Day One:We discussed each of the students' schedules, curriculum requirements, and challenges at their school(s). Using the students' assignment planners as a starting point, a couple of lessons were presented: tips and tricks about how to use a combination lock, and a writing assignment that required the students to produce a piece about a time when they had a profound reaction to something that happened to them. The reaction could have been positive or negative, but the event had to cause them to have to respond in some way. The students were given 15 minutes to produce their piece, and then we shared/critiqued our stories. There was an emphasis on creating a great beginning and ending. Three techniques were presented for beginnings: a noisy word (anomatopia), a question, or a descriptive sentence, sometimes called, "Lights, camera, action." Ending techniques were: a dream, hope, wish, and/or a sentence that describes a moral or what was learned. Students were then given time to finish any uncomplicated homework in small groups, such as math or computer time, with instructional assistance.
Day Two:
Science was the focus. The students tested a hypothesis using the scientific method using the following model:
Ask a question
Do background research
Construct a hypothesis
Test your hypothesis by doing an experiment
Analyze your data and draw a conclusion
Report your results
The science of physics was discussed and students brainstormed a working definition of physics. The following assignment was posed:
Using one pink pearl eraser and one unsharpened pencil, form an experiment that produces movement but without physically touching either object. The other parameter that was presented was that the movement must produce a similar or same outcome every time. The students were given time to work following the scientific method, designing their testable experiment, writing up a report about their findings, and then presenting their findings to their peers. Students used a personal journal that was provided by the after school center. This journal will be theirs to keep as a record of their learning once it is completed. Personal journaling will be used throughout the year for this purpose.
Day Three
Today's focus was Ancient Civilizations. Students watched a video about Mesopotamia and learned that it was also known as The Ferrile Crescent. We discussed various parts of geography that included both the ancient period as well as how the area is considered modern Iraq. Students created the following vocabulary list:
Nomads
Civilization
Archaeologist
The Fertile Crescent
River
Sumerian
Babylonians
They also created a list of the Ancient Civilizations from Mesopotamia
Sumerians
Babylonians
Amorites
Lassiter
Hittites
Assyrians
Finally, they generated a list of "burning questions." These are questions that promoted further thinking about what they learned.
Day Four
Today's focus was Enjineering and Design. Students researched and created a working model for the Emjineering and Design Process. The following list was generated:
Define the problem
Do background research
Specify requirements
Brainstorm, evaluate, and choose a solution
Develope prototype or solution
Test the design
Determine if the prototype or design met requirements or needs improvelment
Communicate results
Using our model, the students created their own tangram puzzle and made shapes for the puzzle tone solved.