Emily and I went out and practiced for this year's Turkey Bowl.
Here I am about to juke.......
and then scoring a touchdown.
Here I am about to juke.......
and then scoring a touchdown.
Saturday, November 22, 2008
Friday, November 21, 2008
Last Day at Lee Elementary
Today was my last day at Lee and the kids celebrated the end of my practicum during their harvest party. We had cake and they gave me a book and each of them wrote me a goodbye message inside the cover. Although I look forward to getting to know the students at Crossler Middle School, I will miss my Lee kids dearly and I hope I have time to stop by for an occasional visit.
Tuesday, November 4, 2008
Art Project
Our latest (and probably last) major art project for a while:
The canvases took a lot longer to dry than we thought they would...apparently you have to add oil to oil paint in order to thin it out enough to dry more quickly.
The final product!
Sunday, November 2, 2008
Campus Colors
Emily and I have a chance to eat lunch together a few times a week since she now works at the justice building across from Willamette. We've also enjoyed walking around campus which is especially beautiful this time of year.
Duck Hunting
Here are a few of the pictures I took while I stowed away on Mark's boat this weekend. The hunting wasn't that good but it was still a nice Fall day and I enjoyed getting out after being trapped inside so much lately. (Below: Skeeter waits while Mark and Paul Meeuwsen pick up decoys.)
This is Mark's boat that he painted himself.
Pintail drake decoy.
Skeeter, tired after chasing a goose for a half hour.
Mark and Paul are picking up all 36 decoys.
Mark's blind.
Saturday, October 25, 2008
In Search of a Pumpkin
We found our pumpkins today.........
.....but not before working our way through a difficult corn maze.
We also got out and enjoyed the Fall colors and the crisp air.
This goose was begging for hand-outs on the roadside.
Friday, October 17, 2008
Granny Smith's Apples
No, they're not Granny Smith's apples. They're peas! This is the growth after just 2 days of sprouting. Our home has become an experimental ground for the fifth grade science lesson I'm about to teach. We've got peas, beans, poppies, bulbs, oregano and much more.
After six days, the sprouts are just breaking the surface.
One of the many TV trays covered in plants.
The beans are sprouting much slower.
Six days of sprouting...... 
Since fast growth is crucial to the exeriment, it's a race. The bean has quickly dropped out. However, the Alaska pea and the dwarf sugar pea are still in a tight race.
Friday, October 10, 2008
Technology in the Classroom
Unit Sketch – Grade 5
In this unit, students will learn the structure and function of plants. They will also observe stages of plant development and differences in plant growth under varying conditions (inquiry). At the end of this unit, they should know the basic structure and function of plants and understand the basics of designing an experiment, forming a hypothesis, collecting and presenting data and drawing conclusions from their observations. The following is a brief sketch of the unit I will be teaching.
Day 1
Students will start off by sprouting peas and planting them. This will get the process started for their inquiry. I will also show a time-lapse video of a sprouting pea on YouTube via projector screen to spark their interest. Next, I will ask them for anything they know about plants – using the SMART® Board to record their ideas. I will also ask them for things they think plants need to survive (and supplement their ideas with ones they might miss, as this is the basis for their inquiry.
Day 2 (after peas have sprouted)
Students will plant peas. I will set up a digital camera on a tripod to collect time-lapse photographs periodically. Students will list on the Smart Board, what they would like to know about plants and I will add what I would like them to know by the end of the unit.
Day 3
An inquiry subject will be presented to each student and they will design an experiment to investigate how different environments affect growth. Students will begin collecting data for their inquiry by using a string to measure their plants. I will explain plant adaptations that contribute to their survival and discuss a few examples with the students. Then students will research plants to find specific adaptations using resources I provide to find plant adaptations. They will share those with the class, using the SMART® Board.
Days 4-8
Students will continue collecting and recording data. Each day, a short interactive lesson will be presented to the students. I will use ideas that were recorded earlier on the SMART® Board to construct these lessons
Day 9
Students will collect data from their peas and learn about constructing and interpreting graphs. Several examples of line graphs will be shown on the SMART® Board and students will interpret graphs and practice drawing conclusions from those graphs. Students will construct their own practice graph along with my example shown on the document camera.
Day 10
Students will complete a final copy of their graph and draw conclusions from their observations. Students should have a completed research document by the end of the lesson.
Day 11
Students present their findings to the class via document camera. They should explain their experiment, hypothesis, data and conclusions to the class. We will also review what we have learned about plants thus far.
Day 12
I will give the students a clicker-based test on plant structures and key vocabulary terms (eg. Hypothesis, control etc.) in order to find out what they have learned over the unit.
Appropriate Technologies
Document Camera – Students will use a document camera as they share their findings from their experiment. I will also use a document camera to instruct on how students’ graphs should be constructed.
SMART® Board – I will use the Smart Board to present information to the students regarding plant structure, the functions of those structures and instructions on planting peas. I will also use the board to record what students know about plants as well as what they would like to know.
Digital Camera – The digital camera will be used to record time-lapse photos of a growing pea plant. It will also be used to document student projects for their presentations.
Clickers – Clickers will be used for pre-test to measure the students’ knowledge of plants. I will also likely use the clickers for part of a post assessment method.
Computer – The computer will be used to construct and present lessons on plants.
Management and Potential Challenges For Implementation
One potential challenge of using any type of technology is that it can be unpredictable at times. I can manage for this by always having a backup plan (that does not involve technology) in mind for each type of technology implemented. For instance, if the SMART® Board will not cooperate, I will use a non-technological device such as an old-fashioned chalkboard to record students ideas.
A time-lapse camera requires that the camera be stationary while photos are taken. This is a potential challenge as 4th and 5th graders generally curious and, as a result, may be inclined to move the camera. However, if the camera gets moved, it will not be detrimental to the entire experiment. I may have to find a relatively low-traffic area in the classroom to place the time-lapse camera.
Benefits
Most of the technologies used in this unit involve some type of visual aid. This is major benefit to students who rely heavily on visual cues for their learning. One benefit of using a SMART® Board is that lessons can be prepared the evening before class, resulting in less preparation time on the day of the lesson.
Another great thing about the SMART® Board is that students’ ideas can be saved indefinitely as compared to a traditional chalkboard, which must be erased periodically. With all of these methods, students will become more familiar with the technologies that are currently saturating their world.
In this unit, students will learn the structure and function of plants. They will also observe stages of plant development and differences in plant growth under varying conditions (inquiry). At the end of this unit, they should know the basic structure and function of plants and understand the basics of designing an experiment, forming a hypothesis, collecting and presenting data and drawing conclusions from their observations. The following is a brief sketch of the unit I will be teaching.
Day 1
Students will start off by sprouting peas and planting them. This will get the process started for their inquiry. I will also show a time-lapse video of a sprouting pea on YouTube via projector screen to spark their interest. Next, I will ask them for anything they know about plants – using the SMART® Board to record their ideas. I will also ask them for things they think plants need to survive (and supplement their ideas with ones they might miss, as this is the basis for their inquiry.
Day 2 (after peas have sprouted)
Students will plant peas. I will set up a digital camera on a tripod to collect time-lapse photographs periodically. Students will list on the Smart Board, what they would like to know about plants and I will add what I would like them to know by the end of the unit.
Day 3
An inquiry subject will be presented to each student and they will design an experiment to investigate how different environments affect growth. Students will begin collecting data for their inquiry by using a string to measure their plants. I will explain plant adaptations that contribute to their survival and discuss a few examples with the students. Then students will research plants to find specific adaptations using resources I provide to find plant adaptations. They will share those with the class, using the SMART® Board.
Days 4-8
Students will continue collecting and recording data. Each day, a short interactive lesson will be presented to the students. I will use ideas that were recorded earlier on the SMART® Board to construct these lessons
Day 9
Students will collect data from their peas and learn about constructing and interpreting graphs. Several examples of line graphs will be shown on the SMART® Board and students will interpret graphs and practice drawing conclusions from those graphs. Students will construct their own practice graph along with my example shown on the document camera.
Day 10
Students will complete a final copy of their graph and draw conclusions from their observations. Students should have a completed research document by the end of the lesson.
Day 11
Students present their findings to the class via document camera. They should explain their experiment, hypothesis, data and conclusions to the class. We will also review what we have learned about plants thus far.
Day 12
I will give the students a clicker-based test on plant structures and key vocabulary terms (eg. Hypothesis, control etc.) in order to find out what they have learned over the unit.
Appropriate Technologies
Document Camera – Students will use a document camera as they share their findings from their experiment. I will also use a document camera to instruct on how students’ graphs should be constructed.
SMART® Board – I will use the Smart Board to present information to the students regarding plant structure, the functions of those structures and instructions on planting peas. I will also use the board to record what students know about plants as well as what they would like to know.
Digital Camera – The digital camera will be used to record time-lapse photos of a growing pea plant. It will also be used to document student projects for their presentations.
Clickers – Clickers will be used for pre-test to measure the students’ knowledge of plants. I will also likely use the clickers for part of a post assessment method.
Computer – The computer will be used to construct and present lessons on plants.
Management and Potential Challenges For Implementation
One potential challenge of using any type of technology is that it can be unpredictable at times. I can manage for this by always having a backup plan (that does not involve technology) in mind for each type of technology implemented. For instance, if the SMART® Board will not cooperate, I will use a non-technological device such as an old-fashioned chalkboard to record students ideas.
A time-lapse camera requires that the camera be stationary while photos are taken. This is a potential challenge as 4th and 5th graders generally curious and, as a result, may be inclined to move the camera. However, if the camera gets moved, it will not be detrimental to the entire experiment. I may have to find a relatively low-traffic area in the classroom to place the time-lapse camera.
Benefits
Most of the technologies used in this unit involve some type of visual aid. This is major benefit to students who rely heavily on visual cues for their learning. One benefit of using a SMART® Board is that lessons can be prepared the evening before class, resulting in less preparation time on the day of the lesson.
Another great thing about the SMART® Board is that students’ ideas can be saved indefinitely as compared to a traditional chalkboard, which must be erased periodically. With all of these methods, students will become more familiar with the technologies that are currently saturating their world.
Monday, September 15, 2008
The Big 30!
Dave invited our families down to Salem on Saturday to help celebrate my birthday. We ate at the new family favorite...The Great Wall Buffet (the largest Chinese buffet this side of the Mississipi) and enjoyed Key Lime Pie back at our apartment. I loved being able to celebrate my birthday with our family.
Making a wish...
This photo is blurry but I had to capture Sandra's victory at Mario Cart. She beat both Mark and Dave! Sandra is the first (and probably last) woman to take first place in our apartment. 
Monday, September 8, 2008
Temple Sealing...
Here are photos from the day of our Temple Sealing. We were blessed with beautiful weather and lots of family and friends were there to share the day with us. It was a very special day...
Visit from Mary and Jack
Here are some photos (thanks to Mary) from Labor Day Weekend. Mary and Jack came to visit us in Salem and we had a wonderful time together.
Amy's Baby Shower
Sitting by the pool...Jack's expression illustrates exactly how he felt about going in the pool with Uncle Dave...not so much
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