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Sequence 205viii. Translating [(G); (L)] See green words in the diagrams of texts in Alpheios' "Learner Mode" 2nd… |
Sequence 206Pronouns, & Verbs (one inflection at a time); and finally crossing out any prepositions thus rendered redundant (… |
Sequence 2073) Voices-(d. Introduction and Red Material for conjugating Regular Verbs by Voice) a) Labeling Active and Passive (Introduc… |
Sequence 208c) Identifying Verb Endings by Morpho- logical Label (Person, Number, Tense, Voice, & Mood) [ (E); (G); (L)] d)… |
Sequence 209i. Identifying Forms of Infinitives by Morphologi- cal Label {via Principal Part, Voice) [{E); {G); (L)] and additionally by… |
Sequence 210ii. Dynamic Vocabulary: Conjunction+ (Various Mood(s) 1'1 [(G); (L)] iii. Classifying Conjunctions According to Coordi… |
Sequence 2114. Phrases: Nominal "Ad- Verbal Nominal" a. Preposi- Preposi- Comple- tional tional mentary b.… |
Sequence 212a. Simple Sentences [(E) and (G) (L) with endings] i. via Wooden Arrows altered in angle to prepare for tree-diagramming ii… |
Sequence 213pheios' Learning Mode for learning Greek by Diagramming d. Prepared Literature i. Greek 1) Web-casted Instructions on… |
Sequence 214Larry Schaefer with students 208 The NAMTA Journal • Vol. 34, No. 3 • Su111111er 2009 |
Sequence 215USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 216native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 217the classroom about independence, interdependence, community, and responsibility out into their larger community. We have… |
Sequence 218For the children in the elementary program (ages six to twelve), Montessori called this phenomenon of peaceful self-… |
Sequence 219• Each member of the community is held accountable for following the rules. As such, the Just Community is a moral laboratory… |
Sequence 220history explains and interprets; it tries to answer the question "Why?" Humans have been excellent… |
Sequence 221Peace Stories in A111ericnn History covers North America, mainly the United States. The stories begin long before Columbus set… |
Sequence 222of power and law affected human rights and human conflict. Stu- dents can use the timeline in conjunction with the peace… |
Sequence 223the role of music in the ending of apartheid and the freeing of Nelson Mandela or create a plan to reduce their carbon… |
Sequence 224111ni11 (which is a great vehicle for talking about family and personal conflict as well). Read The Crucible and learn about… |
Sequence 225reminded to be cul tu rally sensitive and kind, while the stay-at-homes were adjured to be welcoming and to observe the… |
Sequence 226diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 227bridge from Asia more than fourteen thousand years ago. 1 The Powhatan, the Susquehanna, the Delaware, the Cherokee, the… |
Sequence 228Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 229REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 230Bojaxhiu (Mother Teresa), Shirley Smith, Archbishop Oscar Romero, Wangari Maathai, and Jaime Lerner. A number of these stories… |
Sequence 23171,e NAMTA Jouma/ 225 |
Sequence 232Gerard Leonard 226 The NAMTA Journal • Vol. 34, No. 3 • Summer 2009 |
Sequence 233THE KEY TO THE UNIVERSE: CHEMISTRY IMPRESSIONS DURING THE ELEMENTARY YEARS by Gerard Leonard Gerard Leonard's article… |
Sequence 234the Bengle to Patagonia, the Galapagos Islands, New Zealand, and back to England, and of Darwin's patient scientific… |
Sequence 235the rate at which the megaliths were being buried by these little ploughmen-perhaps as much as ten to fifteen inches a… |
Sequence 236ing its work, begin to connect to everything else: to the geosphere (the realm of minerals), to the hydrosphere (the world of… |
Sequence 237of living creatures. Historical keys and the seeds of the sciences are the centerpieces of our elementary prepared… |
Sequence 238There is a universe of elements to explore, over one hundred in fact, beautifully organized in the periodic table of the… |
Sequence 239involves primarily, hydrogen, oxygen, nitrogen, sulfur and phosphorus. To know this is to know something real and irreducible… |
Sequence 240periodic table). Most of the hundred-plus elements are metals; a few are metalloids and the rest non-metals. What is carbon… |
Sequence 241To actually make these models with movable pieces is fascinating for the children. It is a work they truly enjoy; it aids… |
Sequence 242Children who have spent time constructing molecules of various sugars, proteins, acids, and vitamins begin to take note of… |
Sequence 243NEEDS OF THE PLANT \ I .... .... i .... ~ PHOSPHA ~ ATER CARBONIC ACID Figure 6. Needs of the Plant impressionistic… |
Sequence 244great dissolver" (From Childhood to Adolesce11ce 46). A lot of carbon was buried in the sedimentary rocks with the… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 247Morgan, Nina. Chemistry in Actio11: The Molec11/es of Everyday Life. New York: Oxford UP, 1995. Smith, Richard F. Chemistry… |
Sequence 248BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 249SOWING THE SEEDS OF THE SCIENCES: ELEMENTARY AND ADOLESCENT CONTINUITY by Peter Gebhardt-Seele Dr. Gebhnrdt-Seele… |
Sequence 250in our elementary album, so l have been looking into this more carefully, and let's see what I came up with. First of… |
Sequence 251ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 252class, and the last line-remember?-reads like this: "the earth and all the elements and compounds of which it is… |
Sequence 253concepts that are needed for further exploration. I have developed a list of such keys, which l will give you a little later… |
Sequence 2542. Static mechanics (pulleys, I ever, inclined plane, friction) • Force Figure 1 shows a lever apparatus in three different… |
Sequence 255• Torque (force times length) • Composition of forces • Equilibrium, center of gravity • Work (force times distance) •… |
Sequence 256• Heat capacity • Specific heat (to heat lg by l°C) • Heat as energy • Transfer of heat (conduction, convection, radiation… |
Sequence 2577 I Figure 3. Relationship of volume and temperature. • Buoyancy (Archimedes' principle) • Viscosity 6. Sound and… |
Sequence 258Figure 4. Resonance. a column of air at the top of the cylinder. By raising or lowering the funnel, you can regulate the… |
Sequence 259enough, what was blurred before becomes clear. I made a camera obscura for myself. • Nature of light • Reflection (plane… |
Sequence 2609. Electricity 911: Elt'ctrostatic • Electric charge (Qin coulomb) • Repelling/ attr,1cting charges • Electric field,… |
Sequence 261• Induced EMF • Self-inductance • Generator • Alternating current • Transformer 10. Atoms • Bohr's atom model (… |
Sequence 262So my conclusion is, you must provide opportunity at age six to twelve to explore the abstract rules. That is not in your… |
Sequence 263The NAMTA Journal '2.51 |
Sequence 264258 The NAMTA Jou ma/ • Vol. 34, No. 3 • Summer 2009 |
Sequence 265FROM SOWING SEEDS TO HARVESTING SYRUP by Tony Losasso This prese11tntion trnces ti,e ndolesce11t occ11pntio11 of 111nple… |
Sequence 266produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on… |
Sequence 267To begin with, we have to go through all of the first-period les- sons: What's going on here? Why is this sweetness… |
Sequence 268Another experience that they have in this occupation directly relates them to their civilization. This experience has to do… |
Sequence 269learned-and he is exemplifying to these students-that in order to show love to your civilization, to be a part of your… |
Sequence 270It was at that moment that I witnessed the child becoming a more adult-like part of the universe through their personal connec… |
Sequence 271PART 3. THE WHOLE ADOLESCENT CONTINUUM, FROM TWELVE TO EIGHTEEN The articles in Part 3 address the full third plane. It is… |
Sequence 272266 The NAMTA Journal • Vol. 34. No. J • S11111111er 2009 |
Sequence 273,-------------------------------~ -~ THE NEW ADOLESCENT AGES 12-15 AND 15-18: OPTIMAL ROADMAPS FOR DISCIPLINE-BASED… |
Sequence 274chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 275Language and the Young Adolescent CONSIDERATIONS FOR LANGUAGE DEVELOPMENT AT THE THIRD PIANE What is the language of UFE… |
Sequence 276• the language of civility and citizenship • the interactive language of academia as it connects to all of the disciplines (… |
Sequence 277ing with this journey. It is one in harmony with the preparation for adult life Dr. Montessori speaks about in the educational… |
Sequence 278The hypertextuality of our modern era requires students to understand allusions to the Bible, Greek mythology, and… |
Sequence 279even deeper connections. However, at the same time, never doubt that he is capable of deep thought and self-expression even as… |
Sequence 280Areas of Continuing Development in Language for Young Adolescents 12 -15 r In the orco of wrrtlng adolescents should: Be… |
Sequence 281and trace it to its origin or truth. That is the magic of literature. Its wild fibrous beginnings resist being combed together… |
Sequence 282Nobel laureate Jean Le Clezio's 2008 acceptance speech beauti- ful! y acknowledged the potentiality of literature, a… |
Sequence 283on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
Sequence 284plications that arise within every person's circumstances or psyche. l think Sherwood Anderson has grasped the… |
Sequence 285it? The beginning of one of the most important journeys I will ever embark upon. Literature is indeed a wonderful tool. It… |
Sequence 286I thought, when the student raised his hand and said, "Yeah, I get that. When am I going to use this?"… |
Sequence 287tions, these techniques that we're doing in the math classroom and apply them to all different areas, whether it's… |
Sequence 288We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 289does a wonderful project that I've adopted, where he has the stu- dents read literature and analyze, say, the use of… |
Sequence 2907th / 8th Grade Curriculum Map Exponents Solving Graphing Polynomials Quadratic Equations Equations Propec-1Mt… |
Sequence 291a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 292One time a student asked me, again, "OK, besides 11int/1 class, since you're a ma th teacher, when do you ever… |
Sequence 293learning increases. As formal teaching and training grow in extent, there is the danger of creating an undesirable split… |
Sequence 294Second is not using tools properly. Douglas is talking about calculus and how technology forever changed calculus. People who… |
Sequence 295the water in the glass. You'll see all sorts of pictures and diagrams under the guise of real-world mathematics. [t'… |
Sequence 296Starting Points -, A_S_e_tt-in_g_l ► -, A-0-ue-s-tio_n_! ...--- 1 I Understand the Question! Reconsider l A… |
Sequence 297with related questions." A lot of times people are afraid of repetition when working with adolescents. But it's… |
Sequence 298ROAD MAP FIVE HISTORY FOR THE YOUNGER ADOLESCENT LARRY SCHAEFER Larry Sclinefer views history as a11 a11thropological… |
Sequence 299you the secret of the adolescent. She says, "The intimate vocation of man is the secret of the adolescent" (… |
Sequence 300argues a lot, thinks, and, as a matter of fact, I believe, personally, that it's the first age for the serious study of… |
Sequence 301ROAD MAP Six HISTORY FOR THE OLDER ADOLESCENT JAMES MOUDRY Jn111es Maud ry e111phasizes n11 intemntio11a! perspective 011… |
Sequence 302The third waypoint is a strong, grounded orientation to one's place in time-now-and to one's cultural history,… |
Sequence 303Seventh is knowledge of interpersonal human patterns, con- nectedness, and group behavior. This would be sociology. Again,… |
Sequence 304locations, other places you go to visit, are viewed. But you have to Practical life, going out-these know your place first.… |