TOK
Victor--File for Meeting
Remaining Obligations (Updated):
- TOK bellringer notebook and annotated book due Tuesday, May 28th
- PPD typed in to ManageBac under "Theory of Knowledge" under "Presentation." This will be part of your final exam grade and will be due before final exams.
- You will meet with your EE supervisor between Wednesday, May 22nd and May 29th for your 15 minute check-in. You will bring your outline. You will enter your notes as reflective notes in the Researcher's Reflection Space (not one of your three formal reflections in the other tab).
- You will meet with me any time before Final exams for your second (interim progress) CAS meeting.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
required_elements_of_the_extended_essay.pdf |
Monday, May 6th
Bellringer—A. Using your notes from the symposium to remind you, what did you learn? In what topics were you most interested? How do they connect to TOK? How does what you saw connect to EE?
B. What are the presentation requirements for you specific EE subject?
C. Where are you in the EE process? What do you need to do next? Outline the steps you need to take before beginning the writing process.
Schedule--Bellringer, pair/share, computer cart workshop
Homework\ EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac)—all should be in to me by this evening, Animal Shelter Supply Drive (extra credit), continued EE reading and research
Purdue OWL MLA
Purdue OWL APA
Purdue OWL Chicago
Purdue OWL AMA
AKPMSA.WEEBLY.COM
Bellringer—A. Using your notes from the symposium to remind you, what did you learn? In what topics were you most interested? How do they connect to TOK? How does what you saw connect to EE?
B. What are the presentation requirements for you specific EE subject?
C. Where are you in the EE process? What do you need to do next? Outline the steps you need to take before beginning the writing process.
Schedule--Bellringer, pair/share, computer cart workshop
Homework\ EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac)—all should be in to me by this evening, Animal Shelter Supply Drive (extra credit), continued EE reading and research
Purdue OWL MLA
Purdue OWL APA
Purdue OWL Chicago
Purdue OWL AMA
AKPMSA.WEEBLY.COM
Wednesday, May 1st
Bellringer—Which formatting style will you be using for your EE? What are its rules regarding the following?
Homework Summary paragraph of key points in the “Presentation” section of your EE subject guide, Update CAS reflections, EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac), Animal Shelter Supply Drive (extra credit)
Purdue OWL MLA
Purdue OWL APA
Purdue OWL Chicago
Purdue OWL AMA
Bellringer—Which formatting style will you be using for your EE? What are its rules regarding the following?
- Page layout—headings, headers, margins, font, page numbers
- Source page—title of source page, format of source listing
- Footnotes, endnotes, graphs, charts
- In -text citation format
Homework Summary paragraph of key points in the “Presentation” section of your EE subject guide, Update CAS reflections, EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac), Animal Shelter Supply Drive (extra credit)
Purdue OWL MLA
Purdue OWL APA
Purdue OWL Chicago
Purdue OWL AMA
Tuesday, April 30th
Bellringer--EE-Based on your sources so far, which of the following will your thesis (argument) most likely fall under? Explain.
Defend— (agree, my position, provide support)
Challenge— (disagree, break down notions/beliefs, support)
Qualify— [edit, put a spin, specific variable(s), support]
Schedule--Bellringer, pair/share, argument/synthesis overview and source integration (notes)
Homework Update CAS reflections, EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac); Animal Shelter Supply Drive (extra credit)
AKPMSA.WEEBLY.COM
Bellringer--EE-Based on your sources so far, which of the following will your thesis (argument) most likely fall under? Explain.
Defend— (agree, my position, provide support)
Challenge— (disagree, break down notions/beliefs, support)
Qualify— [edit, put a spin, specific variable(s), support]
Schedule--Bellringer, pair/share, argument/synthesis overview and source integration (notes)
Homework Update CAS reflections, EE supervisor/first formal reflection notes (submit for approval before adding reflection to ManageBac); Animal Shelter Supply Drive (extra credit)
AKPMSA.WEEBLY.COM
Formal Reflection Session #1 (approx. 25-30 minutes)
Materials Needed:
To Do:
Materials Needed:
- Reflection Checklist
- Supervisor Checklist
- Printed Sources Obtained at Elmhurst (and elsewhere)--make sure you have read and annotated these
To Do:
- Meet with Supervisor--MUST bring sources, reflection checklist, supervisor checklist, and take notes
- Turn in notes and supervisor checklists to Mrs. Kane
- Enter reflection into ManageBac using notes (returned from Mrs. Kane) under EE--Planning and Progress Form--Candidate's Comments--First Reflection Session
PRESENTATIONS (to 4/22) /ELMHURST FIELD TRIP
Wednesday, March 27th, Thursday, March 28th, and Friday, March 29th
LAB: TOK Presentation Workshop and PPD Draft Check
Homework: Field Trip permission slip, Presentation,
PPD form--improved/revised version, TOK presentation--drafted slides due Friday, EE--revised question as needed & action plan
LAB: TOK Presentation Workshop and PPD Draft Check
Homework: Field Trip permission slip, Presentation,
PPD form--improved/revised version, TOK presentation--drafted slides due Friday, EE--revised question as needed & action plan
Tuesday, March 26th
Pre-gridding for the SAT with Ms. Paulus
Pre-gridding for the SAT with Ms. Paulus
Monday, March 25th
Bellringer—A. EE-What are your perceptions of your EE research question/topic? What experiences, ideas, and observations have you had previously, and how do they relate? What alternative interpretations or different perspectives might there be? What might you need to explore next?
B. TOK Presentation/PPD- Reflect on your progress so far. Compare and contrast your PPD form with the samples we have reviewed in class. Pull specific examples from your PPD as well as the samples.
C. CAS Reflect on your CAS project. What action steps do you need to explore next?
Schedule--Bellringer, pair/share, Reflection guidance (handout), TOK Presentation/PPD Workshop
Homework Update reflections as needed, Presentation PPD completed draft due Wednesday, EE Supervisor Check-in Meeting #1 this week
Bellringer—A. EE-What are your perceptions of your EE research question/topic? What experiences, ideas, and observations have you had previously, and how do they relate? What alternative interpretations or different perspectives might there be? What might you need to explore next?
B. TOK Presentation/PPD- Reflect on your progress so far. Compare and contrast your PPD form with the samples we have reviewed in class. Pull specific examples from your PPD as well as the samples.
C. CAS Reflect on your CAS project. What action steps do you need to explore next?
Schedule--Bellringer, pair/share, Reflection guidance (handout), TOK Presentation/PPD Workshop
Homework Update reflections as needed, Presentation PPD completed draft due Wednesday, EE Supervisor Check-in Meeting #1 this week
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
tk-ppd_form.pdf |
Tuesday, March 19th
Bellringer--A. USing the PPD sample you reviewed for homework, in a TEXAXAS explain what the student did well and what the student could improve based on your own observations. Provide textual evidence from the PPD form itself.
Schedule--Bellringer/homework check, pair/share, PPD guidance and example (9/10 score) discussion, Presentation workshop and check-ins with Mrs. Kane
Homework EE preparation, Presentation preparation
Bellringer--A. USing the PPD sample you reviewed for homework, in a TEXAXAS explain what the student did well and what the student could improve based on your own observations. Provide textual evidence from the PPD form itself.
Schedule--Bellringer/homework check, pair/share, PPD guidance and example (9/10 score) discussion, Presentation workshop and check-ins with Mrs. Kane
Homework EE preparation, Presentation preparation
Monday, March 18th
Bellringer—A. Briefly describe the real-life situation (RLS) that you selected for your presentation. State your knowledge question (KQ). Then, EXPLAIN the connection between your RLS and your KQ.
B. What terms will you need to define (for example, “evidence,” “justification,” and “knowledge”)? Explain these terms so that the audience is on the “same page.”
C. What two claims will you present? For each claim, present a counterclaim (a differing point of view).
Schedule--Bellringer, pair/share, PPD example (score of 9), tentative major dates schedule for quarter 4, workshop and check-ins with Mrs. Kane
Homework--EE preparation, TOK presentation preparation
Bellringer—A. Briefly describe the real-life situation (RLS) that you selected for your presentation. State your knowledge question (KQ). Then, EXPLAIN the connection between your RLS and your KQ.
B. What terms will you need to define (for example, “evidence,” “justification,” and “knowledge”)? Explain these terms so that the audience is on the “same page.”
C. What two claims will you present? For each claim, present a counterclaim (a differing point of view).
Schedule--Bellringer, pair/share, PPD example (score of 9), tentative major dates schedule for quarter 4, workshop and check-ins with Mrs. Kane
Homework--EE preparation, TOK presentation preparation
Monday, March 11th
Q3 Nonfiction Books collected
PPD samples/team evaluation
Notebooks returned
Friday, March 8th
LAB Day
Homework: CAS reflections and evidence--minimum of 5 by Monday, all students—NEW reflections and evidence, regardless of minimum, Q3 Nonfiction book due Monday.
LAB Day
Homework: CAS reflections and evidence--minimum of 5 by Monday, all students—NEW reflections and evidence, regardless of minimum, Q3 Nonfiction book due Monday.
Thursday, March 7th
Bellringer--Using your articles folder, browse through our previous readings (all the way back to our Ways of Knowing articles). Choose a real-life situation that you may be interested in exploring further. Briefly explain the RLS and what you thought about it (from a TOK perspective) when you first encountered it. Then, briefly explain why it’s significant to you.
2. Discuss some of the thoughts or questions you had about the real life situation. Start explaining the situation in a TOK way --using some of the key terms from the course (see terms cheat sheet)
3. Explain a few of the things we can know about the RLS and an overview of how we know it (WOK). For example, our senses may provide some insights, while emotion provides other ones. Be specific. Then, explain the limits to what can be known about your RLS.
5. Formulate a Knowledge Question (using the template). Then, list other RLSs you might explore, including relevant AOKs and WOKs.
Schedule--Bellringer (HW notes check) pair/share, brainstorming RLS ideas for presentation (using articles)
Homework CAS reflections and evidence--minimum of 5 by Monday, all students—NEW reflections and evidence, regardless of minimum, Q3 Nonfiction book due Monday.
Bellringer--Using your articles folder, browse through our previous readings (all the way back to our Ways of Knowing articles). Choose a real-life situation that you may be interested in exploring further. Briefly explain the RLS and what you thought about it (from a TOK perspective) when you first encountered it. Then, briefly explain why it’s significant to you.
2. Discuss some of the thoughts or questions you had about the real life situation. Start explaining the situation in a TOK way --using some of the key terms from the course (see terms cheat sheet)
3. Explain a few of the things we can know about the RLS and an overview of how we know it (WOK). For example, our senses may provide some insights, while emotion provides other ones. Be specific. Then, explain the limits to what can be known about your RLS.
5. Formulate a Knowledge Question (using the template). Then, list other RLSs you might explore, including relevant AOKs and WOKs.
Schedule--Bellringer (HW notes check) pair/share, brainstorming RLS ideas for presentation (using articles)
Homework CAS reflections and evidence--minimum of 5 by Monday, all students—NEW reflections and evidence, regardless of minimum, Q3 Nonfiction book due Monday.
Wednesday, March 6th
Bellringer—A. 1. “Using the CRISPR Baby Scandal” article, select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation.
B. To what extent do you find in the sciences a refinement of simple curiosity about the world, such as children possess as they ask about the stars or animals?
In what ways do you consider scientific training to be helpful to you in matters of everyday life?
Schedule--Bellringer (check “CRISPR” article), go over language chart, pair/share, discussion and AOKs: Natural Science and Ethics Graded Discussion
Homework Textbook reading and annotations per heading pages 351-353,
Answer the questions on page 353 in the peach box #s 1-5.
Q3 Nonfiction book due March 11th.
Bellringer—A. 1. “Using the CRISPR Baby Scandal” article, select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation.
B. To what extent do you find in the sciences a refinement of simple curiosity about the world, such as children possess as they ask about the stars or animals?
In what ways do you consider scientific training to be helpful to you in matters of everyday life?
Schedule--Bellringer (check “CRISPR” article), go over language chart, pair/share, discussion and AOKs: Natural Science and Ethics Graded Discussion
Homework Textbook reading and annotations per heading pages 351-353,
Answer the questions on page 353 in the peach box #s 1-5.
Q3 Nonfiction book due March 11th.
Tuesday, March 5th
Bellringer- A. 1. Using your textbook notes, select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation.
B. Stephen Hawking said, “Science is not only a disciple of reason but, also, one of romance and passion.” What does this quote suggest about the nature of the natural sciences as an area of knowledge?
Schedule--Bellringer (check textbook notes), go over language chart, pair/share, discussion and AOKs: Natural Science and Ethics--Gene Editing (to 4:10) & CRISPR/gene-edited babies(2:06-7:26) w/ discussion
Homework “CRISPR Baby Scandal” reading and annotations per paragraph,
Q3 Nonfiction book due Monday, March 11th
Bellringer- A. 1. Using your textbook notes, select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation.
B. Stephen Hawking said, “Science is not only a disciple of reason but, also, one of romance and passion.” What does this quote suggest about the nature of the natural sciences as an area of knowledge?
Schedule--Bellringer (check textbook notes), go over language chart, pair/share, discussion and AOKs: Natural Science and Ethics--Gene Editing (to 4:10) & CRISPR/gene-edited babies(2:06-7:26) w/ discussion
Homework “CRISPR Baby Scandal” reading and annotations per paragraph,
Q3 Nonfiction book due Monday, March 11th
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_4__crispr_scandal.docx |
Friday, March 1st
Lab
HW: Textbook notes (continued) and new CAS outcomes
Lab
HW: Textbook notes (continued) and new CAS outcomes
Thursday, February 28th
Bellringer—A 1. Using your most recent article (“Inevitable Evolution of Bad Science”) select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Reflect on the following quote from Albert Einstein: “I believe in intuition and inspiration…imagination embraces the entire world, stimulating progress, giving birth to evolution. It is strictly, speaking, a real factor in scientific research.” Then, choose another WOK and explain how natural scientists use it in a manner characteristic of there area of knowledge.
Schedule--Bellringer (“Inevitable” article), pair/share, discussion WOK: Language and AOK: Natural Science--Terms with different meanings activity practice and review
Homework pages 323-331 textbook notes (not workbook)—summary note per heading and boxes/tables; Q3 nonfiction book annotations
Bellringer—A 1. Using your most recent article (“Inevitable Evolution of Bad Science”) select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Reflect on the following quote from Albert Einstein: “I believe in intuition and inspiration…imagination embraces the entire world, stimulating progress, giving birth to evolution. It is strictly, speaking, a real factor in scientific research.” Then, choose another WOK and explain how natural scientists use it in a manner characteristic of there area of knowledge.
Schedule--Bellringer (“Inevitable” article), pair/share, discussion WOK: Language and AOK: Natural Science--Terms with different meanings activity practice and review
Homework pages 323-331 textbook notes (not workbook)—summary note per heading and boxes/tables; Q3 nonfiction book annotations
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
science_and_language_vs_public_meaning_chart_practice.docx |
Wednesday, February 27th
Bellringer--A 1. Using your most recent article (“Americans Believe/Science”) select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Professor Oreskes states that real science ultimately depends on "consensus" and an "appeal to authority," despite the fact that arguments based on consensus and authority are commonly dismissed as being logically unsound. Using your notes from yesterday’s audio, precisely what kind of consensus and what kind of authority is she advocating for scientific endeavor?
Schedule--Bellringer (“Science/Bang”), pair/share, WOK: faith and AOK: Natural Science Graded Discussion—using Oreskes/audio, “Why Should We Believe in Science?” and the “Science/Bang” article from homework
Homework –“Inevitable Evolution of Bad Science” article with annotations; Q3 nonfiction book annotations
Bellringer--A 1. Using your most recent article (“Americans Believe/Science”) select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Professor Oreskes states that real science ultimately depends on "consensus" and an "appeal to authority," despite the fact that arguments based on consensus and authority are commonly dismissed as being logically unsound. Using your notes from yesterday’s audio, precisely what kind of consensus and what kind of authority is she advocating for scientific endeavor?
Schedule--Bellringer (“Science/Bang”), pair/share, WOK: faith and AOK: Natural Science Graded Discussion—using Oreskes/audio, “Why Should We Believe in Science?” and the “Science/Bang” article from homework
Homework –“Inevitable Evolution of Bad Science” article with annotations; Q3 nonfiction book annotations
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_3__inevitable_evolution_of_bad_science.docx |
Tuesday, February 26th
Bellringer—A. Using your most recent article (“Science/Bang for Its Buck”), select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Using the quote (handout), explain how Wilson’s views connect with our discussion (and clip) on methodology in the natural sciences from yesterday.
Schedule--Bellringer (“Science/Bang”), pair/share, WOK: faith and AOK: Natural Science—Oreskes/audio, “Why Should We Believe in Science?”
Homework –“Americans Believe/Science” article with annotations; Q3 nonfiction book annotations
Bellringer—A. Using your most recent article (“Science/Bang for Its Buck”), select a real-life situation you would like to use as a basis for exploration. 2. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).3. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
B. Using the quote (handout), explain how Wilson’s views connect with our discussion (and clip) on methodology in the natural sciences from yesterday.
Schedule--Bellringer (“Science/Bang”), pair/share, WOK: faith and AOK: Natural Science—Oreskes/audio, “Why Should We Believe in Science?”
Homework –“Americans Believe/Science” article with annotations; Q3 nonfiction book annotations
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Monday, February 25th
Provide a real-life example of a lab you have actually done for each of the following criteria:1. Lab worked well and you more or less knew the result in advance and got the data you expected.
2. You really could not predict what would happen in advance and obtained some interesting results.
3. The lab did not work or you received meaningless results.
Schedule--Bellringer/ “Law Makes It Illegal” HW check, pair/share, Natural Sciences intro (knowledge framework), discussion of method models, video--“How Science Works”
Homework –“Science/Less Bang for the Buck” article with annotations; Q3 Nonfiction book annotations—due March 11th
Provide a real-life example of a lab you have actually done for each of the following criteria:1. Lab worked well and you more or less knew the result in advance and got the data you expected.
2. You really could not predict what would happen in advance and obtained some interesting results.
3. The lab did not work or you received meaningless results.
Schedule--Bellringer/ “Law Makes It Illegal” HW check, pair/share, Natural Sciences intro (knowledge framework), discussion of method models, video--“How Science Works”
Homework –“Science/Less Bang for the Buck” article with annotations; Q3 Nonfiction book annotations—due March 11th
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Friday, February 22nd
Lab
Lab
Thursday, February 21st
University of Texas at Dallas Talk: Singer w/ Chart
University of Texas at Dallas Talk: Singer w/ Chart
Wednesday, February 20th
Bellringer—Using your most recent article (“Florence”), select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check (Source Sheets), pair/share, University of Texas at Dallas Talk: Singer w/ Chart
Homework –“The Law that Makes It Illegal” article with annotations; must have reflections in ManageBac by tomorrow
Bellringer—Using your most recent article (“Florence”), select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check (Source Sheets), pair/share, University of Texas at Dallas Talk: Singer w/ Chart
Homework –“The Law that Makes It Illegal” article with annotations; must have reflections in ManageBac by tomorrow
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
law_that_makes_it_illegal_to_report_on_animal_cruelty.docx |
Friday, February 15th
LAB
Checked source sheets
Passed out research question class list
Homework--new updates for CAS, Q3 nonfiction book annotations, "Florence" article continued
LAB
Checked source sheets
Passed out research question class list
Homework--new updates for CAS, Q3 nonfiction book annotations, "Florence" article continued
Thursday, February 14th
Bellringer--Using your article from last night (“Grief”), select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check, pair/share, (adjusted) Psych Test Study Groups/Partners
Homework –“Hurricane Florence” article with annotations; Research Source Sheets—bring completed to the lab tomorrow
Bellringer--Using your article from last night (“Grief”), select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check, pair/share, (adjusted) Psych Test Study Groups/Partners
Homework –“Hurricane Florence” article with annotations; Research Source Sheets—bring completed to the lab tomorrow
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
14_hurricane_florence.docx |
Wednesday, February 13th
Bellringer—Using one of our two most recent articles (“AR/AW” by Steven Wise or “Dogs/Cats”) select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check, pair/share, give one/take one, Applied Ethics: Nonhuman Animals graded discussion (based on readings and documentary)
Homework —Bioethics (AOKs—Natural Science and Ethics) Smithsonian Article—“Grief” Annotations
Bellringer—Using one of our two most recent articles (“AR/AW” by Steven Wise or “Dogs/Cats”) select a real-life situation you would like to use as a basis for exploration.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and HW check, pair/share, give one/take one, Applied Ethics: Nonhuman Animals graded discussion (based on readings and documentary)
Homework —Bioethics (AOKs—Natural Science and Ethics) Smithsonian Article—“Grief” Annotations
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
13_do_animals_experience_grief.docx |
Tuesday, February 12th
Unlocking the Cage Video--finish (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Checked "AR/AW: The Case for Nonhuman Personhood" article
Homework: "Dogs/Cats" (AOK--Ethics and Natural Sciences) article with annotations
(file attached below)
Unlocking the Cage Video--finish (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Checked "AR/AW: The Case for Nonhuman Personhood" article
Homework: "Dogs/Cats" (AOK--Ethics and Natural Sciences) article with annotations
(file attached below)
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dogs_and_cats_can_love.docx |
Monday, February 11th
Unlocking the Cage Video--continued (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Collected Peter Singer text from Practical Ethics
Homework: "AR/AW: The Case for Nonhuman Personhood" article with annotations
(file attached below)
Unlocking the Cage Video--continued (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Collected Peter Singer text from Practical Ethics
Homework: "AR/AW: The Case for Nonhuman Personhood" article with annotations
(file attached below)
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
11_animal_rights_animal_wrongs.docx |
Friday, February 8th
Lab:
Source Collection Sheets:
Lab:
- Source Collection Sheet using the Databases (finish for homework as needed)
- All students must have reflections and evidence entered for CAS by Monday
Source Collection Sheets:
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source_collection_sheet_for_ee.docx |
Thursday, February 7th
Unlocking the Cage Video (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Unlocking the Cage Video (link opens in new window) with 5x5x5 three column notes organizer (learned, connections, questions)
Wednesday, February 6th
Bellringer—A. Using your notes from the video you analyzed last night, expand one of your notes into a TEXAS (setup hint: your “T” should be the main idea in your own words and the “X” should be the detail from the video to which you were responding).
B. Build a knowledge question (using your template handout) based on one of the real-life situations discussed in the video. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and notes HW check, pair/share, give one/take one, Ethics Continued: “Global Perspectives” graded discussion, HW introduction
Homework —Ethics Case Study: Practical Ethics—"Equality for Animals” excerpt by Peter Singer—Progress Check tomorrow (from 55-64). Annotations per paragraph/prepare for a comprehension quiz. Finish full text by Monday.
Bellringer—A. Using your notes from the video you analyzed last night, expand one of your notes into a TEXAS (setup hint: your “T” should be the main idea in your own words and the “X” should be the detail from the video to which you were responding).
B. Build a knowledge question (using your template handout) based on one of the real-life situations discussed in the video. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and notes HW check, pair/share, give one/take one, Ethics Continued: “Global Perspectives” graded discussion, HW introduction
Homework —Ethics Case Study: Practical Ethics—"Equality for Animals” excerpt by Peter Singer—Progress Check tomorrow (from 55-64). Annotations per paragraph/prepare for a comprehension quiz. Finish full text by Monday.
Tuesday, February 5th
Bellringer—A. Using your previous homework reading (“Tribal World” from the Council on Foreign Relations), select a real-life situation you would like to use as a basis for exploration inspired by the text.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and Research Question HW check, pair/share, “Tribalism” graded discussion
Homework --“Global Perspectives” with 5, 5, & 5 notes
5—questions
5—things I learned
5—connections to personal or other shared knowledge
Bellringer—A. Using your previous homework reading (“Tribal World” from the Council on Foreign Relations), select a real-life situation you would like to use as a basis for exploration inspired by the text.
B. Consider what knowledge claims are made implicitly in the RLS (example—"scientific evidence offers definitive proofs”).
C. Build a knowledge question (using your template handout) around one of the knowledge claims made in the real-life situation. Knowledge Question example—"to what extent can emotions act as valid forms of evidence?”
Schedule--Bellringer and Research Question HW check, pair/share, “Tribalism” graded discussion
Homework --“Global Perspectives” with 5, 5, & 5 notes
5—questions
5—things I learned
5—connections to personal or other shared knowledge