I know you’re not getting tired of these announcements….<\/p>\n
IMPORTANT DATES:<\/strong><\/p>\n Thurs, Dec 10th: Language Arts Case 21<\/p>\n Thurs, Dec 10th: APTT meeting # 2 5:30 \u2013 6:30 PM<\/p>\n Fri, Dec 11th: Math Case 21<\/p>\n <\/p>\n Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences<\/p>\n Wed, Dec 16th: Science Case 21<\/p>\n Friday, Dec 18th: Last day of 2nd quarter<\/p>\n We then have a LONG track-out, and don\u2019t come back in until January 25th!<\/p>\n <\/p>\n <\/p>\n So this morning we kept talking about the human body systems and how they work to keep us alive. \u00a0 We also talked about how the systems work with EACH OTHER to keep us alive. \u00a0One system on it’s own wouldn’t be enough to keep us going. \u00a0It’s the collection of all systems that help our bodies to run smoothly.<\/p>\n Students again were tasked with drawing a chart today. \u00a0This time, they were given graph paper and asked to make a chart very similar to yesterday’s. \u00a0Again they were given just a few specifications and asked to create the chart on their own. \u00a0Today was MUCH better, I must say.<\/p>\n Afterwards we talked about what strategies we used to create our charts. \u00a0Some students said they used what they learned yesterday, and other students said they came up with brand new ideas. \u00a0We talked about how even if it’s something brand-spanking new, we oftentimes have experiences that we can apply in some way. \u00a0It is imperative that we try and think about how we can apply what we already know to new challenges, and do our best given what we have. \u00a0Giving up or not trying at all are not options.<\/p>\n Tonight students should fill out the chart by answering these two questions about each system:<\/p>\n How does this system work with others in your body ?<\/p>\n What would happen if you did not have this system?<\/p>\n (you are not allowed to simply answer “you would die” to the second question. \u00a0If that is the ultimate result, WHY would you die? HOW would you die?)<\/p>\n HumanBodySystemsChart2<\/a><\/p>\n <\/p>\n Next we started talking about DNA and traits. \u00a0We talked about how DNA acts as instructions for our cells. \u00a0It tells our cells what to do, and essentially how to create us.<\/p>\n We did an activity where we ‘built’ a dog. \u00a0We pulled different ‘strands’ of DNA (little strips with codes written on them) out of a bag. \u00a0We then looked at a chart, which told us what traits each strip indicated. \u00a0Did our dog have a long body? \u00a0A short body? \u00a0Muscular legs? \u00a0A short stubby tail? \u00a0Droopy ears?<\/p>\n Students pulled out multiple strands of DNA until they had built a complete dog. \u00a0They then drew their dog based on the traits selected by the DNA pieces. \u00a0We talked about how even though there were really only 4 different pieces of paper, they described MANY different traits, and no two people’s dogs looked alike. \u00a0We then extended that to how nobody in our class looks the same, even though we all share very similar DNA.<\/p>\n <\/p>\n In recess we had to ban 4-square today. \u00a0We had too many incidents of people cheating, cutting in line, and constantly ignoring the rules. \u00a0As such, 4-square is gone for the rest of the week. \u00a0I told students if they would like to come to me on Monday with a promise and a plan of how they will play 4-square in a civil manner, that they are welcome to try again. \u00a04-square is very serious business.<\/p>\n <\/p>\n In math we again talked about multiplying fractions. \u00a0Many students are coming to understand this concept, which is fantastic. \u00a0Some students are also coming to realize the ‘shortcut’ for multiplying fractions. \u00a0I told them not to share this with their peers. \u00a0Instead they should be thinking WHY does the shortcut for multiplying fractions work? \u00a0We will be talking about it tomorrow, and I dropped some \u00a0pretty big hints today as to why you can multiply fractions so easily with a shortcut.<\/p>\n Tonight students have 4 more problems to do as we have been doing them.<\/p>\n MultiplyingFractions3<\/a><\/p>\n <\/p>\n <\/p>\n so, tl;dr<\/p>\n Fill out a new chart on how systems in our body work together and what would happen without them<\/p>\n HumanBodySystemsChart2<\/a><\/p>\n Do some fraction multiplication with fraction models<\/p>\n MultiplyingFractions3<\/a><\/p>\n <\/p>\n And read! Everyone has a NCCBA book! (Except Rafiekha. \u00a0Sorry Rafiekha I will have it Monday!)<\/p>\n <\/p>\n Have a good one,<\/p>\n <\/p>\n -Mr. Potter<\/p>\n","protected":false},"excerpt":{"rendered":" I know you’re not getting tired of these announcements…. IMPORTANT DATES: Thurs, Dec 10th: Language Arts Case 21 Thurs, Dec 10th: APTT meeting # 2 5:30 \u2013 6:30 PM Fri, Dec 11th: Math Case 21 Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences Wed, Dec 16th: Science Case 21 Friday, … Continue reading Homework Dec 3 (Thurs)<\/span>