Swine Flu

We are all concerned about the Novel H1N1 virus this season, and it makes sense to pay close attention to the risks and the news that hopefully helps us to prepare as best we can. We've certainly talked about it at school, and we are careful to make sure that all of us cover our coughs and wash our hands frequently. But... life does go on from day to day in spite of the swine flu. I ran across this picture and thought it was a fun and light-hearted look at what is a serious issue -- dealing with this virus:

We're Going on a Field Trip :-)

Next Monday, we'll be traveling to one of our beautiful city parks to enjoy a day in the woods and experience first hand some of the challenges that we've read about in Reading Class. Our day will be based on the book, Hatchet, and we'll practice a number of survival skills as we work with a park naturalist to bring that book to life.

WE DO NEED TWO PARENT CHAPERONES TO ACCOMPANY US ON THIS TRIP

BRINGING LITERATURE TO LIFE: SURVIVAL LITERATURE Season Available: F, S Grade Level: 4 – 8 Hatchet, My Side of the Mountain or Danger Along the Ohio will come to life as students hike to locate sources of food and water, build an emergency shelter in the woods and try essential outdoor skills like fire building, reading maps and using a compass. The program will build excitement, deepen understanding and instill self confidence. Read the book before the program

Assignment Archive -- August / September, 2009

September 30-- Math Archimedes -- p. 41, problems 9-21 (odd) Math Thales -- p. 36, problems 23-34 (except for 31) Social Studies -- Finish the Africa Stories project. Here's the link to the website: http://msdanielswebquests.blogspot.com/2009/09/stories-from-africa.html September 29 -- Health -- read pp. 2-4, and answer questions 1-3 on p. 5 Math Thales -- Writing in Math #2 is due Monday, 10/4 p. 595, Lesson 1-5, problems 1-5, and Lesson 1-6, problems 1-5, plus an apology for classroom behavior. Math Archimedes -- p. 38, problems 1-3 Chapter 1 test is scheduled for Monday, 10/5 Science -- Plant a sock project is due on 10/5 September 28 -- Social Studies test is tomorrow. Math Thales -- write a 2 paragraph summary of your strategy for solving one of the guess and check problems that you worked on in class today. Writing in Math #2 is due Monday, 10/5 Math Archimedes -- Writing in Math #2 is due Friday, 10/2. P. 36, problems 23-34 (except for 31). September 25 -- Science test is Monday. Social Studies test is Tuesday. Math Archimedes -- Writing in Math #2 is due Friday, 10/2 September 24 -- Science -- Unit 1 test, 9/28. Plant a Sock project due on 10/5 Geography -- continents test -- tomorrow Social Studies -- Culture and Social Justice Unit test, 9/29. Finish your 25 things about me/10 questions about you work for the visit with the Australians. Math Thales-- Correct p. 30 problems Math Archimedes -- write a 2 paragraph description of your process/strategy for solving one of the guess and check problems we worked on in class. You can find the problems, if you need them, at this website: http://library.thinkquest.org/25459/learning/problem/psguess.html September 23 -- Science -- Plant a sock projects are due on 10/5 Geography -- Continents test is 9/25 Social Studies -- Test over Culture and Social Justice unit is Tuesday, 9/29. Students have study materials. Math Thales -- p. 30, problems 32-43 Math Archimedes -- correct the problems from p. 30 based on the discussion in class today. September 22 -- Science -- read pages 20-21 and answer questions 1-3 Science -- don't forget your Plant a Sock Project -- due 10/5 Geography -- continents test on Friday Math Thales -- Read pages 28 and 29. Take notes: definitions for vacabulary, work the examples, anything else? Math Archimedes -- p. 30, problems 32-43 September 21 -- Social Studies -- if you didn't finish your culture poster in class, finish it tonight. Math Thales -- p. 26, problems 15-31 (odd) Math Archimedes -- Read pages 28 and 29. Take notes: definitions for vacabulary, work the examples, anything else? September 18 -- Science -- Read pp. 12-13 and do questions 1 & 2 on p. 13, Read pp. 14-15 and do question 1 on p. 15, Read pp. 16-17 and do questions 1-3 on p. 16 Begin your "Plant a Sock" project. Social Studies -- Analyze a coin (not a penny) for culture clues September 17-- Math -- p. 26, problems 14-28 (even) Science -- make a dichotomous (taxonomic) key for the leaves Social Studies -- Unit 1 framed notes are due tomorrow Geography -- Continents test is 9/25 September 16 -- Science -- complete the Match It worksheet Geography -- Continents test is 9/25 Social Studies -- Unit 1 framed notes are due on Friday 9/18 September 15-- Math -- p. 20, problems 5, 14-16, 24, 29, 38, 39 Science -- Play A Touch of Class online. Complete the handout for this activity. September 14 -- Geography -- students should be preparing their study guide maps for the continents test on 9/25. I do not collect these, but for students who expect to be prepared, this is an important step. September 11-- Math -- Complete the review packet: prime and composite numbers and prime factorization. Science -- Read the packet. Answer all Checkpoint questions and complete the Section 1 and Section 2 reviews. Social Studies -- Complete the Unit 1 Framed Notes. Due Friday, September 18. Geography -- Continents test: Friday, 9/25 September 10-- Math Thales -- p. 16, problems 4, 5, 8, 9, 47 Math Archimedes -- p. 16, problems 31-47 (odd numbers only). September 9 -- Math -- factor rainbows for 32, 64, 75, and 98 Science -- Read pages 6-9. Use the SQ3R reading strategy that we talked about in class. Here's a link if you want to know more: http://www.accd.edu/sac/history/keller/accditg/sssq3r.htm You should have at least one question per subheading to turn in. September 8 -- Math -- writing in math and divisibility rules assignments are due tomorrow. Social Studies -- bring family history artifacts and stories to share on Thursday. Geography -- Continents test is scheduled for 9/25. September 4-- Math -- **Writing in Math assignment is due on Sept. 9 **Divisibility rules assignment is due on Sept. 9 September 3 -- Math -- Internet research on Thales and Archimedes is due tomorrow. Writing in math assignment is due on Wednesday, September 9. Science -- Finish the Cosmic Oranges Project. Write an "Ode to an Orange (poem)". Illustrate your poem. Tape your observations and questions, your written description, and all of your sketches and drawings to the bottom of the poem. September 2 -- Math -- Writing in math problem -- due September 9. September 1 -- Social Studies -- find a news article about something related to social justice. Science -- Write a good, detailed, complete description of your Cosmic Object. August 31 -- Social Studies -- read the article on Catholic Social Justice, and write a list of vocabulary that is confusing and questions or ideas that come up as you read. Science -- Finish your poem "in the style" of Wallace Stevens. Math -- Read pages xxv-xxviii. Complete the "scavenger hunt"on page 1. August 28 -- Math Thales -- Thales Internet research http://www.historyforkids.org/learn/greeks/science/math/thales.htm . Due Friday, Sept. 4 Math Archimedes -- Archimedes Internet research http://www.cs.drexel.edu/~crorres/Archimedes/contents.html . Due Friday, Sept 4 August 27-- Math -- go to http://www.msdanielspage.blogspot.com/ and complete the "Check-in" assignment. Math Thales -- complete your Thales worksheet Math Archimedes -- complete your Archimedes worksheet All students -- cover hardbound books by Friday. August 26 -- Science -- find a news article about H1N1 (Swine Flu). Your article may be from a newspaper, magazine, or from an online source. Write a 5-7 sentence paragraph about your article. Attach your paragraph to the copy of your article. Social Studies -- discuss the Seven Habits of Highly Responsible Students sheet with a parent. Have them sign your plan. ** Bring magazines for us to use on poster projects. August 25 -- We had a great first day! I so enjoyed meeting all the students. Homework tonight: Cover all hardback books. Have parents sign all the various forms. Parents -- I would like to have email addresses for everyone, so if you will send me an email, I can get your address from that, of, if it is more convenient, send a note. See everyone tomorrow. Start of School, 2009-- I hope everyone has had a wonderful and relaxing summer. Everything is ready for your return. I cannot wait to see you on Tuesday. All the best, Ms. Daniel

I volunteer on the board of directors for The Arc -- a local advocacy agency for individuals with developmental disabilities and their families. For the second year, The Arc will be hosting a community dance, on Saturday, Nov. 7. I invite any who are interested to check out this wonderful evening -- it is a great time and the proceeds go to support the work of a long-standing Cincinnati charity:

Last year, October 03, 2008 was an incredible time. A dance with food, drinks, raffles, live music, and photo booths allowed many people of our community to relax in an environment designed for entertainment. Check out our Dancin' page! We successfully raised money for future advocacy and attendees left with great memories: "Dancin' With The Arc last October offered us a chance to get out and have fun, meet some great people and to support a great organization that does immeasurable good for many in the community. What more could anyone ask for? We are looking forward to Dancin' With The Arc this [year]! " -Alfred Joseph

There are high intentions for the success of this year's event. Join us!

"I was part of the planning committee, and brought two friends with me to the event. We all had so much fun! Both of my friends are excited about attending the event with me again this year! We danced, laughed, and talked to lots of new people. " - Mindy Freson

"What I remember about Dancin' With The Arc was the incredible energy in the room. Everyone had so much fun! My wife and I agreed that it was the most enjoyable evening we had spent in a long time."- Jay Allgood

Event Information This year's event will be held on Saturday, November 7 at

Wunderland from 7pm-11pm. · Emcee: Jen Dalton at WKRC (Channel 12) · Music: The AirWave Band · Dinner: buffet dinner · Drink: beer, wine, and other beverages · More Fun: The "Say Cheese" Photo Booth · Important Info: All friends and family are invited

Who is Affected The success of this event will make it possible for The Arc to continue to provide programs and services to people with intellectual and developmental disabilities and their families. Local organizations, which sponsor the event are not only supporting the work of The Arc but will also allow our constituents who might not otherwise be able to attend to be part of the community celebration. They will be recognized during the evening.

Plant a Sock -- Year 3

Plant a sock? What? Materials Needed: an old sock a shoebox garbage bag or plastic wrap potting soil scissors Instructions: Check with a grown-up before you begin. Joshua of Texas told us how to grow plants using socks. It's a great way to find out what kinds of plants are growing in different biomes. Joshua says that the best time to do this project is on a sunny day in late summer or early fall. First, find an old, fuzzy, worn-out sock that will fit over your shoe. Then, wander around outside. You can do this in the city or in the country. You could go to the woods, or a nearby lot that's full of weeds. Walk back and forth through an area where plants are growing. Take the sock off and examine the kinds of seeds that are stuck to the sock. Now, to plant your sock. Line a shoebox with a garbage bag or plastic wrap. Fill the shoebox with potting soil. Cut a slit down the side of your sock. Then flatten your sock and plant it with the seeds pointing up. Cover it with a thin layer of soil and then water it. In a week or so, the seeds should begin to sprout. This is really fun to do with your friends in different environments because you get something different every time. What kind of plants did your sock grow? Write and tell us about it at ZOOM!

Sharing Our Family Histories

As students study culture, and begin to learn about cultures from around the world and through time, it is important for them to understand their own culture and to become aware of their assumptions about how the world is as viewed through that lens... And so, we take a bit of time to learn of our own families and our community, and to share that history in class. Students tell of where their families came from, what brought them to this region, what keeps them here, and most share some object or story or tradition that is meaningful in their family.

I am so Proud!

I was not at school today. I was at a workshop at XU with a team from our school -- we are learning about Professional Learning Communities, and we hope that what we learn over the next year can be instrumental in moving us all forward toward becoming even better in the future.

Students were left in the hands of one of our most reliable and dependable substitute teachers. They had all been told about my absence in advance, and we had talked about what they could do to help make the substitute welcome in our classroom.

I was able to return to school just before dismissal this afternoon, and I found (much to my delight) a whole bunch of smiling, happy young people ready to head home for the weekend. When I talked with my substitute, he told me that they had had a good day, and that he was able to work easily with the students to help them understand and work through the challenges that they encountered with the work I'd left. He seemed calm, relaxed and happy with the way the day had gone.

I am so very proud of this group of students. They were polite, respectful, diligent, and helpful. My classroom looked just great. Clearly they did exactly what we would all expect of them today, and did it with grace and kindness. What a terrific bunch!