Bar Graph

Yes, we are still proceeding at a  glacial pace in my science class.  I thought you might like ideas for creating bar graphs.  Today, we completed three labs: Muscle Fatigue, Reaction Times, and Hot Hand.  The kids had finished the muscle lab two weeks ago when we last met.  I summarized their data on the board.  Creating bar graphs and averaging the data took an hour. I had the older kids copy the summarized data and take averages while the younger kids did some copy work.  Everyone created bar graphs.  I helped the kids set up axes, count by fives, and plot the data.  The kids plotted everyone's data and then we dicsussed briefly what the graph represents.  I wanted the class to get an idea that the graph summarizes the data they collected. This process took an hour.  Next the kids each did ten trials with rulers to collect reaction times.  Once again, I had the class average and graph the class data.  For the third lab, the kids took temperature measures for their fingers, palms, wrists, elbows, and under arms with the digital thermometers using Sparkvue and Vernier equipment.  The kids summarized an average for each body part in one bar graph from their data.  By the third time, the kids were setting up axes and graphing with aplomb.  They also have a good grasp of experimental design.  Everyone can create a bar graph!

What about history?

Finding a good history textbook is almost as tough as a locating a decent basal reader.  I think English  instruction should coincide with history.  For example, if the English textbook focuses on American history, shouldn't the history book also be American history?  My friend, Michelle, shared copies of a terrific Catholic series from The Catholic Textbook Project.  This site has samples from the text and workbook.  My advise to families new to home-schooling is to first focus on the basics: math, English, history, and science.  There is nothing wrong with using a workbook that accompanies the text.  Think of this as a safety net.  The exercises in the workbook often spark ideas or help identify areas the child may need to polish.  If the kids are getting core instruction, you're free to pursue projects and passions.

How to you handle tests?

One question I get often is whether or not my Co-op kids have tests.  I'm evaluating them all the time; occaisionally, we have a quiz, such as labeling the parts of the microscope.  Below is yesterday's Biology class description.  Please note that assessment is a continuous aspect of the class.

We started by looking at the pond samples the kids have cultured.  Whoa! We did not look very long.  What an odor!  Basically, I out a drop of stain on a sample.  For the most part, the slide had bacteria, loads of bacteria.  How were they assessed?  I checked their sketches in their notes.  When they had finished the slides, we reviewed the kids' corrections to their reports and made a few more notes.  I'm sure you're asking about the types of corrections.  Reports, unlike this blog, should be written in the third person, using the active voice, in the present tense and indicative mood.  I point out details regarding the content or minor grammar errors, such as the use of 'their' or that a colon follows a noun.

I shared a presentation about protists, checked their biological keys in their notes, and asked about their reading.  Here, we talked about the value of constructing biological keys.  In my opinion, a few examples are plenty.  I think they should key out species using a key rather than construct fifty.  The girls said the charts in the modules make this exercise easy to finish and they correct their answers after they finish.  Fine, either way.

We spent a good bit of time doing a little comparative morphology.  Basically, we looked at different phyla and created  charts comparing different aspects: nutrition, reproduction, cell wall composition, unique features, representative species, etc.  The girls polished their Malaria presentation and delivered it to the Anatomy class this afternoon.  I like this type of alternative assessment.  The kids presented the lesson and were able to field all of the questions I hit them with, such as 'Where is malaria most prevalent?' or 'How is it transmitted?'  The Malaria project was the result of an assignment, called Mrs. Jones, from the CDC I assigned as home-work last week.  They concluded with a hands-on activity about malaria.  Perfect!  The next time we meet, which won't be for two weeks, we'll tackle Fungi.

Want to see another form of alternative assessment?  Take a look at Meg's blog.