Month: February 2019

(Feb 19-22)Thursday, February 21, 2018

Today (Thu 2/21) in Quest Science, section 7x has been looking at different types of technology and energy. We read an article titled Built for Thrills. We learned how engineers design roller coasters along with all of the things that they need to consider. They have to consider safety above all. The second article was titled 30 Years of Super Science. We read of different types of technology created for different reasons. We read about the Hubble Space Telescope, Virtual Reality games, and 3D printers. Next, we completed a worksheet where we had to pick one of the three types of technology and answer the questions. We needed to look up why it was created, who created it, how the original version worked, what improvements were made and why, and how has it helped people. Here are some quotes from the students of what they have learned:

“I did the 3D printer. I learned that it was originally made for companies to make prototypes,” says Maggie.

“I chose the Hubble Space Telescope because I never heard of it before. Besides finding out what it was, I also learned how it works,” says Katherine.

In Mr. Greenberg classes, section 7y were introduced Socratic method. The Socratic method is an argumentative discussion which individuals use critical thinking on certain topics based on evidence. We pitch different ideas and points of view on the subject and ask questions and queries. We set norms and guidelines for the Socratic method and came up with a class set of goals for each Socratic discussion class. Some examples of Socratic discussion norms are be engaged with the material, avoid repetition, let others have a chance to speak, and takes notes of some questions you have about the discussion or topic. We decided to have a different class goal and personal goal every time to focus on during the discussion so we can improve our efficiency and clarity in the discussion. We read an article that focused on slow reading and not skimming through reading. We annotated the article and took notes on key points. We had a Socratic discussion on the article. We use the fishbowl method. This is when a few people go in the middle of a larger circle and discuss a topic and majority of the people observe from the outside of the discussion circle and take notes on the discussion and give feedback on discussion after the discussion is over.    

Semicolons and Selecting Book Genres

In Quest Humanities with Mr. Gornto, we started a new unit in our grammar books. We are beginning to learn about semicolons, and when to use them. It will be a very difficult unit, but semicolons are very important when writing. Besides focusing on our grammar books, we also are starting to read books following the genre we chose next week. We have different genres of books and chose our top three favorite choices. Then, we will be divided into groups for each genre that we chose, and choose a book will like to read. We are going to create due dates individually for ourselves, and make sure everyone has a responsibility for the project so we won’t fall behind. After reading our books, we will have to write an essay explaining the main theme or themes of the story, and will have two other projects soon, covering different things about the story our group read. It was a very short week for us because of the snow days, but we got a lot done in both Quest Humanities and Quest Science. – Jayden

After we select our genre, we will be able to select a book from the library or from home, as long as it follows the genre and is appropriate.

Proofreaders: Maggie, Katherine

Remi, Makayla B, and Coyle

In Quest this week, we wrapped up our six week long integrated climate change unit with a group/individual project. We got to choose to be in a group or work individually. In this project, we got to show off our ideas and understanding of our climate change research.

The project is a week long project about ways to mitigate or adapt to the effects of climate change. Everyone chose a topic related to climate change. Then, if you decided to be in a group you were put in groups of about four or five people who shared the same choices for the project. The main point of the project was to come up with an idea of how to deal with the effects of the topic that you chose. Although the projects consisted of information on their topic and other aspects of research, students were able to use their creativity to make them as interesting as possible. Some of the topics included sea level rise, coral reef destruction, wildfires, health issues, etc. We worked on this project everyday during the week in all of our Quest periods. We met in the same classroom space everyday, based on the category of presentation you chose. Depending on what room each student was in, the requirements for the project varied slightly. For example, students in the Quest Science room were required to make a model for whatever their action plan was going to look like. These models varied from ideas/inventions that they had to 3D sculptures that represents something that each group had researched or something on what there topic was focused on.

At the end of the creation of this project on Monday, 2/11 we had a symposium in the blue gym that was open to the school community to present our findings and the finished products of the projects that we had been working on. We set up stations and displayed our projects. People could walk around independently and examine the projects and each group had to have a summary prepared to present to guests who came to their station. Sometimes our audience was classes who came as groups and sometimes it was one or two faculty members at a time. Students that came to this event ranged from lower schoolers to Seniors in the high school. Each group presented their work and were prepared to be asked a number of questions by fellow students or faculty members. We had a good turnout for our symposium which was about an hour and a half long, it was a success.

Here are some things that worked for the students during this week: “For our last week, we decided that Instagram was a great way to get the message about climate change out. We post weekly and many people seem to care a lot about it.” Next we things that didn’t work for students, “For our first week, when we made posters it was pretty hard to see the words and pictures that we had in it.” Lastly there was some challenging things that came with this project, “We were paired into different groups so it was challenging to get used to working with people.”

These are some images of some students at work:

Proofreaders: Sonia and Jewell

• Grace, Daniel, and Leah

This week we went deeper into our climate change unit. Throughout the week students watched movies that showed the negative effects of climate change. We have been examining climate change for a while now, and have been tracking our progress through doing different climate related research and activities each week. This week 3 groups of students were put together and each group watched a different movie Chasing Coral (2017), Before the Flood (2015), or Climate Refugees (2010).

In the movie chasing coral, a group of scientists travel around the world in search of different stages of coral. In their original design, they use cameras that are propped on a device that makes them twist 360 degrees. They placed these cameras in multiple locations to see how coral reacted to different water temperatures. Unfortunately, for the crew, the cameras did not take high quality photos. So, instead of just calling it quits and going home, they decided to take manual photos of the coral from different angles. It took them a long time and it was depressing to see the quantity of coral that was dying and how fast the coral was dying from higher water temperatures. At the end, of the movie, a video message was put in at the end to alert people of what was happening. The research crew asked if people from around the world to document what was happening to coral from their region. Many people helped out and now coral from all of the world is being documented.

Climate Refugees. (Room 204)

Before the Flood is about Leonardo DiCaprio, a famous actor,  visiting places to talk to different people, mainly people with power, about climate change. He has met with many inspiring people like Pope Francis and Barack Obama. Since DiCaprio is a movie star many people look up to him and listen to him. He is relatable and has a strong voice. Because of him Obama agreed to sign the Paris Climate Agreement. The Paris Agreement is an agreement between all the countries in the world about climate change and the problems and concerns that it brings. When Obama was president he agreed to it, but now that his term is over President Donald Trump has decided to take us out of the agreement.

Climate refugees is about how refugees are trying to find a new home because the one they once lived at was destroyed. Their homes are being taken away from them because of the disastrous effects of climate change. Places that have the money to help stop this won’t contribute, leading to countries to argue on who will be held responsible of the damage climate change has done to our world. People don’t know what to do with all of the refugees coming to our countries, and some people don’t want them here. Scientist are predicting that we will not have enough food or water for the refugees, and with our population growing every year, we are predicting food scarce will become a world-wide issue. Our world is struggling and the videos in class have taught us that we are responsible for this and it’s our job to try and stop it.

Quest Humanities:

In quest humanities this week, we learned and tested out different note taking skills. The teachers have noticed that most classmates struggle with taking consistent notes or with taking useful notes. Learning multiple note taking skills has helped most students find their own successful way, that works for them best, of taking accurate notes. The note taking styles we discussed and tried out were cornell, annotating, mind mapping, and creating an outline. Each style focuses on a different way to help the student learn their material (such as; studying, research, breaking down large topics, etc) for either an upcoming test, essay, or quiz. We were all assigned to read an article of our choice (out of the choices that were given to us), and to complete all note taking styles. Then, we were to write on the big white board (in one of the classrooms) which note taking style we found the most useful and why we found it practical. From my observations, people seemed to find the outline and the annotating note taking style the most helpful because it kept their work organized and helped them find the information they need on the article they read quick.

In science we watched a movie about alternative energy sources. We also talked about how New Jersey was going to go twenty percent wind power. They were going to put wind turbines on the water, on the coast, to produce electricity. This was going to produce wind energy and wind energy makes electricity. Although this was a great idea, aesthetically people didn’t like it. That’s why this idea was scrapped and New Jersey still uses fifty percent Nuclear power. We also talked about how we can make electrify from the sun. It is a type of nuclear power but with no nuclear waste. There is solar or the sun’s energy. The difference between these two are that solar makes electricity from sunlight and that the sun’s energy is harnessed like nuclear power.

Proofreaders : Tori, Avani, Audrey.