Saturday, May 24, 2014

CyberBullying Scene - Evaluating the Process

I think that Alessandra did a good job with directing the scene. She directed the first scene, and I think that she was friendly, but got to the point. She made sure that everything was done correctly, and was able to hand the role of the director to the next person without difficulty. I think that Gabe wasn't that good of a director. He was very commanding, which was good, but I think that he could have made his part of the scene more meaningful. That's the only thing.
I think that our group developed a good scene, but I think that our ending of our scene isn't effective. There is a physical fight and then people suddenly become friends again, which isn't super realistic. I think that our beginning and middle is AMAZING. It is powerful, and I think that that will send a clear message to the 5th grade audience.

Thursday, May 22, 2014

Working on the Weekend


*Please full screen the POWTOON video because otherwise you won't be able to read everything

Resources:

Wednesday, May 14, 2014

Science in Space - Video

Planets and Dwarf Planets:
Ancient greek named some celestial bodies planḗtai (English = Planets) because it mean wanderer in greek. In the 19th century, people identified 15 planets in our solar system, though in the 20th century people didn't consider some planets, actual planets, and so not part of our solar system. They only considered 10 planets, real planets.
Criteria that had to be met to classify a planet, and actual planet, was that they needed to orbit the sun, they needed to be a nearly-round shape, and they had to be able to clear other objects in it's neighbourhood. Criteria that had to be met to classify a planet as a dwarf planet, was that it also had to orbit the sun and be nearly-round shaped, but it should not be able to clear other objects in it's neighbourhood and it isn't a moon.
Scientists think that a planet should be classified by what it is near, and not by it's properties. I think it is important to be open to all possibilities, because science advances and changes every day. It is important to be flexible and accept that. Just like in the 19th century, when people thought they knew what a planet was, their findings changed in the 20th century.
The world is something still to be discovered.

PlanetQuest Historic Timeline:
I think that the advancement of all the technology involved in science has been the main part in the finding of new things. In the beginning of the video, people were just looking at the sky, and trying to figure out things by just that, and then over the course of time people started to invent new technology and that help them know more about all the planets. I found the names of the planets very interesting, since some of them are things like B3458-1b. I find that a little bit confusing. I wonder how the technology will evolve in 20 years: will it make things easier, or will there be advancements that won't have a big effect on our planet?

Thursday, May 08, 2014

Theatre in Education

A TiE production differs from an actual theatre production because a TiE production is more for educational purposes. A theatre production lacks the educational part that a TiE production does have. A TiE production starts with an educational topic, and then the theatre is developed around the topic. A TiE production is different from a Children's production and/or a Community production because a Children's production and/or a Community production is not aimed to educate people, they are aimed to entertain people.
Something that teachers could do to prepare for a TiE visit is to prepare a document with a variety of questions. For example if the TiE was about how to evacuate in a fire, teachers could prepare questions like: What is the most important thing to do? Where are the fire extinguishers located? How do you use a fire extinguisher? Things like that, so you could make sure that students are fully engaged. Also, after the TiE you could have a discussion with the students and talk with them about what they learned and they could discuss the questions that were on the paper.



Sunday, May 04, 2014

Lab 9 - Findings

Here is an image of my Lab 9 paper. I wasn't able to draw everything
I saw but I was able to draw most things. This is the water from the
Reservoir Represa Guarapiranga. 

For the Lab 9 experiment, I looked at water from the reservoir Represa Guarapiranga in São Paulo, Brazil. I saw a lot of different things in a plethora of shapes and sizes. A lot of the microorganisms were either floating around in the water trying to eat the other microorganisms or bacteria, or they were not moving. During one part of the experiment, my group and I were looking at the screen that projected what we saw under the microscope, and saw and tadpole-like shape swimming around in the water and it ate some bacteria and some microorganisms, and then swam away! We looked around under the microscope but we couldn't find it anymore...

It was interesting though to see how it had gobbled up the microorganisms and the bacteria. It had a strange whole shape in the front of it's body, where it sucked in all it's food. We also saw some other microorganisms that 'flew' around in the water. They were really fast microorganisms and it looked like they were playing tag or something because they were speeding around and moving towards and away from each other. The tadpole-like shape swam around in a medium speed eating a variety of things, while other microorganisms were zooming about.

During the experiment, we had to try to find different microorganisms and find them on the field guide. My group and I tried to make out some shapes though it was hard to clearly see which microorganism was what. We saw a lot of Arcella's, some Blue-Green Alga, and a lot of bacteria. There might have been more but I'm not exactly sure, since the some of the shapes look very similar or the microscope was too zoomed out for me to make out what the microorganism was.
This is an arcella. ©LINK

Comparing the microorganisms from water to the microorganisms in plant and/or animal cells, is kind of tricky. I'd say that the chloroplasts in a cell move about quickly just like the microorganisms my group and I saw under the microscope.

I think that all the microorganisms are connected by the food chain. For example, when the tadpole-like shape swam in, it ate the smaller microorganisms and bacteria. I predict that the larger organisms eat the smaller microorganisms because they are more vulnerable. I'm still wondering though, what would the smallest microorganisms eat? If there is nothing 'below' them?


Different types of Microorganisms :
Here are some microorganisms, that we, as a class, talked about.






Wanderings:
What are the different names of the organisms?
What are the most important microorganisms in water?
How do all the organisms work?
How are they independent?
How are the dependant on each other?
If the larger microorganisms eat the smaller microorganisms, what would the smallest microorganisms eat?