#discovery learning

Why we Love Kiwi Crate & Why You will too | Farm Life

Today was another Kiwi Crate Dayin our house! The UPS Man came and dropped the Crate off on our doorstep, which the boys quickly noticed and started shouting, “Our Crate, our Crate!” as they barreled to the door like puppies at chow time. This Crate was all about The Farm, which is perfect and just in time for Spring because it just so happened to teach about gardening. It’s like they read my…

Class: Geometry

Unit: 2- The Language and Logic of Geometry

Lesson Essential Question (LEQ):  How do I determine whether or not three side lengths can create a triangle?

Time: 46 minutes    

Assessment Prompts (What students must know to be able to answer the LEQ):

 AP#1: Students must be able to use the triangle inequality postulate to determine whether or not three side lengths can create a triangle.

AP#2: Given two sides lengths, students must be able to determine the possible values of the third side.

Standards:

Standard - CC.2.3.7.A.2

Visualize and represent geometric figures and describe the relationships between them.

Standard - CC.2.3.HS.A.3

Verify and apply geometric theorems as they relate to geometric figures.

Standard - CC.2.2.HS.D.8

Apply inverse operations to solve equations or formulas for a given variable.

Materials: 2.7 Flipchart, Lesson Master 2.7A, bag of straws with appropriate lengths and colors as per the activity chart (1 pack per group), Activity sheet (1 per student), student iPads with Evernote, Socrative, and Show Me applications

 Activating Strategy:

THINK-PAIR-SHARE:  Students will work independently for approximately 2 minutes to solve the bell-ringer.  They will discuss their answers with their partners for about 30 seconds and explain their reasoning (use drawings), and we will then share our results as a class.

Key Vocabulary: Triangle Inequality Postulate

Teaching Strategy:

Group Discovery Activity:

1) Students will work in randomly selected groups of 3-4.  Students should join their group and find a place to work somewhere around the room (will need a flat surface to work on).

2) Each group will be given a bag of straws.  Each straw is a different length and color (see corresponding chart).  As a group, students will complete the data chart by using the straws as manipulatives to determine whether or not the given side lengths in the first column will create a triangle.  Students will fill out the chart using the Show Me App by taking a picture of the chart on the board with their iPads, uploading it to Show Me, filling it out, then screenshot to add into Evernote.  If students finish early, they may try additional combinations of side lengths in the blank rows of their data sheet.

Below is a photo of what I display on the board for the activity and also the data sheet.

3) After trying each of the side combinations and determining whether or not a triangle can be made, student groups will analyze and discuss any patterns or relationships they notice between the side lengths that worked and did not work.  A class discussion will follow once all groups have made a conclusion.

We will then come back together as whole class to take notes on the Triangle Inequality Postulate via the Evernote App.  Students will download the note taking guide and fill in the blanks from my presentation on the Promethean Board.  

Extended Thinking Strategy:

Group Challenge: Suppose we have two side lengths of a triangle- 32 feet and 45 feet.  Write an inequality that describes possible lengths for the third side (HINT: use your inequality formulas given by the Triangle Inequality Postulate!). 

Summary:

Student groups will play the Space Race game in Socrative to check for understanding of the Triangle Inequality Postulate.  Students will answer seven multiple choice questions that give three sides lengths and they must determine whether or not they would make a triangle (this time without manipulatives).

 Homework:

2.7 Lesson Master

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http://www.newworld-air.com/understanding-cure-obesity/

Understanding the cure to obesity

Many people have a misconception that people who are badly overweight or obese have ruined their bodies and must remain in that undesirable state for the rest of their natural lives.

In actual fact, obesity, like many other diseases, has a cure. The cure is massive calorie deficit, achieved by strenuous physical exercise combined with an extremely low-fat, low-sugar diet.

How to lose weight is a much talked about topic throughout the world. Simply put, the way to lose weight is to burn up significantly more calories than you consume. This is called calorie deficit and is the opposite of calorie surplus, which is when your body takes in and stores more calories than it expends, causing you to gain weight.

It is much easier to gain weight through calorie surplus than it is to lose it through calorie deficit, because the body is designed to take in and store fat long-term in order to survive.

For an obese person, a calorie deficit of between five-hundred and one-thousand calories a day over a period of multiple months is needed in order to be cured.

The only reliable way to achieve this cure is with a combination of a strict diet and a strenuous exercise regime. The chances of an obese person getting fully cured without exercising, through dietary methods alone, are very slim, and even if successful, the process would be much slower.

The most reliable and effective way to cure obesity is for the sufferer to burn a large number of calories each day while consuming nowhere near as many, and to do so for a lot of days consecutively.

The process for implementing this cure is illustrated in the infographic in this post, created by the Discovery Learning obesity and diabetes management experts.

You should notice that great importance is also placed upon mental as well as physical factors.

First, the sufferer must accept that their own behaviour and eating patterns are the cause of the disease they are suffering from.

A lot of obese people blame their condition on the genes they inherited from their parents, or the fact their busy lifestyles mean they need to eat a lot of fast food. Such excuses cannot be tolerated.

If the cure is to be permanent and not a short-term fix, the sufferer must own the effects that eating unhealthily has had on their bodies.

Very similar to inquiry-based learning, discovery learning is student-centered.  In order to do this successfully in the history classroom, teachers need to  

“be sure to ask a question that elicits historical debates, not moral judgments” (National History, 2016).

Debating and finding evidence to support theories is at the heart of the discovery learning strategy.  By encouraging students to investigate on their own, discovery learning requires students to take ownership of their own education.

Discovery Learning. (2015).  Retrieved from https://onlineacademiccommunity.uvic.ca/learningdesign/2015/06/19/discovery-learning/

Discovery Learning Strategy vs. Traditional Learning

Very similar to inquiry-based learning, discovery learning is student-centered.  In order to do this successfully in the history classroom, teachers need to  

“be sure to ask a question that elicits historical debates, not moral judgments” (National History, 2016).

Debating and finding evidence to support theories is at the heart of the discovery learning strategy.  By encouraging students to investigate on their own, discovery learning requires students to take ownership of their own education.

Discovery Learning. (2015).  Retrieved from https://onlineacademiccommunity.uvic.ca/learningdesign/2015/06/19/discovery-learning/ 

Using #socialmedia to introduce students to #archive work #DigitalHumanities #MondayBlogs

Old book bindings at the Merton College Library by Tom Murphy VII Do you want your students to be excited about archives? Do you want them to look forward to carefully paging through manuscripts and early printed books? Is your greatest wish to watch students delighting over marginalia and manicules? Well, then this is the post for you. Cultural Archives Project In this project, we situate…