Friday, September 21, 2012

Interim Reports

Today is interim report day. We are half-way through the first 9-weeks.

For the weeks leading up to this, I have told students that their grades will be based on how well they are learning in this class. Students often tell me they expect to pass this class just because they did some of the work. For many students, their past experience makes them believe that learning isn't really important. So, I try to make clear, from the very beginning, that I care about their learning.

They are here to learn.

Sometimes, it takes students until interim reports to believe that their learning matters. Throughout the day of interim reports, many students will ask why they have low grades. I just ask them to show me their notebooks. Most often, they don't want to do that. They understand the problem. They know they haven't been doing their work or learning all the material. They're just surprised anyone cares.

I care whether or not they learn.

Here's an example of how their effort and their learning shows up in their work. On Sept 18, students worked with their table partners to read an article about Dr. Ben Carson. Then, they answered a series of questions based on the article.

Here's a link to the article and questions.

And here are a couple examples of students' work.

This student didn't put much effort into the work. The student didn't even try to answer many of the questions.




This student wrote thoughtful answers that showed she understood the article.



Wednesday, September 19, 2012

Iceman

Title: Iceman
Date: Sept 19, 2012

In today's class, students watched part 1 of a Discovery documentary about Otzi the Iceman. Otzi is a 5,300 frozen mummy that was found Sept 19, 1991 (21 years ago today) in the Italian Alps. As students watched the video, they took notes to learn about forensic science. At the end of the video, students worked with table partners to answer three questions:
  1. Explain how the Iceman's body was so well preserved for 5,300 years.
  2. Explain why it was "dangerous" to defrost the mummy.
  3. Describe three observations scientists made about the Iceman's body that might help explain his death.
Following those questions, students used their notes to write summary paragraphs. I gave them the main idea: "The discovery of Otzi, the Iceman, has been very important for scientists."

You can find more information about Otzi through these links:
South Tryol Museum of Archaeology, South Tyrol, Italy
"Last Hours of the Iceman," National Geographic

Also, it is important for students to learn how to take notes. As students go farther in school, the ability to take good notes will become even more important. So, I try to help students get lots of practice in my classes. Here are some examples of good and not-so-good notes taken by students today.

These notes, which continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.

These notes are decent. They have some good information and would be some help on a test.
These notes, which continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.


These notes, which also continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.

These notes have only the most basic information, and the student clearly quit taking notes after about the first 5 minutes of the video. This student did the minimum in order to be able to claim he or she did some work. These notes would be very little help on a test,

These notes have lots of details, but are very difficult to read. It would be difficult for a student to use these notes for studying or for help during an open-notes test.

Tuesday, September 11, 2012

Homework due Friday, Sept 14

Read the article, "Brainy bees know two from three," and then answer these questions:
  1. What did Dr. Zhang and his team learn from their background research?
  2. What was the independent variable in this experiment?
  3. What was the dependent variable in this experiment?
  4. What was the conclusion of this research?
  5. Based on the information in this article, why do you think phone numbers are made in groups of 3 and 4 numbers? For example, 863-123-1234.
  6. What sentence in the article supports your answer for question #5?
Write down the answers on a piece of paper and bring them to class on Wednesday, Thursday, or Friday.

Tuesday, August 28, 2012

Lab Safety

On Tuesday, students learned about lab safety. We watched two short videos in class, and students were given lab safety contracts to take home and have signed by a parent or guardian.

Video 1: The Ultimate Lab Safety Video


Video 2: FSU Chemistry Lab Safety


Students can read the entire set of Polk County lab safety rules at this link, which opens a PDF file.

Thursday, August 16, 2012

Welcome to Life Science

Welcome to Life Science.

I am looking forward to a great year.

Sunday, September 6, 2009

Mary Mitchell

Why we honor the name of Mary Mitchell

Mary Mitchell Slessor was born in 1848, the second of seven children in a poor Scottish family. Because of her poverty, she began working in a mill at the age of 11; when her father died, she became the primary financial support for her family—a family that continued becoming smaller because of tuberculosis.

When Mary heard of the missionary David Livingstone’s death in 1873, she immediately volunteered to serve in Nigeria. She began her ministry in the port city of Duke Town, learning the local language and customs, and teaching in a school. Mary lived frugally, sending half her salary home to care for her ill family members. But all the while, she longed to move inland where there were no missionaries.

When the last of Mary’s family died, she wrote, “Heaven is now nearer to me than Britain, and no one will be anxious about me if I go up-country.” For the rest of her life, Mary moved further inland into areas thought impenetrable by British authorities. She lived and worked among people she described as, “brave, almost fierce, war-loving, and as reckless of their own lives as they are of others.”

Mary Mitchell was an unconventional and controversial missionary. Despite the missionary customs of the day, Mary insisted on living in an African hut, eating the local food, and wearing clothes practical for the environment. Without family to support, she used her money to start free schools. In addition, she advocated the rights of women and fought to end local practices of slavery and human sacrifice.

Mary became renowned for her bravery and leadership. When the British government decided to expand its influence inland, they quickly realized local tribes had no interest in accepting a British governor. But they also realized Mary was trusted by everyone. As the British High Commissioner wrote, “Miss Slessor can go where no white man can go. She can sway the people when we cannot sway them.” As a result, in 1905, Mary was named the first female magistrate in the history of the British Empire. She accepted the commission—believing that God is honored through good systems of justice—but never accepted a government salary; she considered herself a servant of God, not of Britain.

Mary found it difficult to quantify her work to those who like to count the successes of missionaries. At one point, she simply wrote:
We do not attempt to give in numbers those who are nominally Christian. Women, lads, girls, and a few men profess to have placed themselves in God's hands. All the children within reach are sent to the school without stipulation. One lady of free birth and good position has borne persecution for Christ's sake. We speak with diffidence; for as no ordained minister has ever been resident or available for more than a short visit, no observance of the ordinances of Baptism or Lord's Supper have been held and we have not had the usual definite offers of persons as candidates for Church membership. We have just kept on sowing the seed of the Word, believing that when God's time comes to gather them into the visible church there will be some among us ready to participate in the privilege and honour.
Mary Mitchell Slessor lived dedicated to the glory of God, and she invested her life to shine the light of God into the Dark Continent. That is why we have chosen the name of Mary Mitchell for our new daughter. It is our hope that Mary Mitchell Sabin will be as committed to God, courageous in His name, and concerned for his people, as Mary Mitchell Slessor. May the name our daughter bears always point her toward the name Slessor proclaimed. And may we, as her parents, teach her that there is no greater mission in life than to know God and enjoy Him forever.

Bruce & Jennifer Sabin

Thursday, August 9, 2007

Charlotte Moon

Why we honor the name of Charlotte Moon

Charlotte “Lottie” Moon was born in 1840 to a wealthy Virginia family. Her mother encouraged her education and although it was unusual for a woman of her time, Lottie learned eight languages and earned a Master of Arts. Lottie’s intelligence and sense of humor attracted the attention of a Harvard professor who asked her to marry him. But Lottie turned down marriage and spent her life as a missionary to the Chinese people.

Single women were not usually sent as missionaries, but Lottie believed there was no barrier too great for God. She found financial support from Baptist women in Virginia and she moved to China. She served through three wars. During the Boxer Rebellion, she disguised herself as a Chinese man and snuck behind enemy lines so she could minister to suffering people. Later, during the Chinese Revolution, she took on duties as a hospital administrator when she found a local hospital had been abandoned by fleeing doctors.

Lottie spent her life trying to make the glory of God known. She worked tirelessly, and she wrote letters home encouraging more Christians to take seriously the call of Jesus to demonstrate God’s love throughout the world.

After the Chinese Revolution, a famine struck China. Lottie continued to put the needs of others above her own. As she saw people starving, she gave away all she had to save them. She spent the last of her own money buying food for others; she gave until she had nothing left to give. As she slowly starved, her Christian friends grew worried about her deteriorating health. They tried to send her back to America to recover, but it was too late. On Christmas Eve of 1912, Charlotte Moon died; she weighed less than 60 pounds.

But, that ending is not sad or tragic because Lottie did not really lose anything. She lived looking toward eternity, and now she lives forever. She lived and died believing the words of her Savior who promised that God sees our actions, knows our hearts and rewards those who love him. Lottie lived the command of Jesus: “Do not work for food that perishes but for the food that lasts for eternal life” (John 6:27).

We chose the name of Charlotte Moon for our daughter because we pray our Charlotte will have the same wisdom, strength, determination and faith as her namesake. We pray her name will be her constant reminder of the singular focus that should drive the Christian life. And we pray her name will also serve us as a constant reminder of our role as her parents—to teach her to love God with all her heart, all her soul, all her mind and all her strength, and to love her neighbor as herself. Whether God calls her to live that love in a far-off land is his choice.

Bruce & Jennifer Sabin