Earth and Space Reflection

Earth and Space Reflection Reflecting on our class these past few weeks, makes me realize the inadequacies of my scientific knowledge. In order to help students learn science content, teachers must have a firm grasp of the important ideas in the discipline. I fall short of my content knowledge. In part, my lack of science knowledge might be a result of my college degree plan. I took the basic sciences in high school and in college. At the time of my undergraduate degree, elementary teachers had less extensive college coursework in sciences than did my intermediate or high school counterparts. For this reflection, I am challenging myself by choosing TEK 8.8A and 8.8B. These two TEKS reflect new information I have processed from our class discussions and investigations. TEK Breakdown TEK8.8A is a readiness standard and uses the verb describe to communicate to students. The students expectations are to use models for classification of universal components including by not limiting stars, nebulae, and galaxies (Lead 4ward, 2017). Teachers and students might also include planets, Galilean moons, asteroids, meteors, and comets. There are various ways to compare and describe these components of the universe. Some possible comparisons might be relative mass, relative size, orbiting objects that the components orbit, and objects that orbit the component (TEKS Resources, 2016). In this TEK, the students will be exposed to the Hertzsprung-Russell diagram for the first time. This model will allow students to examine and investigate the relationship between brightness, surface temperature and color of the stars. TEK 8.8 B is a supporting standard. I chose this TEK because although I thought I had some knowledge of the Sun, I lacked important knowledge and understanding to convey to students. The verb recognize will communicate that students expectations are to identify the Sun but also include recognizable attributes such as a medium sized star, near the edge of a disc-shaped galaxy, and many thousand miles closer to the Earth than any other star (Lead 4ward, 2017). Future Learning/Past Learning Eight grade students were exposed to TEK 6.11A during sixth grade with an introduction to the physical properties, locations, and movements of the components of our solar system. Students also had TEK 7.9A in seventh grade. In seventh grade students analyzed the characteristics of objects in our solar system that allowed life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere (Lead 4ward, 2017). Both TEKS helps eight graders to better comprehend the present school year science TEK 8.8A. However, students leaving eighth grade should know the universe is comprised of billions of galaxies. Each of these galaxies are comprised of billions of stars. Although these galaxies seem nothing more than fuzzy, dim spots seen through the lens of our eyes, they exist (TEKS Resource, 2016). Students should also comprehend that some of these galaxies are so remote that their light takes several billion years to reach the Earth. The understanding that peopl e on Earth see these galaxies as they existed long ago. Types of Instruction Students should be allowed to work in small group of 3-5 participants. This allows a safe learning environment for reflection, reasoning, discussions, and explaining. A graffiti writing wall could be established at the beginning of the content study. Each day students could add new evidence of learning, and use this wall as a reference for reviewing information. Eighth grade students have many challenging vocabulary words. Therefore, instruction is a must. Some words to consider; Universe, stars, nebulae, galaxies, Hertzsprung Russell, (HR) diagram, asteroid belt, nuclear fusion, blue giant, main sequence, luminosity, super nova, milky way, spiral, elliptical, irregular, telescope, big band theory, Hubble, etc. These words could be incorporated in a journal. Student could generate definitions and picture sketches. Also, vocabulary card sorts could be created to reinforce vocabulary acquisition. Using a PowerPoint along with realia pictures of the universe should be shown with information pertaining to the content. PowerPoints provide great note taking opportunities for students. Students could research information such as definitions of components of the universe (stars, nebulae, galaxies) and recognize and explain the types of galaxies. This type of information could be integrated into a group PowerPoint to present to the classmates. Using Discovery Education for videos on space, the universe, and the night sky will assist students in making connections with the content. Using provoking questions throughout the days of study would provide great student discussions about video information and content learning. A few questions to consider might be; What can observing stars tell us? or When we look into the night sky we are actually looking in the past. How do we explain that? Sentence stems should be used to assist students with their thinking and writing. Graphic organizers could be used for taking notes from the videos. Scaffold Instruction Differentiation for all whether ELLs, special education, or regular education students should be identified and specific. The incorporation of additional resources and teaching tools must be considered. One idea to be considered would be pacing. Slowing down a lesson may take longer to teach, but the end product is greater quality and the experience for the learner is much more rewarding. In small groups, reviewing standards should always be considered and individualized intervention as well. All students but especially our ELLs, should receive sheltered instructional strategies. Students should have the opportunity to incorporate their prior knowledge before beginning any lesson. Prior knowledge sets the foundation for new ideas and concepts. Pre-teaching vocabulary and using visual aids sets the students up for success. Throughout the lesson, teachers should always pause, ask questions, pause for responses, and finally a review of information. These scaffolding practices assures st udents achievement. Personal Growth When we started this unit of study I had many questions about the origin of the universe and the age of the earth. I had many questions about the components of space. As we studied these topics, I was reminded that the questions that scientists ask must be testable. Scientists have provided answers to testable questions that have helped us calculate the age of the universe, the distance of certain stars, and how fast they are receding from us. Whether we can get a definitive answer, we can be confident in the process by which the explanations were developed. These explanations allow us to rely on the knowledge that is produced through the process of science. Ive come to understand that many of these scientific questions can be answered by science investigations and calculations. Reference Texas Education Agency, Lead 4ward, (2017). Process standards. Retrieved from http://lead4ward.com/docs/resources/snapshots/science/teks_snapshot_science_gr_08.pdf Texas Education Agency, Lead 4ward, (2017). Resources. Retrieved from http://lead4ward.com/resources/ Texas Management Curriculum Management Cooperative, TEKS Resources, (2016). Retrievedfrom http://www.teksresourcesystem.net/module/content/search/item/2057/viewdetail.shx

Analysis of Neil Perry :: essay papers

Analysis of Neil Perry "Carpe diem boys, seize the day!" Robin Williams' character exclaims in the film "Dead Poets Society". Williams portrays passionate English professor John Keating, whose lessons go far beyond the classroom. Keating teaches his students to follow their own hearts and minds instead of the conformist ideals taught at their strict boarding school. Several of Keating's students take his lessons to heart and resurrect the Dead Poets Society, a secret club that meets late at night to read and discuss poetry. "Carpe Diem", the theme of the movie, soon becomes a popular maxim on campus, and the students start applying it to their every day lives. Charlie changes his name to Nuwanda and risks expulsion repeatedly. Knox finds the girl of his dreams and tries to woo for from her boyfriend. Todd is extremely shy, but tries to come out of his shell. Then there is Neil, who decides to play the part of Puck in "A Midsummer Night's Dream"-against the wishes of his father, who ta! kes this theme to heart and the effect it had on his life ultimately cost him his life. Neil is a non-conformist. He does not want anything to do with the plans his father has set forth for him, which is to become a doctor. Instead, Neil wants to be his own person and wants to do what he wants. Reluctantly, though, he follows his father's wishes. He is afraid to stand up to his father and take control of his own life. For example, Neil quits the school annual, something Neil wanted to do just because his father told him so. As the movie goes on, Neil starts to take control of his life, with the help of his English professor John Keating, who imbeds the phrase "Carpe Diem" into the minds of his students. Neil decides to audition for the play "A Midsummer Night's Dream". Neil receives the part as Puck, one of the main characters. Neil finally feels he is taking control of his own life. He decides he wants to be an actor. A day before the play was to open, Neil's father comes to visit him. Mr. Perry tells Neil to quit the play and concentrate on his studies. Neil tries to talk to his father but with no avail. Neil does the play any way, but is caught by hid father, to tell Neil he is off to military school. Neil fed up with his father controlling his life, commits Analysis of Neil Perry :: essay papers Analysis of Neil Perry "Carpe diem boys, seize the day!" Robin Williams' character exclaims in the film "Dead Poets Society". Williams portrays passionate English professor John Keating, whose lessons go far beyond the classroom. Keating teaches his students to follow their own hearts and minds instead of the conformist ideals taught at their strict boarding school. Several of Keating's students take his lessons to heart and resurrect the Dead Poets Society, a secret club that meets late at night to read and discuss poetry. "Carpe Diem", the theme of the movie, soon becomes a popular maxim on campus, and the students start applying it to their every day lives. Charlie changes his name to Nuwanda and risks expulsion repeatedly. Knox finds the girl of his dreams and tries to woo for from her boyfriend. Todd is extremely shy, but tries to come out of his shell. Then there is Neil, who decides to play the part of Puck in "A Midsummer Night's Dream"-against the wishes of his father, who ta! kes this theme to heart and the effect it had on his life ultimately cost him his life. Neil is a non-conformist. He does not want anything to do with the plans his father has set forth for him, which is to become a doctor. Instead, Neil wants to be his own person and wants to do what he wants. Reluctantly, though, he follows his father's wishes. He is afraid to stand up to his father and take control of his own life. For example, Neil quits the school annual, something Neil wanted to do just because his father told him so. As the movie goes on, Neil starts to take control of his life, with the help of his English professor John Keating, who imbeds the phrase "Carpe Diem" into the minds of his students. Neil decides to audition for the play "A Midsummer Night's Dream". Neil receives the part as Puck, one of the main characters. Neil finally feels he is taking control of his own life. He decides he wants to be an actor. A day before the play was to open, Neil's father comes to visit him. Mr. Perry tells Neil to quit the play and concentrate on his studies. Neil tries to talk to his father but with no avail. Neil does the play any way, but is caught by hid father, to tell Neil he is off to military school. Neil fed up with his father controlling his life, commits

A poetic form for philosophical contemplation Essay

‘The Ode is used as a poetic form for philosophical contemplation. ’ Compare two odes by Keats in the light of this observation Ode on a Grecian Urn and Ode to a Nightingale were written in May 1819, a time in Keats’ life which he devoted entirely to poetry. Both of these poems contemplate the poet’s approaching death, using stimuli of what is on the face of a Grecian vase and the song of a nightingale. There are differences and similarities between the two poems, and both will be looked at in the essay. Both of the above poems are odes. An ode is a form of poetry about emotion. First used by the Romans and Greeks, the form was revived in England in the 17th century. The form was popular among the English Romantic poets. A typical verse of an ode consists of a quatrain with a rhyme structure of ABAB and a sestet with a rhyme structure of CDECDE. However, Keats tended to be more liberal with his rhyme structures in his odes. Keats was born in 1795 and was the last born of the English romantic poets He became interested in poetry through his secondary school headmaster, who introduced him to Renaissance poetry and so the ode. Both of his parents died before he turned fifteen, so he became familiar with loss at an early age. His most famous sets of poems were his odes and these were written as Keats’ tuberculosis worsened in 1819. He died in 1821. There are two main themes in Keats’ odes: beauty and death. It is obvious beauty is looked at intently in Ode on a Grecian Urn, as the urn seems to tell the poet in the second to last line: ‘â€Å"Beauty is truth, truth beauty,†Ã¢â‚¬â„¢. Keats firstly tries to tell the reader what the urn’s figures think of beauty. They see happiness in beauty, as they are in ‘wild ecstasy’ to be with ‘fair’ women and listen to ‘pipes and timbrels’. Because they will be youthful forever, Keats tells them this is ‘all ye need to know’, as ignorance is bliss. Beauty is also looked at in Ode to a Nightingale The nightingale is similar to the urn’s individuals, because it is able is to ‘quite forget’ the horror of old age and can forever fly free above ‘hungry generations’ of people. Unlike the Urn, its ‘plaintive anthem fades’ without actually helping the author in any way.

Battle of Pea Ridge in the Civil War

The Battle of Pea Ridge was fought March 7 to 8, 1862, and was an early engagement of the American Civil War (1861 to 1865). Armies Commanders Union Brigadier General Samuel R. Curtis10,500 men Confederate Major General Earl Van Dorn16,000 men Background In the wake of the disaster at Wilsons Creek in August 1861, Union forces in Missouri were reorganized into the Army of the Southwest. Numbering around 10,500, this command was given to Brigadier General Samuel R. Curtis with orders to push the Confederates out of the state. Despite their victory, the Confederates also altered their command structure as Major General Sterling Price and Brigadier General Benjamin McCulloch had shown an unwillingness to cooperate. To keep the peace, Major General Earl Van Dorn was given command of the Military District of the Trans-Mississippi and oversight of the Army of the West. Pressing south into northwest Arkansas in early 1862, Curtis established his army in a strong position facing south along Little Sugar Creek. Expecting a Confederate attack from that direction, his men began emplacing artillery and fortifying their position. Moving north with 16,000 men, Van Dorn hoped to destroy Curtis force and open the way to capture St. Louis. Eager to destroy outlying Union garrisons near Curtis base at Little Sugar Creek, Van Dorn led his men on a three-day forced march through severe winter weather. Moving to Attack Reaching Bentonville, they failed to capture a Union force under Brigadier General Franz Sigel on March 6. Though his men were exhausted and he had outrun his supply train, Van Dorn began formulating an ambitious plan to assault Curtis army. Dividing his army in two, Van Dorn intended to march north of the Union position and strike Curtis from the rear on March 7. Van Dorn planned to lead one column east along a road known as the Bentonville Detour which ran along the north edge of Pea Ridge. After clearing the ridge they would turn south along the Telegraph Road and occupy the area around Elkhorn Tavern. McCullochs Defeat The other column, led by McCulloch, was to skirt the western edge of Pea Ridge then turn east to join with Van Dorn and Price at the tavern. Reunited, the combined Confederate force would attack south to strike at the rear of the Union lines along Little Sugar Creek. While Curtis did not anticipate this type of envelopment, he did take the precaution of having trees felled across the Bentonville Detour. Delays slowed both Confederate columns and by dawn, Union scouts had detected both threats. Though still believing that Van Dorns main body was to the south, Curtis began shifting troops to block the threats. Due to the delays, Van Dorn issued instructions for McCulloch to reach Elkhorn by taking the Ford Road from Twelve Corner Church. As McCullochs men marched along the road, they encountered Union troops near the village of Leetown. Dispatched by Curtis, this was a mixed infantry-cavalry force led by Colonel Peter J. Osterhaus. Though badly outnumbered, the Union troops immediately attacked around 11:30 AM. Wheeling his men south, McCulloch counterattacked and pushed Osterhaus men back through a belt of timber. Reconnoitering the enemy lines, McCulloch encountered a group of Union skirmishers and was killed. As confusion began to reign in the Confederate lines, McCullochs second-in-command, Brigadier General James McIntosh, led a charge forward and was also killed. Unaware that he was now the senior officer on the field, Colonel Louis HÃ ©bert attacked the Confederate left, while the regiments on the right remained in place awaiting orders. This assault was halted by the timely arrival of a Union division under Colonel Jefferson C. Davis. Though outnumbered, they turned the tables on the Southerners and captured HÃ ©bert later in the afternoon. With confusion in the ranks, Brigadier General Albert Pike assumed command around 3:00 (shortly before HÃ ©berts capture) and led those troops near him in a retreat north. Several hours later, with Colonel Elkanah Greer in command, many of these troops joined the rest of the army at Cross Timber Hollow near Elkhorn Tavern. On the other side of the battlefield, fighting began around 9:30 when the lead elements of Van Dorns column encountered Union infantry in Cross Timber Hollow. Sent north by Curtis, Colonel Grenville Dodges brigade of Colonel Eugene Carrs 4th Division soon moved into a blocking position. Van Dorn Held Rather than pressing forward and overwhelming Dodges small command, Van Dorn and Price paused to fully deploy their troops. Over the next several hours, Dodge was able to hold his position and was reinforced at 12:30 by Colonel William Vandevers brigade. Ordered forward by Carr, Vandevers men attacked the Confederate lines but were forced back. As the afternoon wore on, Curtis continued to funnel units into the battle near Elkhorn, but Union troops were slowly pushed back. At 4:30, the Union position began to collapse and Carrs men retreated back past the tavern to Ruddicks Field about a quarter-mile to the south. Reinforcing this line, Curtis ordered a counterattack but it was halted due to darkness. As both sides endured a cold night, Curtis busily shifted the bulk of his army to the Elkhorn line and had his men resupplied. Reinforced by the remnants of McCullochs division, Van Dorn prepared to renew the assault in the morning. Early in the morning, Brigadier Franz Sigel, Curtis second-in-command, instructed Osterhaus to survey the farmland to the west of Elkhorn. In doing do, the colonel located a knoll from which Union artillery could strike the Confederate lines. Quickly moving 21 guns to the hill, Union gunners opened fire after 8:00 AM and drove back their Confederate counterparts before shifting their fire to the Southern infantry. As Union troops moved into attack positions around 9:30, Van Dorn was horrified to learn that his supply train and reserve artillery was six hours away due to a mistaken order. Realizing he could not win, Van Dorn began retreating east along the Huntsville Road. At 10:30, with the Confederates beginning to leave the field, Sigel led the Union left forward. Driving the Confederates back, they retook the area near the tavern around noon. With the last of the enemy retreating, the battle came to an end. Aftermath The Battle of Pea Ridge cost the Confederates approximately 2,000 casualties, while the Union suffered 203 killed, 980 wounded, and 201 missing. The victory effectively secured Missouri for the Union cause and ended the Confederate threat to the state. Pressing on, Curtis succeeded in taking Helena, AR in July. The Battle of Pea Ridge was one of the few battles where Confederate troops possessed a significant numerical advantage over the Union. Selected Sources CWSAC Battle Summaries: Battle of Pea RidgePea Ridge National Military ParkBattle of Pea Ridge Maps