Engineering

This week, the dialectic classes prepared for their Unit 2 test by creating an invention. They got together in groups and found a problem to solve. They spent the week designing and prototyping their projects. After our unit test, they presented the inventions to the class. We had everything from a super-safe to a winter-proof car. 

We are also working on creating e-books. These will be interactive books that we will publish online. 

Next week, students will be doing Lesson 2 of Unit 3. We will learn how we analyze data during the engineering process. They will be asked to read Lesson 3 on Monday evening. Later that week we will be doing the Lesson Review. I always give tests on Fridays. 

Students will also be asked to turn in an idea for a science experiment this week. I prefer that students find their own experiments rather than copying them from the internet. We have spent a lot of time learning about the scientific process. I always suggest a trip to the American Science and Surplus store for some scientific inspiration. 

The sixth-graders learned about earthquakes and volcanoes  Did you know there are 3 types of volcano. Ask your child about them. We did a lab were we designed and tested homes and office buildings on our "earthquake tables". We then examined the qualities that made a building earthquake-proof. (see pictures below this post).

Next week we will be learning about rocks and their varieties. We will also learn how to identify rocks using a game called Master Mines. It can be found on the Filament Games web site (a link in the parent resource center).

Earthquake Proof!

As we learn about volcanos and earthquakes, students defend their families by designing earthquake proof homes and office buildings what qualities make a building earthquake proof?

Getting it Together

In the afterschool engineering program, students learn to build circuits by soldering wire together. This is a fundamental skill for the producers and fabricators of tomorrow.

Dunk It!

Using Archimedes as a model, students use a graduated cylinder to measure the volume of various objects.

Future Architects!

Here, students use computer aided design (C.A.D.) to design and show off their homes. The students reinforce lessons on scale models, area, perimeter, and color theory.

The Master Plan

So we've just ended our first quarter. The promise of what is to come is still fresh in the air and I am looking forward to telling you where we will be heading.

The 6th Grade (GC6) will have an exciting year. 

Myles hold his mini scale model of the layers of the Earth

First, we will be diving right into Geology. (Note: Diving into geology can be quite dangerous and lead to serious injury. Geology should be approached with caution). We will learn about the layers of the earth and how those layers interact to give us mountains and earthquakes. We will answer questions like:"Does global warming cause earthquakes?" We will conduct a volcano experiment unlike anything the world has ever seen!

 

From there we will go on to learn oceanography, astronomy, the respiratory system (heart dissection), the nevous system, and the immune system. We will be spending the last quarter on energy. We will do many other exciting things along the way. I have great experiments and projects in store and look forward to sharing them with your child. 

The 7th and 8th (DC1&2) grades have a wonderful opportunity.

Students graph the behavior of a tiny robot to see if it is learning

Most of the national and state standards were covered last year. This means that most of what we learn will be the same material, but taught on a high school level. I am also preparing with the skill set they will need for a high school class. This requires more independent study and critical thinking. Some of you may have noticed that your child is struggling in areas where they were not previously. That is because the work is harder and my expectations are greater.

 

Students will be covering engineering, chemistry, heredity, and physics (matter, energy, and machines). We will focus more on labs and field work. We will also be sharpening language arts and reading skills by fine-tuning our research, interpretation, and presentation skills. 

Expect that your child will have two homework assignments per week. They will have a weekly reading assignment and a home lab or comprehension exercise.  We are also looking for old, unused, or broken cellphones that we can use for our technology course. If you have any, please send them to me.

Feeling the Pressure

Today, students use pressure sensor data to determine the best location to be in the event of an underwater explosion. This was an exercise in gathering data from an experiment. We are learning about parts of a scientific investigation. This data is from a Mythbusters episode. Mythbusters does a great job of demonstrating the scientific method.

Building Builders

Today, in Technology, we learned to take research and build proper presentations using Google Drive. Then we learned to share them with the instructor. Students made presentations about children's programming and the campaign.

We'll be posting those here. Look out!

Waiting to Blow!

Today we were discussing an experiment from last week where we made a cork pop from the pressure in a chemical reaction. This week we used convection (heat transfered through a liquid or gas) to build pressure and get the same effect. When was the last time pressure from heat effected you?

We have been learning that all scientific claims can be supported with evidence. Why do you think the cork popped?

Science Detectives

Today we solved a mystery in class. 

We learned that detectives who solve crimes are like scientist who solve problems. They both observe, are curious, creative, are skeptical of unsupported claims, are objective, and logical. So we used these traits to solve a mystery in class. You may have seen the one that came home for homework. Here is one for you. If you get stuck on the answer, email me araines@cambridgechicago.com. 

Thanks to all of the parents who joined my blog. Your child thanks you, too. Now on to the mystery. Most of you may remember Encyclopedia Brown.

The Case of Merko’s Grandson
 
Bugs Meany and his Tigers liked to spend rainy afternoons in their clubhouse. Usually, they sat around thinking up ways of getting even with Encyclopedia Brown.

But today they had met for another purpose—to cheer the boy detective on.

Encyclopedia and Sally Kimball were about to meet in a battle of brains.

The Tigers hated Sally even more than they hated Encyclopedia—and with good reason.

When Sally had moved into the neighborhood two months ago, the Tigers jumped to show off for her. She was very pretty and she was very good at sports.

In fact, she got up a team of fifth-grade girls and challenged the Tigers to a game of softball. The boys thought it was a big joke, till Sally started striking them out. She was the whole team. In the last inning she hit the home run that won for the girls, 1-20.

But the real blow fell on the Tigers the next day.

Bugs was bullying a small boy when Sally happened to ride by on her bicycle.

"Let him go!" she ordered, hopping to the ground.

Bugs snarled. The snarl changed to a gasp as Sally broke his grip on the boy.

Before the other Tigers knew what to do, Sally had knocked their leader down with a quick left to the jaw.

Bugs bounced up, surprised and angry. He pushed Sally. She hit him again, with a right to the jaw. Bugs said oooh,, and went down again.

For the next thirty seconds Bugs bounced up and down like a beach ball. By the fourth bounce, he was getting up a lot more slowly than he was going down.

"I'm going to make you sorry," he said.

But his voice was weak, and he wore the sick smile of a boy who had taken one ride too many on a roller coaster.

"So?" said Sally. She moved her feet and took careful aim.

"This," she said, aiming another blow, "should take the frosting off you."

Bugs landed on his back, flat as a fifteen-cent sandwich. Not until Sally had ridden away did he dare get up.

Sally was not content to rest on her victories at softball and fighting. She aimed higher.

She set out to prove she was not only stronger than any boy up to twelve years of age in Idaville, but smarter, too!

That meant out-thinking the thinking machine, Encyclopedia Brown.

The great battle of brains took place in the Tigers' clubhouse. The two champions, seated on orange crates, faced each other. The Tigers crowded behind Encyclopedia. The girls' softball team crowded behind Sally. That left just enough room in the tool shed to think. 

Everyone stopped talking when Peter Clinton, the referee, announced the rules.

"Sally has five minutes to tell a mystery.

She must give all the clues. Then Encyclopedia will have five minutes to solve the mystery. Ready, you two?"

"Ready," said the girl champion.

"Ready," said Encyclopedia, closing his eyes.

"Go!" called Peter, eyes on his watch.

Sally began to tell the story:

"The Great Merko was the best trapeze artist the world had ever seen. People in every big city were thrilled by the wonderful performer swinging fifty feet above the ground!

"In the year 1922, Merko died at the very height of fame. In Merko's desk was found a letter. It was a will, written by the circus star. The will directed that the star's money be put in a bank for forty years.

"After forty years, the money was to be taken out and given to Merko's oldest grandson. If no grandson was alive, all the money was to go to Merko's nearest relative, man or woman.

"Forty years passed. A search was be- gun. At last a man was found in Kansas City who said he was Merko's grandson. His name was Fred Gibson. He went to court to claim his inheritance.

"While the judge was listening to him, a tall woman in the back of the courtroom jumped up. She was very excited.

"The woman said she was the trapeze artist's grandniece. She kept shouting that the Great Merko was not Fred Gibson's grandfather. Therefore, the money was rightfully hers.

"The judge questioned the woman. He had to agree with what she said. She was Merko's grandniece, and the Great Merko was not Fred Gibson's grandfather.

"Now," concluded Sally. "Who got Merko's money—the tall woman or Fred Gibson?"

Sally wore a smile of triumph as she looked at Encyclopedia.

The tool shed was still. The boys looked at their shoes. Had Sally beaten them again? Had Encyclopedia met his master?

Encyclopedia had five short minutes to solve the brain-twister.

Slowly the minutes ticked away. One... two ... three ... four ...

Encyclopedia stirred on his orange crate. He opened his eyes. He smiled at Sally.

"You told it very cleverly," he said. "I nearly said the wrong person. But the answer is really quite simple."

Encyclopedia rose to leave. "The Great Merko's money went to Fred Gibson."
WHY DID ENCYCLOPEDIA SAY THAT? 

written by and property of Donald Sobol

The Week of September 17th

What Is Science?

Last week we sought to learn about the core concepts and philosophies that support what we call "science". We learned about empirical evidence and pseudoscience. We also did experiments to demonstrate how investigation is practiced. 

The test that we took on Friday showed that, although the students were good at defining these concepts, they had more difficulty with being able to recognize examples of those concepts in practice. 

We talked about Ancient Aliens being an example of pseudoscience.
Above is a MEME satirizing a common stance on the show.

So, this week we will be working more on the concepts in practice and understanding what they look like in life as well as the lab. If you are interested in what you can do to help, I point you to one of my earlier post, Scientific-Whats-It?.

A note on the test:

In the Cambridge Philosophy, it is more important to build skills rather than rote knowledge. Although I may make flashcards, memorizing definitions will be of little help. I like to emphasize practice over traditional studying. This way, the children build a skill set that will make them specialized, unique, and a value in what ever field they choose. 

It's All Up For Argument

This week, debate started with a bang. We debated whether it was okay to use profanity in public spaces (See the video below). We also started a debate about whether older students should be allowed to nap. 

Next week, we will start learning how to put together a good argument. Look for vocabulary words like vague and and ambiguous in describing poor arguments. 

Welcome

Hello, my name is Mr. Raines.  This year, I will be teaching your child science and debate.  I’ve been a teacher with the Cambridge School for eight years.  I’ve taught math, science, art, Spanish, technology, and reading.  I’m weighing a high degree of flexibility, creativity, competence, and creativity to all of my lessons.  As a science teacher, I aspire to instill a passion and curiosity about the universe that will translate into the everyday life of your child.  For those of you who have never had a child in my class, I’m excited about the world that we will be opening and discovering together.

As your child’s debate teacher, I will teach them to think critically about everything from media to politics.  Then, I will teach them to build solid arguments as a way of building better agency in a world of conflicting influences.  So be prepared, allowance negotiations may be forthcoming.

Here are some “need- to- know” the items that will help you understand some of the daily routines and protocols in my classroom.

• ·         I will be giving a weekly assessment every Friday.  Barring emergencies, any changes to the schedule will be announced.
• ·         I post all of my grades on an online grade book.  The grades for your child can be viewed at www.engrade.com.  I have already sent home the username and password for your child.
• ·         I strive to have grades entered by the end of the day or over the weekend.
• ·         I like to give extra credit points for extracurricular studies.  This year, students can get extra points by completing small scale science experiments or by completing an independent research project.
• ·         I value communication, and as a Christian, esteem reconciliation.  So I require that students call me with any questions that they have with my assignments and that parents call me with questions about anything.  I can be reached at  773-727-9092 or e-mail araines@cambridgechicago.com.  I can also be messaged in Engrade. Do not worry about disturbing me.
• ·         I will communicate to you weekly through my online blog, The Dali (cambridgesas.blogspot.com). If you are not receiving this e-mail weekly, please let me know.
• I am looking forward to a partnership with my students and their parents this school year.  My door is always open, and so is my classroom.

In Service,

Mr. Raines

An Energized class

The Dialectic classes have been learning a lot about energy. We've been studying the great ideas of physics and we've delved into the great mysteries of the universe. Mysteries like: why is grass green or the sky blue. We even built our own motor. Below, there is a video of some of the students getting one to work. We are also gearing up for the Science Fair. We will spend the next week working on them in class and preparing ourselves for April 19th. 

Cambridge Medical School

5th Grade:

The 5th graders have been learning some really cool things. We have spent the last three weeks learning about the body's systems. We've learned about the movement of blood through the heart and how the blood gets oxygen. This is a college level lesson. Your children learned it in one week.

They've also have learned a lot about the digestive and nervous systems. Watch us reenact the path of a neural impulse in this private YouTube video.

All of this learning was done using independent study. I wrote what I expected my students to learn on the board everyday and them supported them as they did their own research. There were no hands-on activities or interactive learning. We worked on improving our research, comprehension, and team-study skills.

This week, we are learning how to use our rote knowledge of the body's systems to critically diagnose ailments; emergency room style. Students will be assessed on their ability to listen to a set of symptoms and "diagnose" the "patient's" problem. We are already having a lot of fun while learning about the body, how it works, and what happens when it stops working.

Remember your student can complete a SMALL 5 minute experiment and turn in a report for extra credit. Each one is worth a 1/10 of a test grade. Remember: Small experiment and written report. 

Pray for us. 

 

The Critical Crises

A teacher-friend of mine quipped, "When my students turn 35, I'm leaving the country."
"Why?" I asked.
"I am not going to retire in a country run by these people."


I chuckle at his pessimism, but I know what he's getting at.

We all recognize that the remainder of this century will present problems that must be solved. Our children will have to be the ones to solve those problems. Global warming, financial stability, food shortages, population management. These will be the problems of the next century and calling them "challenges" is of little help. 


What will be helpful is to teach our future leaders to approach problems in a healthy and productive way.


As it stands, too many of our students are under-motivated and untrained problems solvers. This is a condition bred by a school system (and sometimes a home life) that doesn't require them to solve problems. They are given formulas and they often have to be told which formula to use. 


So that is the problem... here is my solution. 


My class is built on a foundation of critical thought. I have been slowly weening my students off of closed-questions that require rote memorization. I have been replacing these questions with open-ended questions that require critical thought. Our discussions in class are Socratic in nature. I am teaching my students HOW to think and not WHAT to think. Watch the video to the right for an expansion of this concept. 


As a result of my students unfamiliarity to this approach, you will notice a drop in grades. Do not be concerned. I am committed to this process. The grades that you see online are only a part of my assessment of their skills.


Your child is learning to think in a new way. This will take time. Be patient with them and support us both and I can promise an improved student that will be more competitive in the world. I also promise a student worthy of tommorows problems.