Lesson
Review 1 ASE
Morning July 2004
Thursday, July 29,
2004 5 Learners present. 3.25 hours
--
Create connections between building blocks & complexity in our
natural in designed world (Similarity
and Diversity)
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Wednesday, July 28,
2004 7 Learners present. 5 hours
--
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Tuesday, July 27,
2004 7 Learners present. 3.25 hours
--Forces affecting continuity and change
(Continuity & Change) Recognize
there is not always a "right"
answer (Critical Thinking) INTERPRET & COMMUNICATE INFORMATION
(Information (Acquiring and
The Salem Witch Trials of 1692:
Why would young girls accuse so many people of witchcraft, and why would
officials believe them?
(19 people were hanged)
Some theories . . .
-> Ergot poisoning (causing hysteria)
-> Youthful troublemaking and adolescent hysteria
-> Hysteria over transitions in the colony and Puritan society
(English Civil War and the Glorious
Revolution, economic changes, cultural changes)
->Hysteria over Indian Wars
Monday, July 26, 2004 6 Learners present. 3.25 hours
--Complexity of managing and resolving
conflict (Conflict & Resolution)
Development of comprehension
strategies (Reading) Separate response to message from response
to speaker/medium (Critical Thinking)
Evaluate evidence to critically analyze
scientific information generated by themselves and others ()
REASONING - Discover rules/principles
underlying relationships between various objects & apply them to
Critical Thinking in Philosophy
(Work, and Life)
"What are your criteria for a good movie?"
"Are you skilled at convincing others to do or believe
things?"
"Should you separate ideas and arguments from the person
'speaking'?"
"How do you judge whether an argument is valid?"
"What is a fallacy?"
"What is a syllogism?"
Does the way humans think differ significantly from the way other
animals think?
"How do you know if your own opinions make sense?"
Three basic components of critical
thinking are . . .
1. Researching or checking the
facts (based on evidence and reason): FACT-CLAIM
VERIFICATION
2. Making sure concepts and terms
are explained and defined (Is there ambiguity? Do you even know
WHAT you are arguing about?)
CONCEPT CLARIFICATION
3. Making sure the argument flows
in a logical and connected way. (Do the reasons given really lead
to THAT conclusion? Are the facts
and arguments relevant?) ARGUMENT-INFERENCE
VERIFICATION
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Thursday, July 22,
2004 6 Learners present. 3.25 hours
-- human body systems (physical, mental,
social, and spiritual), their interdependence, and their roles in
health protection (Systems and
Interdependence) How everything is
made up of a small number of building
blocks (Similarity and Diversity) READING
- Locate, understand & interpret written information in prose and
documents (manuals, graphs, and schedules)
(Basic Skills)
We identified structures inside the nucleus, the cytoplasm, and on the
surface of a cell using pictures
and descriptions.
We identified some major processes in a cell
1. Cellular Respiration - burning sugar to get energy
2. Mitosis - cell division or cell reproduction
3. Protein synthesis - making new proteins
Wednesday, July 21, 2004 8 Learners present. 3.25 hours
--
Compute with whole numbers, fractions, decimals & integers using
appropriate algorithms and a variety
of
techniques (Number Relationships & Computation) Observe and document system
input and output over
time (Systems) TEACH OTHERS NEW SKILLS
(Interpersonal Skills (Working with Others))
Math: Subtraction: borrowing with
zeros.
You can't really borrow from a "zero". You have to borrow from a number to the left
of it. That
makes the zero a ten which can then subtract the number beneath it - or
it can be borrowed from
(making it a nine.)
We went through the steps every time (made some mistakes) and did our
best to check our results.
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Tuesday, July 20,
2004 7 Learners present. 3.25 hours
--Means and varieties of civic participation
(Power, Authority, & Participation)
Express thoughts in writing
(Writing) Development of comprehension
strategies (Reading) Use computers as
learning & research tool
(Critical Thinking) ORGANIZE AND MAINTAIN INFORMATION
(Information (Acquiring and Using))
National Parties and Political
Platforms.
On their own initiative learners found out lots of information comparing
the Democratic and Republican
parties in terms of demographics
and stances on issues. They began
researching platform "planks" on
a variety of issues which they
divided up between them.
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Monday, July 19,
2004 4 Learners present. 3.25 hours
--How cultures affect identity and
perspective (Cultures & Identities)
Express thoughts in complete sentences
(Writing) Development of comprehension
strategies (Reading) Separate response
to message from response to
speaker/medium (Critical Thinking) READING - Locate, understand &
interpret written information in prose
and documents (manuals, graphs, and
schedules) (Basic Skills)
We had several graphical representations of "Plato's Cave" and
an article on Plato's Allegory of the
Cave and the modern mass media.
The article listed several activities that promote critical thinking.
Amber helped lead the discussions.
We finished with the following writing prompt:
"Describe a time when you experienced
"enlightenment". What
critical thinking skill was most
important? Had you been the
victim of manipulation, or had you created your own "cave?"
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Thursday, July 15,
2004 7 Learners present. 3.25 hours
-- human body systems (physical, mental,
social, and spiritual), their interdependence, and their roles in
health protection (Systems and
Interdependence) Express thoughts in writing (Writing) Develop reading
Vocabulary (Reading) How everything is made up of a small
number of building blocks (Similarity and
Diversity) ORGANIZE AND MAINTAIN
INFORMATION (Information (Acquiring and Using))
Cells and Organelles:
We started by reviewing the names of organelles we were familiar with
and the concept of organelles
as the functional PARTS of a cell.
We read an article that describe some major organelles and we drew
pictures of these organelles in a
larger diagram of a eukaryotic cell.
Nucleus - master organelle that contains DNA
Mitochondria - furnace of a cell where energy is released by cellular
respiration
ER- transport pipes that are sometimes coated with ribosomes
Ribosomes - protein factories
golgi bodies - complex storage systems that take in and pinch off
vesicles
vesicles - simple transport packages
vacuoles - simple storage areas
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Wednesday, July 14,
2004 6 Learners present. 3.25 hours
--
Represent and use numbers in a variety of equivalent forms and in order
relations (Number Relationships
& Computation)
MATHEMATICS - Perform basic computations; approach practical problems by
choosing
from a variety of math techniques (Basic
Skills)
Luz brought in an excerise that combined word play with fraction
operations and concepts. (Example:
the first 3/11 of "fundemental" is "fun".) Most of the problems were adding or
subracting which meant
we had to practice finding common denominators and equivalent fractions.
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Tuesday, July 13,
2004 6 Learners present. 3.25 hours
--Complexity of managing and resolving
conflict (Conflict & Resolution)
Express thoughts in writing
(Writing) WRITING - Communicate thoughts, ideas & information in
writing; Create documents (letters,
directions, reports, graphs) (Basic
Skills)
Discussed the meaning of the word " politics".
Marguerite worked hard to develop her own definintion of the word which
involved concepts like
"public", "laws", "parties",
"elections" and "voting".
Then we looked at (and discussed) this definition.
"Politics - ways of settling
public competition and disputes peacefully."
People then wrote with prompts about political parties, major divisions
and disputes in America now
and historically, differences and similarities between the political
parties.
Issues identified were "rich v. poor", "country v.
city", crime, war, and healthcare.
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Monday, July 12,
2004 5 Learners present. 3.25 hours
--How different perspectives on human
behavior, interactions, and history affect people's understanding of the
world. (Perspective & Interpretation) Express thoughts in writing (Writing) Recognize there is not always a
"right" answer (Critical
Thinking) READING - Locate, understand
& interpret written information in prose
and documents (manuals, graphs, and
schedules) (Basic Skills)
Moral Philosophy (and Ethics)
Started with a writing exercise to review similarities and differences
between theories of knowledge by
Plato and Aristotle. We reviewed and discussed Idealism v.
Empiricism and how both required a
great deal of deep critical thinking to be worthwhile.
Then we spent a great deal of time trying to define "Morality"
and "Ethics" - and actually could not
agree on a definition that gave a clear distinction between other forms
or "rightness" or "correctness".
But we may agree that the Greek/Judeo/Christian view puts morality in
the realm of "virtue" v. "sin" in
ways that might get you into "heaven" or
"hell". (We also spent some
time listing qualities that indicate
a good "Work Ethic" and did our best to remember the
"Seven Deadly Sins".)
Then we read about and discussed Aristotle's view that execising
"Reason" was the best way to
achieve happiness - and Kant's "Categorical Imperative".
The final writing exercise was to answer this question: "How do you
make decisions about right or
wrong? Through faith and
religion? Through parents and authority? Through feeling (pleasure or
pain)? Or through Reason?
No Individual Time.
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Thursday, July 08,
2004 5 Learners present. 3.25 hours
-- the signs, symptoms and causes of health
conditions (Prevention, Early Detection, and Maintenance)
Express thoughts in writing (Writing)
Development of comprehension strategies (Reading) Recognize formal
& informal systems (Critical
Thinking) How everything is made up of
a small number of building blocks
(Similarity and Diversity) ORGANIZE AND
MAINTAIN INFORMATION (Information (Acquiring and Using))
Marguerite started the class by asking about the word
"microorganism". We analyzed
the word into its
two main parts:
"micro" and "organism".
Micro means "very very small."
We spent a long time defining organism using examples and
counter-examples (a dog is an organism,
but its paw is not an organism) and finally came up with definition like
"An organism is a whole living
thing capable of independent life."
People wrote down what they knew about cells, and we reviewed concepts
like "eukaryotic,
prokaryotic, body cells(nerve cells and blood cells), organelles etc.
Then we did some reading about cells.
This article was mostly about the parts of cells. It mentioned
organelles, but was mostly about the important kinds of molecules found
in cells and the atoms that
make up those molecules.
Not counting water, most of the molecules in cells are proteins, lipids,
carbohydrates, and nucleic acids.
These molecules are mostly
composed of hydrogen, oxygen, carbon, and nitrogen.
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Wednesday, July 07,
2004 5 Learners present. 3.25 hours
--
Compute with whole numbers, fractions, decimals & integers using
appropriate algorithms and a variety
of
techniques (Number Relationships & Computation) MATHEMATICS - Perform basic computations;
approach practical problems by choosing
from a variety of math techniques (Basic Skills)
We did example problems based on everybody's current work (comparing
fractions, representing
fractions, math symbols for division and multiplication, order of
operations, geometry word problems:
reading diagrams, writing math problems as equations, proving what you
know using Math/Algebra
notation)
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Tuesday, July 06,
2004 5 Learners present. 3.25 hours
--How different perspectives on human
behavior, interactions, and history affect people's understanding of the
world. (Perspective & Interpretation) Learn strategies for organization (Writing)
Development of
comprehension strategies (Reading) Differentiate fact & fiction (Critical
Thinking) Communicate how
different systems relate to and interact
with each other (Systems) READING - Locate, understand & interpret
written information in prose and documents
(manuals, graphs, and schedules) (Basic Skills)
Ways of Discovering Truth
Socrates and Plato (following Parmenides) believed that truth is discovered deep in the soul of each
individual. This belief is
called "Idealism".
Aristotle (following Thales) believed that truth is discovered through
experiencing the world through
our senses. This belief is
called "Empiricism". Modern
science was built on "Empiricism"
All of them believed that "knowledge" discovered by humans
should be subject to careful critical
thinking and contemplation. Only
careful consideration of intuitions or facts can separate truth from
falsehood.
.
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