All except six students have presented their machines they built as part of their fourth quarter unit. Our schedule has been crazy with assorted field trips and events, but we are making the most of the time we have left this year. Please see the "events" page for information about last EAGLE days this year, as well as for information regarding testing for new EAGLE students.
*******************************************
We have continued to finish a few last-minute ISPs in second, fourth, and eighth grades this week. I am extremely proud of some of the innovative ideas and quality of execution of some of the student projects this semester.
The bulk of our time in each EAGLE class has been focused on constructing our machines. The 7th and 8th grade groups are especially feeling the crunch of time due to several track meets in the past couple of weeks, but they are making progress. Second through sixth graders have been making steady progress. Almost every student has started construction, and about 60% of students are about halfway finished with their required steps. All students will have two work days the week of May 5th, and then they will present their machines the week of May 12th.
Middle school students are going on the field trip to Worlds of Fun on Monday, May 12th. All fifth and sixth grade EAGLE students will have EAGLE on Tuesday, May 13th (regular time) to present their machines to each other. They will not attend EAGLE on Wednesday or Thursday. All seventh and eighth grade EAGLE students will present their machines in EAGLE class on Thursday, May 15th.
Brain stretchers this past week included a version of spoken charades to guess the machine and the condition (an ice maker with a cold, and so on). We continued to discuss ways individuals work to improve the relationship between people and the environment, even given our reliance on machines.
******************************************************
The Worlds of Fun tickets are ordered and the middle school students are getting ready for their field trip on Monday, May 12th.
Students have been working to build their Rube Goldberg-inspired machines. Some are working in teams, and some are working independently. Middle school machines need to have a minimum of eight steps. About 30% of students are halfway done or farther, and about 70% are still designing and planning and need to move quickly into the construction phase. The last work day will be the week of May 7-8, and students will present their machines the following week. I am hoping to group all students in grades 5-6 and 7-8 together for their presentations. Students in grades 5-8 are making machines that have some societal and environmental purpose, students in fourth grade are making machines that have a societal OR environmental purpose, and students in grades 2-3 are making marble rollercoasters with multiple steps. It is exciting to watch the construction phase as students experiment with engineering techniques.
This week, students compared themselves to various simple and compound machines (come visit our wall for more specifics). We also had some interesting discussions about our own habits and the environmental impact of our decisions. The 7-8 Gold group, for example, talked about the convenience and health benefits of 100 calorie snack packs, but recognized the extra packaging and environmental footprint (both from production and waste products) these products have. This led to conversations about personal choices, and whether most people don't make environmentally conscious choices because they don't believe it's possible to get everyone else to be responsible (then they compared this to voting). Students in grades 5-6 discussed whether machines can be good or bad, and this led to interesting conversations about the designer of a machine, the user of the machine, and the energy or process that enables the machine, and where responsibility lies for destruction or harm caused by the machine. These students also journaled on that topic this week.
We have done some short creative thinking and problem-solving exercises this week, as well as catching up with some remaining independent study project presentations.
Thank you to everyone who has donated appliances and machine parts for our use in class!
*******************************
Worlds of Fun field trip permission forms went home with students Wednesday, April 9th.
All students are preparing to create Rube Goldberg-inspired machines for their theme project this quarter. They have detailed written instructions to help them, and middle school students have started planning. Elementary school students will begin theirs after MAP.
Students in 2nd grade have SAT-10 testing this week and won't come to EAGLE. Third graders learned about two more simple machines, and constructed models of them, in addition to solving a logic brain stretcher involving patterns. They also had some ISP work time in class. Third graders will not have EAGLE on Wednesday due to MAP tests.
Students in fourth grade will be learning about four new simple machines this week, and construct models of each kind. They will also brainstorm real world examples of various simple machines. Students who have not yet presented their independent study projects will be working to complete and share those by next week at the latest.
Students in grades 5-8 will be completing some structural instant challenges involving various simple machines, in preparation for their Rube Goldberg-inspired creations. All except 7-8 green group students have been asked to bring in old machines this week to take apart and re-assemble (old radios, phones, fans, etc.) They will also be examining their own routines and the extend to which they use machines in leisure time. Students who have not submitted final copies of their editorial letters and character sketches need to do so by April 14th. All Gold group 7th and 8th graders will present ISPs the week of April 14th, and 5th/6th grade Blue and Red group students who were encouraged to refine their projects and present again will need to do so on their EAGLE class day--either April 14th or 15th.
**************************************************
Students in grades 5-8 have reviewed the work and characteristics of simple machines, and constructed small examples from assorted class materials. We discussed the theme project requirements for the Rube Goldberg-inspired machines students will create this quarter, and reviewed the detailed written instructions in class.
Students in grades 5-6 have presented their independent study projects and received feedback. Some have been given until the week of April 14th to revise and improve their presentations, and others are complete. Gold group (7-8) students will present their projects the week of April 14th.
Students in grades 2-4 completed and shared their fairy tales, which we bound into a notebook and hope to display in the elementary library as a book other students can check out. Several of them have completed and presented their independent study projects this week. Due to MAP and SAT-10 testing, second graders will not attend EAGLE for the next two weeks, and third graders will miss both Wednesdays, but attend on Mondays. Fourth graders may be late to EAGLE due to testing in the next two weeks, but should be able to attend for most of the regularly scheduled times.
We have continued to do assorted brain stretchers and challenges, from math and logic puzzles, to writing assignments, to creative thinking and problem solving activities. This week, all EAGLE students were asked questions from the "Imaginiff" board game, and they made choices about which thing they were most like, and why. Some fun responses:
"I am most like spray paint, because you know how it's sort of fuzzy when you first put it down? I have to go over things a second time and then it's clearer."
"I am like an ambulance, because I rush to help my friends and family if they need me."
"I'm like a gallon of milk, because most of the time I'm healthy, but occasionally, I go sour."
"I'm like the Empire State Building, because I try to rise above every day problems and worries."
**********************************************************
Last week, students had lots of work time for independent study projects, letters to the editor or fairy tales, as well as some fictional character sketches from unique points of view. This week, elementary school students will finish and submit their fairy tales, and continue to work on independent study projects, in addition to our usual logic/creative brain stretcher exercises. Middle school students will present their independent study projects throughout the week. Topics include: Cultural tour of Japan, cultural tour of Thailand, animals of Australia, gender discrimination in athletics, starting a recycling club, starting a charity fundraising club, the way food from three different countries affects food in the U.S., Mt. Fuji, comparing dog breeds, what medical examiners do, whether zoos are more harmful or hurtful to animals, how much difference exists between beginning and experienced teachers, review of video games, environmental impact on polar bears, softball for beginners, go-kart construction, fiction writing, machinima, puppet show version of Animal Farm, magic show, play with facts about ocean creatures, sea monkeys, and many more. Most of them have increased the level of challenge for themselves, compared to their projects last semester, and many have looked for ways to explore real world topics and create products that will affect people beyond the EAGLE classroom. It should be an exciting week!
Parents should have received mid year EAGLE progress reports in the mail--the last ones were sent last week. The "themed anecdote" section is meant to be descriptive and not evaluative (although some of them have comments in them), so you get a snapshot of what the student did on the day or days described.
************************************************************
Holidays, snow days, and flu bugs have created a bumpy schedule, but we're getting back on track. 5th-8th graders presented their mid-point independent study projects for peer and teacher feedback this past week. Final presentations are due March 17th and 20th or 18th and 19th (on the student's EAGLE class day). Many students have taken considerable initiative and are developing impressive, meaningful work. Other students are struggling to manage time and need to be sure to bring materials to work in class on EAGLE days.
Middle school Blue and Gold groups submitted final copies of editorial letters and essays, and received teacher feedback and comments this week. Some of these letters are exceptional! Students will go back to revise and tweak them, and I hope to submit them for publication as they finish.
The 7-8 Green group is continuing work building their go-kart, and they will probably need about two more after school sessions to finish the welding. In class, they are getting a sneak peek at our next science-based unit by working with simple machines and creating some basic Rube Goldberg devices.
EAGLE students in grades 2-4 are continuing to divide work time between their fairy tales and independent study project creation, as well as brain stretchers in math and language arts. I am so proud of the work some of them manage to do, whether it's tackling a particularly challenging math problem or supplying creative dialogue for a character in a play.
************************************************************
2nd-4th grade students have done various exercises to help get inside their character's heads a little better. They have been doing theatre improv games and some writing activities to consider their characters' priorities, fears, motivations, and so on. We have also been doing a number of math and logic brain stretchers, to stretch our own points of view!
5th-8th grade students have been working on letters to the editor OR editorial essays about an issue that they selected. Final copies will be due next week. Some groups have also developed some highly creative fictional characters. We have also been doing some debates, with a rather loose debate structure. The format does help students focus on prioritizing and organizing their arguments, and they have had some impressive discussions so far.
7th & 8th grade "Green" students began working on their go-kart for their independent study project (ISP) this week after school. Everybody had a chance to weld! We will probably be working after school for at least three total sessions, and maybe more.
EAGLE students who are participating in Extempore may use that preparation for their independent study projects. This will give students some time in class to work. After school meetings for Extempore teams will continue for the next two Tuesdays--February 12th and February 19th.
*********************************************************
2-4th grade students have selected fairy tales to re-write from a new character's point of view. We analyzed a sample story from the point of view of one of Cinderella's stepsisters, and went through a grading checklist step by step to see how well the story met the requirements. Many students have re-written stories before; the key to this assignment is to get inside the mind of a different protagonist from the original version.
5th-8th grade students worked in small groups to explain multiple perspectives about conflicts in history. They examined letters to the editor and editorials and analyzed their effectiveness. Now they will begin writing their own pieces--either two letters from opposing points of view, or a single, well-developed opinion essay.
All EAGLE students have been selecting their second semester independent study project topics. Students participating in Extempore have decided to use that as their project focus, although some students want to complete their own additional independent projects. The 7th and 8th grade Green group will be building a go-Kart, with assistance from Mr. Egloff, as their ISP this semester. Students will meet after school on Wednesdays to work in the shop and do some preparation during class time.
EAGLE students have also learned the SCAMPER technique--substitute, combine, adapt/adjust, magnify/minify, put to other uses, eliminate, and reverse/rearrange--to apply to different kinds of work. We recognized that forcing yourself to make new changes was one way to get a new point of view about your own point of view!
**********************************************
We are beginning our third quarter unit, "Word for Word," which focuses on viewpoints and presenting convincing arguments. Students will begin with assorted exercises that draw on decision-making skills we learned earlier this year in our planning unit, such as establishing criteria, and support these decisions with well-reasoned arguments.
Students will also participate in role playing exercises and read stories and opinion pieces designed to examine conflicting points of view.
Early in this unit, students in grades 5-8 will explore real conflicts from history from four distinct points of view. Students in grades 2-4 will identify competing points of view in various stories, and offer reasoning to support their own opinions on the issues. Themed products for this unit are fairy tales from a new perspective for students in grades 2-4, and letters to the editor in grades 5-8.
Students will begin brainstorming ideas for their second independent study projects early this semester. ISPs are due March 17th and 18th second semester, with "rough draft" presentations due February 20th and 21st for grades 5-8.
****************************************
To begin the unit, fourth graders examined letters to the editor to clarify the writers' opinions and identify reasoning and calls for change. Fifth-eighth graders discussed hiring options for a product development leader for Widgets, Inc., and gave reasons for their candidate recommendations. Students also participated in improvisational performances, given from unique points of view, ranging from goldfish to Santa Claus.
*****************
First semester units focused on measurement and planning activities, conformity and social expectations, and the completion and presentation of independent study projects.
Typical Daily Class Structure
Our class meetings are 75 minutes long, and each class meets twice a week. We begin with a brain stretcher, which could involve a class discussion, a logic puzzle, or an instant challenge. Next, we move into the day's theme activity, which for this unit will involve measurement skills and establishing criteria for planning decisions. The last part of class is devoted to independent projects and journal writing.
Journals
Each student will respond in writing to a discussion topic or journal question each week. Responses are assessed according to depth, writing style, and the student's ability to incorporate insights from class activities and discussions, if applicable, to the prompt.
Independent Study
Essential Questions
1) What would you most like to know or be able to do if you could devote 6-8 weeks to learning about it?
2) What meaningful way can you demonstrate what you have learned?
Missouri Standards
1) Students will develop questions and ideas to initiate and refine research (MO PG 1.1)
2) Students will plan and make written, oral, and visual presentations for a variety of purposes and audiences (MO PG 2.1)
3) Students will develop, monitor, and revise plans of action to meet deadlines and accomplish goals (MO PG 4.5)
Because our students have diverse interests and there is not enough time to explore all topics in E.A.G.L.E. class, I wanted to allow students the time to pursue their own interests. While students are permitted to work on these projects outside of E.A.G.L.E. time, they should plan to complete the majority of their work in class. This will affect the types of projects they can choose, since we do not have computers in the classroom for online research or PowerPoint development, or a photography dark room, or a chemistry lab. However, even with these limitations, there are countless topics available for students to explore.
A critical component of independent study is time management, and a second critical element is revision. Students will receive regular input from peers and the instructor, so that they can develop a process of thinking, construction, and revision (as opposed to a last-minute dash before a deadline). Class time will be devoted to presenting independent study work in various stages of completion, so that students can receive and use feedback about their progress.
Some students may elect to design completely original projects, while others can choose from several structured long-term problems. Students are expected to present at least two high quality independent study projects over the course of the year.
First Quarter Theme
The Measure of a Plan
Essential Questions
*How much do we need? How much is enough?
*What are the most efficient ways to measure things?
*When is it most efficient to estimate?
Second Quarter Theme
Coloring Outside the Lines
Essential Questions
1) What are the benefits and detriments of conformity? How and when is it important to fit in with group expectations?
2) What kinds of rules are important to follow? Which rules or group expectations should you break?
Standards
1) Students will apply ideas and skills to different contexts as students, workers, citizens, and consumers (MO PG 1.10)
2) Students will examine relationships between individuals and groups to institutions and cultural traditions (MO KS Social Studies 6)
3) Students will understand the unique qualities of gifted people and use this awareness to become well-adapted members of society (SoBoCo district handbook goals for graduates)
4) Students will conduct research to answer questions and evaluate information and ideas--grades 5-8 (MO PG 1.2)
Word for Word
Essential Questions:
1) Why should you consider different points of view?
2) What makes an argument convincing?
Essential Understandings:
1) Examining different points of view helps to clarify your own beliefs
2) Arguments are effective when they are supported with accurate evidence
Unit Goals:
1) Students will explain reasoning and identify information used to support decisions MO PG 4.1
2) Students will plan and make written, oral, and visual presentations for a variety of
purposes and audiences MO PG 2.1
3) Students will exchange information, questions, and ideas, while recognizing the
perspectives of others MO PG 2.3
Time in Your Hands
Essential Questions:
1) What is the relationship between machines and people?
2) What is the relationship between machines and the environment?
Content-Specific Questions:
1) How important is convenience when we make decisions about spending time? Is it ultimately more expensive?
2) How do technological advances affect the environment? How do they affect society? What is the right balance between a civilization's progress and societal and environmental health? Can a machine be good or bad?
3) How do engineers solve structural challenges? Are environmentally-friendly solutions generally more expensive and/or inconvenient?
Unit Goals:
1) Students will design and construct Rube-Goldberg inspired machines that positively impact society and the environment
2) Students will analyze their lifestyles and consider the impact of their technology use on their health and on the environment
Missouri Standards:
PG 1.6: Discover and evaluate patterns and relationships in information, ideas, and structures
PG 3.8: Assess costs, benefits, and other consequences of proposed solutions
Science KS 8: Know about the impact of science, technology, and human activity on resources and the environment
