE THE NAMES OF THE DIFFERENT ORGANELLES OR "LITTLE ORGANS IN EACH CELL.

 

Term Project for this Quarter is Build a model of a cell, with all the different organelles labeled.   A model of a cell is the "NEWT" level or "A" level or full credit choice for this assignment. It could be either a Plant or an Animal cell.

Making a poster of one cell, in color, with all the organelles labeled is the "OWL" or "B" level choice for this assignment.  However, if you do 2 posters, one of an animal cell and one of a plant cell, you can still get full credit.

If you do a model and a poster you will get extra credit.   

This Term Project is due on March 15th for B-Day Unicorns and on March 16th for A-Day Dragons...the start of the third week of March...this is a change from before.

Note for 3-B students...the Honors Class:  You are required to do a model or poster on a specific type of cell.  For instance, you could do a model of a heart muscle cell...or you could do a model of a neuron or nerve cell, or you could do a model of a leaf cell, or a bark cell, or of the hypha cell in a fungus.  You could do a model or poster of a haploid or sex cell such as pollen, from plants, or from animals: egg cell, or a sperm cell.

Below is a Plant Cell model...that needs more chloroplasts in my opinion.

 

Here are some Animal Cell models.

 

Week of March 8th - 12th

Body as a City Analogy.  The different body systems can be compared to a large city or a large metropolitan area.     Some examples follow:

The freeway system is like the cell's arteries & veins or circulatory system...also called the cardiovascular system.

 

  

(Remember, ARTERIES drawn red, take blood FROM the heart...Arterial blood has oxygen on board so the blood is bright red...

and VEINS, drawn blue, take blood back TO the heart...venous blood has carbon dioxide on board, so the blood is darker, almost blue...depending on who you talk to about it) 

 

 

Red blood cells are like delivery trucks taking oxygen TO the body's cells...when in the arteries.  

 

 

Red blood cells are like garbage trucks taking carbon dioxide back TO the lungs when in the veins.

The brain is like City Hall

 

 

White blood cells are like the police officers.

 

 

 

Germs (bacteria, viruses, & fungi) are like criminals.

 

The mayor and his aide are brain cells. (a type of neuron or nerve cell)

 

Telephone lines (which are lines of communication) are like the Nervous System, made up of nerves and nerves are made up of many nerve cells. 

 

NOT neccesarily part of the Analogy, but was on the Quiz this week...AND... 

THERE IS A TEST ON MONDAY OR TUESDAY.  YOUR TERM PROJECT IS ALSO DUE THAT DAY, ALONG WITH THE GRAPHIC ORGANIZER (CENTER) ON BODY SYSTEMS!  Be sure you know which main organs go with each system:

The Resipratory system exchanges oxygen and carbon dioxide using the lungs, trachea, bronchial tubes, diaphragm, and the alveoli sacs...etc.

Digestive System ...digests and absorbs our food and nutrients from the food...starting at the mouth/teeth, esophogus, stomach, small and large intestines, (colon bowels), with waste exiting at the rectum & then anus.    

Nervous system consists of the Brain, Nerve Cells or Neurons, Nerves (made up of many neurons), with there being "motor nerves" for movement and "sensory nerves" for sensing touch...heat...cold...etc.     

 

 

WARNING:  TEST on the Body Systems and organs is on Monday/Tuesday!

So, if you read this far you get the...  2nd Question of the Week:  What is the name of the body system that processes and digests our food and absorbs the nutrients into the blood stream? 

We will be reviewing which organs belong to which body systems by playing "Quidditch Quiz Game"  AND we will be awarding Chocolate Frogs to the House that wins the House Cup NEXT week. 

AND NOW  ...ANOTHER secret word for those who are paying attention:  This is one of our riddles...do NOT take it literally:  "What is the name of the organ we think of when we think of the main bending joint in a child's legs?"   

A few interesting websites: 

Hawaiian Volcano National Park:  http://hvo.wr.usgs.gov/

Videos on the different elements:  http://www.periodicvideos.com/ 

 

We will also practice our Science Process Skills with another fun activity collecting data using Jelly Beans...at a later date, or maybe this week...or later on.

 

Eisenhower Jr. High SCIENCE FAIR:  February was 17th

District Science Fair was Tuesday, March 2nd.  Several of our students qualified for Regional Science Fair!

TO OUR District Science Fair WINNERS, PLEASE READ THE BELOW INFORMATION. Please get your paperwork in to Mr. Lyman as soon as possible. 

The below site has both the judging rubric and the Science Fair Handbook: This is the same rubric you were judged with at Ike Jr. High. and District Science Fair...you will be judged on a similar rubric at Regional Science Fair.   There may be additional information you should look up in the district handbook found at this below site. 

http://sites.google.com/site/gsdscience/sciencefair

Remember that you MUST make and have a data book or project book where your raw data is recorded.   BRING THE DATA BOOK, ALONG WITH YOUR SCIENCE FAIR BOARD TO THE REGIONAL SCIENCE FAIR .   Take pictures of any biological experiments.  Do not bring samples of growing mold, bacteria etc.   Remember to use the steps of the Scientific Method: 

Problem: Identify a problem   For example:  "Few plants grow near the Great Salt Lake."

 Question:  Formulate a question about the problem:  For example:  "Why don't plants grow near the Great Salt Lake?"

 Hypothesis:  Write an IF, THEN hypothesis...for example: "IF I put plants in salt water THEN the plants will grow very poorly or die."    The Hypothesis is a prediction or best guess about what will happen in your experiment.

Procedure:(design a test of your hypothesis)  This should be done step by step and it is best to only change ONE variable in your experiment.  It is also best to have a control or control group ...so it is a true experiment. For example:  "Put 3 plants in water=control group, Put 3 plants in salt water=experimental group, observe plants on a daily basis."

 Results:  This is what happened...the collected data from your experiment.  NO explanation yet.

 Analyze Results: Analyze your data or results using charts and graphs.

Conclusion:  You ACCEPT or REJECT your hypothesis and tell why then elaborate and answer your question.  For example:  "I accept my hypotheis because the plant in salt water grew very poorly as I had predicted, so few plants grow near the Great Salt Lake because plants can not tolerate salt water."

In the future, this website can help you in deciding what to so and in the planning of your Science Fair project.    

http://www.sciencebuddies.org/ 

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 Mrs. Laurel Lyman's 8th Grade Integrated Science

Centennial Middle School

Monday: Maybe Quiddich as a review game.

Tuesday - OWL's & NEWT's on Chemical Reactions

Wednesday - OWL's and NEWT's for Potions Class

Thursday - OWL's and NEWT's for Potions Class

Friday - OWL's and NEWT's for Potions Class

2 Weeks ago:      Elephant Toothpaste Chemical Change Demo:

TUESDAY:  Clues to Chemical Reactions

  

Sponge Bob" Chemical Change Demo

 

WEDNESDAY:  How to Change the rate of Chemical Reaction

 Chemical Reaction

From Previous week:  Examples of Chemical Change:

 

 

 

 

Exploding Hydrogen Balloon

The following are Examples of Physical Change:

 

 

Boiling Ice to make a Change of State from Solid, to Liquid, to Gas State

 

Breaking Up Rocks From Larger Size to Smaller Size

 

 

Philosophy of Teaching

My Teaching Philosophy

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially.  It is my desire as an educator to help my students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites sharing of ideas.  There are three elements that I believe are needed to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child’s natural curiosity to direct his/her teaching, and (3) promoting respect for all things and all people.

When the teacher’s role is to guide, providing access to information rather than acting as the primary source of information, the students’ search for knowledge is met as they learn to find answers to their questions.  For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations.  Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur.

Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one’s life and interests.  Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn.  One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study.  Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself.  When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.

Helping student to develop a deep love and respect for themselves, others, and their environment occurs through open communication by sharing ideas and the use of a judicious approach to discipline.  When the voice of each student is heard, environments will evolve to where students feel free to express themselves.  Class meetings are one way to encourage such dialogue.  I believe children have greater respect for their teachers, peers, and the lessons presented when they feel safe and secure of what is expected of them.  In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time.  In turn, they learn to respect themselves, others, and their environment.

For me, teaching provides an opportunity for continual learning and growth.  One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them.  I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children.  In our competitive society, it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs.  I am such a person and will always strive to be the best educator I can be.

 

 

6th and 7th Grade Computers

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Goals: Word Document Short-Cuts & Tool Bars, Computer Terminology, Internet Basics, Creating and Completing Projects in Word and PowerPoint, Establish and maintain site (small groups and class), Basics of Excel, Communication Skills. We will explore computer technology with interesting and entertaining activities.

6th and 7th Grade Curriculum: Click Here 

 Classroom Rules: Click Here

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Restaurant Menu Project: Click Here

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Project 17- Setting Tab stops: Click Here

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"Favorites" Setting Tab Stops: Click Here

 

Fashion Project : Click Here

 

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 Posters:

LogIn

When starting a new project, click "create a new poster" in student Login box. Follow Instructions on each page. Keep track of your poster # by saving it in a document.

Class code number 163908

Great Depressions Resources:

Reference Guides

FactMonster

Links to Online Encyclopedias

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Email Etiquette: Click Here

More Email Etiquette: Click Here

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8th Hour Computer Study Skills Assignment

Click Here

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Visit "The Day I Was Born" site and discover what was happening in the world when you were born...Click Here

 

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Mind Games (must enter email address, top left corner)

Play "Same Game"

Play "Falling Blocks"

Try  "Art Generator"

Try  "Comic Maker"

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3-D Builder

Building and Drawing Interactives

Scratch: Game Builder

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6th Grade Computer Poster Projects

1st Hour Group A

1st Hour Group B

8th Hour Group A

These posters were created and designed by 6th Grade students at Unity Middle School. The operations they have learned and used are saving pictures, copying urls of pictures, hyperlinking web pages, and research using various search techniques. Content, info gathered from good valid sites is the last step they are completing as they learn to use the internet as a research tool. We invites you to visit and revisit the posters to see the progress made.

Thanks,

      Mr. Wellman

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 Click here to visit the 6th grade site.

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Click To "UMS6 Home Page"

Science

My Planet Project

 

Part of the curriculum for 3^rd grade is to work on oral presentations in front of a group. We will be discussing how to give an oral presentation over the next couple of weeks. To further practice this skill, students will be given a project to complete. The project consists of students choosing a planet, making a model of the planet, making a poster of the planet, and presenting their planet to the class.

 

 

 

 

 

ARHS Writing and Literature

My Classroom Website

Homework homework
See what's for homework!

Monday, March 8

1. RL

2. Library

3. Math: p. 21

4. Mad. Min. (division) #2

5. Field Trip Reminder paper

6. Slippers for Field Trip (in plastic bag)

7. HSA booklet

8. Break HW form (return tomorrow)

Tuesday, March 9

1.  RL

2. Mad Min- sign/return

3. Paepae O He'eia waiver form - return tomorrow!

4. Slippers for field trip in plastic bag

5. Break HW form

Wednesday, March 3

1. RL

2. Stelling Test tomorrow

3. Library

4. Book Orders due tomorrow

5. Math: p.40-41

Thursday, March 4

1. RL

2. PE- shoes

3. Math: p. 19-20 (Unit 7)

4. Test Prep WS- Reading

5. SS WS

6. Yearbook form (optional)

Friday, March 5

Furlough

My Classroom Website

Ch. 8 & 9

Ch. 6 & 7

Ch. 5

Ch. 4