Wednesday, May 29, 2013
Monday, May 27, 2013
Ideas for what to include in a parent start-up packet
It can be nice to give the parents a start-up packet with some resources:
Parent's notebooks:
Bylaws
Outline for how to do a mentor meeting
with scholar
section for newsletters
section for SARs (Student Accountability Reports)
overview of year
schedule for year
outline of journeyman classes
babysitting schedule for Vanguard
Mentor's specific (include in addition to parent components):
-How to write inspirements outline
-mentor code of conduct
-Things to include inclasses: Timeline,
scriptures, testimony, reflection moments
-Quotes and articles section
Public Speaking class
This is a great class to supplement what we learn in Vanguard, on a different day or in the master class level, whichever your group decides:
Thanks, Julie, for putting all this together!
"I thought I would send this outline for a public speaking class to all of you since you will probably want to discuss having it as a journeyman class or a vanguard class or a mini class or nothing or whatever. :)
Thanks, Julie, for putting all this together!
"I thought I would send this outline for a public speaking class to all of you since you will probably want to discuss having it as a journeyman class or a vanguard class or a mini class or nothing or whatever. :)
This is the format that I thought I would follow each time (depending upon what direction you want it to go)
Class:
Opening Warm Up Speaking (tongue twisters, jokes, newscaster
(current events), weatherman, etc. 5-7 minutes for everyone to have a
turn sharing something)
Small Instruction from me 10 minutes (prep for today's speaking...why's, how's, what's etc)
Time to prepare for speech...this will vary depending upon the
topic given and how much time they need to prepare for it. If it is one
to be prepared in class time then preparation time will be 5-15
minutes. If it is to be prepared at home before they come then no time
to prepare is needed.
Speech's from youth/Critique from mentor (Kathy Mellor's
method...ask them how they felt, what they liked, didn't like about
their speech, give positive criticism, give one thing to work on next
time...if they want it ) time? usually it ends up being about 5
minutes per person unless they have a really long speech then it could
go up to 10 per person.
Debrief the class: what do you learn from yourself, what did you
learn from watching others, what things will you do different next time,
what things are you pleased with. 5 minutes
So in my calculations it looks like if we had 6 people taking the
class then we would need an hour. If we had less than 6 then I would
need to find additional things to do to fill the hour...although I don't
think that would be hard. If we had more than 6 people then we could
have a problem or we could just cut down on our prep time and the
speeches would end up being shorter as a result...less time to prepare
equals less time in front of people
So here is my outline of topics for class times if you decide you want it to be a journeyman class:
Class 1: Getting to know you
What, Where Why public speaking
Speeches: Introduce a Speaker
Tell us about something you love
Class 2: Preparing in your Mind part 1 and 2
Speeches: Method 1 You must see this movie forward
Method 2 You must see this movie backward
Class 3: Preparing in your mind part 3
Speeches: Method 3 You must read this book why's
Telling a story
Class 4: What is he looking at?
Speeches: Why you should or shouldn't do your chores
Class 5: Story Time
Speeches: Your favorite Nursery Rhyme, Bedtime Story, etc.
Class 6: Wipe that Smirk off your Face
Speeches: Sell me something from your room
Class 7: So, Sorry, what was that you said?
Speeches: Instructions...tell me how to make something
Class 8: Poke along little doggy
Speeches: lifes little mysteries
Class 9: Mumble, Mumble, Mumble
Speeches: Your favorite subject (tell me about something your learning)
Class 10: Bueller, Bueller?
Speeches: Silly words,,,why is it called....toe jam, silly putty, ear wax etc.
Class 11: Good Pauses
Speeches Someone you admire
Class 12: The King of Beasts (roar)
Speeches: to text or not to text that is the question
Class 13: Prepared Speeches: Brainstorming...they pick
Practice Speeches Eating Dessert First, uses of duck tape,
Class 14: Prepared Speeches: Introduction and Transition to Body
Practice Speeches
Class 15: Body of the Speech
Prepared Speeches Introduction and Transition
Class 16 Prepared Speeches: Transition to Conclusion and Conclusion
Prepared Speeches intro, transition, body
Class 17 Extemporous Speeches
Studying the Greats Gordon B Hinckley
Prepared Speeches intro, transition, body, transition, conclusion
Class 18 Informational Speeches..an event from history
Studying the Greats Abraham Lincoln
Critiquing each other....extemoporous speeches
Class 19 Persuasive Speeches...lifestyle change
Studying the Greats JFK
Critiquing each other...an event from history
Class 20 WOW me...Using a Theme
Studying the Greats Obama
Critiquing Each Other...lifestyle change
Class 21 Wow me...Using a Theme
Studying the greats Presidential Debating
If you wanted to do it for Vanguard during class time you could
squeeze it into an hour a month, 15 minutes of instruction and then only
have 6 or so (volunteers) give a speech each month. It would give them
less practice and no time to study the greats or go indepth into styles
and proceedures but it could be incorporated into the Thursday
classes. I think the least amount of time you would want to go would be
45 minutes. It takes that much time just for them to get their courage
up, formulate coherent thoughts, and then give the speech and get
feedback. If you did it once a month it would give them 7 instruction
times: 5 Improptu and 2 Prepared
If you wanted to do it as a mini class (6 weeks class) it would be
similar to incorporating it into the Thursday classes. It would need
atleast 45 minutes a week and then you would have 4 Improptu and 2
Prepared.
Whatever you decide to do would be fine. It is something I wanted
to teach my daughter and thought that it might be beneficial to offer it
through Vanguard if it is something you think would be worthwhile for
the youth.
Another thing I thought might be great would be to have clips each
week showing a speech from a general authority and critique what things
we liked or didn't (can you do that? :) ) about their talks. It would
add the spiritual dimension that is the best arena for public speaking
(in my opinion). It is a great way to help prepare for a mission or
future callings."
Saturday, May 25, 2013
Tips and Questions for book discussions
1) invite the Spirit
2) ask "open ended questions" (ones that don't require a "yes" or "no" answer) as much as possible
3) try to incorporate something visual or active at some point in the discussion (i.e. we built our own little monument for our book discussion on "Charlie's Monument," each taking a turn to add a stone while we answered questions like: "what is a way I have served or been served that was meaningful to me," or "what could I say is a stone that I either would like to have in my own monument of life or already do")
4) make sure you are bringing out the principle of the month. Reading the opening article of the newsletter gives you a glimpse, or the corresponding section of the 5,000 year leap that you see going through on the Constitution journeyman assignment the first week
Marni Hall found a great site for book discussion questions:
reading comprehension article/questions
Here is a basic sum-up:
Essential Reading Comprehens
Before
we begin a new novel, watch a movie or read an article on our favorite
blog, most adults have already started tapping into a vast collection of
knowledge about what they already know or think about the “text” they
are about to engage with.
The ability to tap into our schema and seek out patterns to make sense of new information is an essential reading comprehension skill. It’s also a skill we can teach our students simply by posing strategic questions.
We’ve been reading Judi Moreillon’s book Collaborative Strategies for Teaching Reading Comprehension and would like to share a series of questions you can ask students to help them build connections between:
One of the best ways to model text-to-self connections is by using think-aloud questions. The following questions focus on three areas of text-to-self connection: feelings experiences, and ideas:
Students often do not understand or enjoy readings because they do not see immediate connections between the text and other materials they have already read and enjoyed. To help them make connections between texts, try asking the following questions:
When students are able to stretch their thinking and see how a text connects to issues beyond what they are reading, it is much easier for them to invest in this new experience. To help your students make connections from the text to social, historical and contemporary issues, pose some of the following questions:
2) ask "open ended questions" (ones that don't require a "yes" or "no" answer) as much as possible
3) try to incorporate something visual or active at some point in the discussion (i.e. we built our own little monument for our book discussion on "Charlie's Monument," each taking a turn to add a stone while we answered questions like: "what is a way I have served or been served that was meaningful to me," or "what could I say is a stone that I either would like to have in my own monument of life or already do")
4) make sure you are bringing out the principle of the month. Reading the opening article of the newsletter gives you a glimpse, or the corresponding section of the 5,000 year leap that you see going through on the Constitution journeyman assignment the first week
Marni Hall found a great site for book discussion questions:
reading comprehension article/questions
Here is a basic sum-up:
Essential Reading Comprehens
Before
we begin a new novel, watch a movie or read an article on our favorite
blog, most adults have already started tapping into a vast collection of
knowledge about what they already know or think about the “text” they
are about to engage with. The ability to tap into our schema and seek out patterns to make sense of new information is an essential reading comprehension skill. It’s also a skill we can teach our students simply by posing strategic questions.
We’ve been reading Judi Moreillon’s book Collaborative Strategies for Teaching Reading Comprehension and would like to share a series of questions you can ask students to help them build connections between:
- Themselves and the text
- Multiple texts
- Texts and the world
One of the best ways to model text-to-self connections is by using think-aloud questions. The following questions focus on three areas of text-to-self connection: feelings experiences, and ideas:
- Have you ever felt like the character(s) in this story? Describe what happened and how you felt
- Have you had a similar experience? Compare your experience to that of the character(s)
- Have you heard or read this information before? What does this information mean to you?
- How does connecting a story or information to your own life experiences help you better understand it?
Students often do not understand or enjoy readings because they do not see immediate connections between the text and other materials they have already read and enjoyed. To help them make connections between texts, try asking the following questions:
- Have you ever read another book or seen a movie in which a story element (setting, plot, conflict, theme, or style) is similar to the one in this story? Describe how they are the same
- Have you read another book or seen a movie in which the writer used language or text structure similar to that in this story? Describe how these texts are similar.
- How does making connections to familiar texts help you comprehend the new text?
When students are able to stretch their thinking and see how a text connects to issues beyond what they are reading, it is much easier for them to invest in this new experience. To help your students make connections from the text to social, historical and contemporary issues, pose some of the following questions:
- What do you think the author’s message or purpose was in writing this story or presenting this information?
- Did the author suggest a message that connects with bigger ideas about the way things are in the world? What do you already know about these issues?
- What do you think was the author’s opinion or perspective on the big ideas in this text? Do you agree? Why or why not?
- How does making connections to larger issues help you comprehend the text?
Nomics
Nomics...a fantastic simulation that can drive the youth crazy but give them a very powerful look into the making of laws, carrying them out, and negotiation.
These are the initial rules that our parent mentor gave us:
Initial Set of Rules
100. All players must always abide by all of the rules then in effect, in the form in which they are in effect.
101. All rule changes proposed in the proper way shall be voted on. They will be adopted if and only if they receive the required number of votes.
102. Every player is an eligible voter. Every eligible voter must participate in every vote on rule changes.
103. All proposed rule changes shall be written down before they are voted on.
104. No rule change may take effect earlier than the moment of the completion of the vote that adopted it, even if its wording explicitly states otherwise. No rule change may have retroactive application.
105. Each proposed rule change shall be given a number for reference. The numbers shall begin with 200, and each rule change proposed in the proper way shall receive the next successive integer, whether or not the proposal is adopted.
106. If a rule change as proposed is unclear, ambiguous, paradoxical, or destructive of play, or if it arguably consists of two or more rule changes compounded or is an amendment that makes no difference, or if it is otherwise of questionable value, then the other players may suggest amendments or argue against the proposal before the vote.
107. Whatever is not prohibited or regulated by a rule is permitted and unregulated, with the sole exception of changing the rules, which is permitted only when a rule or set of rules explicitly or implicitly permits it.
109. Players shall alternate in clockwise order, taking one whole turn apiece. Turns may not be skipped or passed, and parts of turns may not be omitted.
110. All players begin the game with zero points.
111. One turn consists of one part: proposing one rule change and having it voted on.
112. A rule change is adopted if and only if the vote is unanimous among the eligible voters.
113. An adopted rule change takes full effect at the moment of the completion of the vote that adopted it.
114. Each player has exactly one vote.
115. The winner is the first player to achieve 100 points.
116. If two or more rules conflict with one another, then the rule with the lowest ordinal number takes precedence.
117. If players disagree about the legality of a move or the interpretation or application of a rule, then the player preceding the one moving is to be the Judge and decide the question.
118. If the rules are changed so that further play is impossible, or if the legality of a move cannot be determined with finality, or if by the Judge's best reasoning, not overruled, a move appears equally legal and illegal, then the first player unable to complete a turn is the winner.
—Peter Suber, The Paradox of Self-Amendment[2Nomic is a game in which changing the rules is a move. In that respect it differs from almost every other game. The primary activity of Nomic is proposing changes in the rules, debating the wisdom of changing them in that way, voting on the changes, deciding what can and cannot be done afterwards, and doing it. Even this core of the game, of course, can be changed.
These are the initial rules that our parent mentor gave us:
Initial Set of Rules
100. All players must always abide by all of the rules then in effect, in the form in which they are in effect.
101. All rule changes proposed in the proper way shall be voted on. They will be adopted if and only if they receive the required number of votes.
102. Every player is an eligible voter. Every eligible voter must participate in every vote on rule changes.
103. All proposed rule changes shall be written down before they are voted on.
104. No rule change may take effect earlier than the moment of the completion of the vote that adopted it, even if its wording explicitly states otherwise. No rule change may have retroactive application.
105. Each proposed rule change shall be given a number for reference. The numbers shall begin with 200, and each rule change proposed in the proper way shall receive the next successive integer, whether or not the proposal is adopted.
106. If a rule change as proposed is unclear, ambiguous, paradoxical, or destructive of play, or if it arguably consists of two or more rule changes compounded or is an amendment that makes no difference, or if it is otherwise of questionable value, then the other players may suggest amendments or argue against the proposal before the vote.
107. Whatever is not prohibited or regulated by a rule is permitted and unregulated, with the sole exception of changing the rules, which is permitted only when a rule or set of rules explicitly or implicitly permits it.
109. Players shall alternate in clockwise order, taking one whole turn apiece. Turns may not be skipped or passed, and parts of turns may not be omitted.
110. All players begin the game with zero points.
111. One turn consists of one part: proposing one rule change and having it voted on.
112. A rule change is adopted if and only if the vote is unanimous among the eligible voters.
113. An adopted rule change takes full effect at the moment of the completion of the vote that adopted it.
114. Each player has exactly one vote.
115. The winner is the first player to achieve 100 points.
116. If two or more rules conflict with one another, then the rule with the lowest ordinal number takes precedence.
117. If players disagree about the legality of a move or the interpretation or application of a rule, then the player preceding the one moving is to be the Judge and decide the question.
118. If the rules are changed so that further play is impossible, or if the legality of a move cannot be determined with finality, or if by the Judge's best reasoning, not overruled, a move appears equally legal and illegal, then the first player unable to complete a turn is the winner.
Sample Bylaws/Constitution
The Petersons from Kaysville put together the following fabulous document that might help those creating their own bylaws or seeking understanding of different responsibilities:
Constitution
Constitution
Role of the Creator--books, articles, etc.
Worshipping God and the place of morals in society
Articles
"Moral courage: an inquiry into the hearts of kings" by Andrew Groft
http://newsletter.gw.edu/archive/FeaturedArticle/2
People to study
Joan of Arc
Mother Theresa
Joseph Smith
George Washington
Ghandi
Buddha
Books
"The Hiding Place" by Corrie Ten Boom
"The Boy in the Striped Pajamas" by Boyne
"The Alchemist" by Coehlo
"I am David" by Anne Holm
"Monkey" or "Journey to the West" Yu
"The Scarlett Letter" by Hawthorne
"The Screwtape Letters" by Lewis
"Mere Christianity" by Lewis
"Les Miserables" by Hugo
Articles
"Moral courage: an inquiry into the hearts of kings" by Andrew Groft
http://newsletter.gw.edu/archive/FeaturedArticle/2
People to study
Joan of Arc
Mother Theresa
Joseph Smith
George Washington
Ghandi
Buddha
Books
"The Hiding Place" by Corrie Ten Boom
"The Boy in the Striped Pajamas" by Boyne
"The Alchemist" by Coehlo
"I am David" by Anne Holm
"Monkey" or "Journey to the West" Yu
"The Scarlett Letter" by Hawthorne
"The Screwtape Letters" by Lewis
"Mere Christianity" by Lewis
"Les Miserables" by Hugo
Service-Oriented Leadership--books, articles, etc.
Books
"The Lost Prince" by Burnett
"The Tempest" by Shakespeare
"The Lord of the Rings" by Tolkien
"The Apple-Pip Princess" by Jane Ray
"The Giving Tree" by Shel Silverstein
"The Whipping Boy" by Sid Fleischman
People
George Washington
Articles
"The Renaissance of Kings" by Andrew Groft
http://www.wattpad.com/73687-a-renaissance-of-kings#!p=1
Movies
"Ghandi"
"Lagaan" (Cool Indian movie!)
"The Lost Prince" by Burnett
"The Tempest" by Shakespeare
"The Lord of the Rings" by Tolkien
"The Apple-Pip Princess" by Jane Ray
"The Giving Tree" by Shel Silverstein
"The Whipping Boy" by Sid Fleischman
People
George Washington
Articles
"The Renaissance of Kings" by Andrew Groft
http://www.wattpad.com/73687-a-renaissance-of-kings#!p=1
Movies
"Ghandi"
"Lagaan" (Cool Indian movie!)
Games that teach
Hand's on, physical activities are so powerful for reinforcing lessons and concepts!
-Team Building Games
-A friend posted info on the following book for ideas:
"104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self Discovery, Coping Skills" by Alanna Jones-the following is a quote from the book:
Education/Group Games. "...this popular book makes teaching and learning by playing games a simple and fun experience for everyone. Games can be used to encourage people to modify their behavior, increase interaction with others, start discussions, address issues and build relationships. ... Games that can be used in any setting with minimal budget! It's more than pen/pencil worksheets; it's interactive and fun."
-Scouting youth leadership programs teach great activities that work as well. Many games that are commonly played in an area can have lessons tied into it. For instance, we played a game called "Down by the Banks," which requires focus and continuous play. We spoke about how when one person doesn't do what they are supposed to, it holds up the whole thing, and the end result is affected.
Leadership games:
-many games that could be used to teach different concepts: http://4h.missouri.edu/projects/curriculum/10minuteleadershiplessons.pdf
-Follow the Leader group games
-Team-building games
-For more "Synergy of the Mind" type activities that try and incorporate scientific principles, as well as different spacial/creation strengths, it is fun to mix building challenges and creative brainstorming. This helps the youth not only have to work together, but they soon learn how to appreciate other people's strengths. For some ideas, you can try some of the following that we have used in the past (one nice thing is that each individual group that is divided out for these activities is different, so activities from the past can be re-used, learned from, and improved upon as the same students learned from their past experience and try the same challenge again with new peers):
-given certain resources (pencils, rubber bands, popsicle sticks, 6 inches duct tape, etc) create a catapult that can launch a ping pong ball the farthest
-given various sandwich/lunch creating supplies (lunch meat, olives, tomatoes, chips, dressing, pickles, different kids of breads, etc), make it into some type of "sculpture"
-use whatever supplies that you have on hand, divide them equally between groups and challenge them to build high, build strong, build long, etc. with whatever limitations you chose to give them.
-have a more long-term project where they have to work on it for a couple of months, like the one where they had to invent something in a given scenario that they could market, and then they had to use ads, commercials, and jingles to try and "sell" it.
-show them some type of abstract picture and go around in the team's circle, having them tell you what it looks like or what it can be used for--give points for an answer and more points for creative ones.
* I like to give points for the different projects based upon "team-work"
Following are some ideas and resources you can use for more scientific/building challenges or activities:
http://www.mcrel.org/whelmers/
www.ehow.com/list_7408675_fun-science-challenges-kids.html
http://www.pbs.org/wgbh/buildingbig/educator/act_cha_ei.html
http://adventureskids.blogspot.com/2011/01/lego-building-challenges.html (I thought this looked like a fun way for the lego-geniuses to show off a little...)
http://www.swopnet.com/ed/OM/spontaneouses.html (I love using any of the Odyssey of the Mind "spontaneous" activities--that are not copy-righted, of course.)
http://ncome.org/spontane.html (it looks like there are a bunch of ideas on this website that are Odyssey of the Mind type problems)
-Team Building Games
-A friend posted info on the following book for ideas:
"104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self Discovery, Coping Skills" by Alanna Jones-the following is a quote from the book:
Education/Group Games. "...this popular book makes teaching and learning by playing games a simple and fun experience for everyone. Games can be used to encourage people to modify their behavior, increase interaction with others, start discussions, address issues and build relationships. ... Games that can be used in any setting with minimal budget! It's more than pen/pencil worksheets; it's interactive and fun."
-Scouting youth leadership programs teach great activities that work as well. Many games that are commonly played in an area can have lessons tied into it. For instance, we played a game called "Down by the Banks," which requires focus and continuous play. We spoke about how when one person doesn't do what they are supposed to, it holds up the whole thing, and the end result is affected.
Leadership games:
-many games that could be used to teach different concepts: http://4h.missouri.edu/projects/curriculum/10minuteleadershiplessons.pdf
-Follow the Leader group games
-Team-building games
-For more "Synergy of the Mind" type activities that try and incorporate scientific principles, as well as different spacial/creation strengths, it is fun to mix building challenges and creative brainstorming. This helps the youth not only have to work together, but they soon learn how to appreciate other people's strengths. For some ideas, you can try some of the following that we have used in the past (one nice thing is that each individual group that is divided out for these activities is different, so activities from the past can be re-used, learned from, and improved upon as the same students learned from their past experience and try the same challenge again with new peers):
-given certain resources (pencils, rubber bands, popsicle sticks, 6 inches duct tape, etc) create a catapult that can launch a ping pong ball the farthest
-given various sandwich/lunch creating supplies (lunch meat, olives, tomatoes, chips, dressing, pickles, different kids of breads, etc), make it into some type of "sculpture"
-use whatever supplies that you have on hand, divide them equally between groups and challenge them to build high, build strong, build long, etc. with whatever limitations you chose to give them.
-have a more long-term project where they have to work on it for a couple of months, like the one where they had to invent something in a given scenario that they could market, and then they had to use ads, commercials, and jingles to try and "sell" it.
-show them some type of abstract picture and go around in the team's circle, having them tell you what it looks like or what it can be used for--give points for an answer and more points for creative ones.
* I like to give points for the different projects based upon "team-work"
Following are some ideas and resources you can use for more scientific/building challenges or activities:
http://www.mcrel.org/whelmers/
www.ehow.com/list_7408675_fun-science-challenges-kids.html
http://www.pbs.org/wgbh/buildingbig/educator/act_cha_ei.html
http://adventureskids.blogspot.com/2011/01/lego-building-challenges.html (I thought this looked like a fun way for the lego-geniuses to show off a little...)
http://www.swopnet.com/ed/OM/spontaneouses.html (I love using any of the Odyssey of the Mind "spontaneous" activities--that are not copy-righted, of course.)
http://ncome.org/spontane.html (it looks like there are a bunch of ideas on this website that are Odyssey of the Mind type problems)
Scientists, Mathematicians and Eureka books
This page is continually being updated. PLEASE add to it, either as an author or in the reply section to benefit other groups.
Books and Websites for finding people to study:
-Mathematicians are People, too Vol. 1 and 2
-The Math Book
-Go Figure!
-Fermat's Enigma
-Engineers: http://heritage.imeche.org/peopleevents
-Dr. Posin's Giants: out of print but amazing.
-"Great Scientists" from the DK Eyewitness Books series: It is more just a quick overview of each scientist with some of their more notable achievements. It only includes 30 scientists from Aristotle to Stephen Hawking and each get a two page spread. So it isn't complete but I thought it would be easy to give a quick overview, take only about 5 minutes to read everything on the two pages. But it would create a common groundwork for everyone to build on. It also has a nice variation of scientists - ie biology, chemistry, physics focuses.
************
Mathematicians/Scientists/Concepts by "era"
Ancient World (beginning-300 ad)
Aristotle
Thales
Pythagoras
Archimedes
Hypatia
Hebrew (can be used any time period, obviously :).)
Euclid (330 bc) geometry
Medieval Times (300 ad-1200 ad)
-Omar Khayyam, 11th century Persian mathematician and astronomer: http://www.okonlife.com/poems/page3.htm poet, with several great themes, amongst which, God as the potter, choosing one's path...)
Books and Websites for finding people to study:
-Mathematicians are People, too Vol. 1 and 2
-The Math Book
-Go Figure!
-Fermat's Enigma
-Engineers: http://heritage.imeche.org/peopleevents
-Dr. Posin's Giants: out of print but amazing.
-"Great Scientists" from the DK Eyewitness Books series: It is more just a quick overview of each scientist with some of their more notable achievements. It only includes 30 scientists from Aristotle to Stephen Hawking and each get a two page spread. So it isn't complete but I thought it would be easy to give a quick overview, take only about 5 minutes to read everything on the two pages. But it would create a common groundwork for everyone to build on. It also has a nice variation of scientists - ie biology, chemistry, physics focuses.
************
Mathematicians/Scientists/Concepts by "era"
Ancient World (beginning-300 ad)
Aristotle
Thales
Pythagoras
Archimedes
Hypatia
Hebrew (can be used any time period, obviously :).)
Euclid (330 bc) geometry
Medieval Times (300 ad-1200 ad)
-Omar Khayyam, 11th century Persian mathematician and astronomer: http://www.okonlife.com/poems/page3.htm poet, with several great themes, amongst which, God as the potter, choosing one's path...)
(From the Layton Vanguard group)
Watch the following link: Occam's Razor http://www.youtube.com/watch?v=9XEA3k_QIKo
-Medieval Translators and Measurements:
Boethius http://www-gap.dcs.st-and.ac.uk/~history/Biographies/Boethius.html
Adelard of Bath http://www.adelard.com/about/original_adelard.html
Gherard of Cremona http://www-history.mcs.st-andrews.ac.uk/Biographies/Gherard.html
Thomas Bradwardine http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Bradwardine.html
The Journey of Al & Gebra to the Land of Algebra
Galen and the Gateway to Medicine by Bendick
Fascinating Fibonacci's by Trudi Hammel Garland (Leonard of Pisa or Fibonacci-Italy 1180)
Bhaskara (1114 a.d.) first systematic explanation of arabic figures
***********
Early Modern Times (1300-1750) Age of Exploration
-Application of the compass in the western world and beginning of study of electromagnetism
-Madhava of Sangmagrama: (1340 India) pi and infinite series; founder of school of astronomy and mathematics
-Newton (1642 England) motion, gravitation, light, color, calculus (an interesting contrasting classic to this might be "Gulliver's Travels," which is something of a satire on Newton's "Principia"
-Napier (1550 Scotland)-trigonometry, logarithms, "mathemagician" magic :)
-Galileo (1564 Italy) astronomer; scientific method
-Pi (The Math Book, pg 110) fun to do in March with Pi Day, 3/14
-Pascal (1623 France) religious, mathematics, physics and science; pascal's triangle
-Euler (1707 Swiss) geometry, analysis (he was blind--amazing mental math!), topology (konigsburg bridge dilemma)
-Gerolamo Cardano (Italian 1501): mathematician, physician, astrologer; negative/imaginary numbers; probability
-René Descartes (1596 France)-mathematical connections, links in nature, geometry
-Fermat- (1601 France) layer, hobby of mathematics, geometry, proof, games, probability "Fermat's Enigma"
-Leeuwenhoek (1632 Dutch) lens maker, made first microscope, discovered microbes, persisted to work on his passion while employed in other occupations (De Kruif's "Microbe Hunters")
-Spallanzani (1729 Italy)-asked lots of questions, examined things, patiently proved that the concept of "spontaneous generation" was false, "Spallanzani was triumphant, but then he did the curious thing that only born scientists ever do--he tried to beat his own idea, his darling theory--by experiments he honestly and shrewdly planned to defeat himself. That is science! That is the strange self-forgetting spirit of a few rare men, those curious men to whom truth is more dear than their own cherished whims and wishes." (ibid, pg 37) Another great quote, "I have proved that there is a law and order int he science of animals, just as there is in the working of the stars." (pg 42) He went on expeditions collecting natural specimen.
-Treviso Arithmetic: European arithmetic text that discusses economics, shows need for a common economic denominator in coinage, currency, interest, and measurements. (The Math Book pg 108)
-Golden Ratio: so cool!
-Copernicus
-1714 Faranheit and the mercury thermometer
-"The Longitude Prize" a book about inventors and sea-navigation/clocks
-Mendeleyev:
Leads
the reader on a delightful and absorbing journey through the ages, on
the trail of the elements of the Periodic Table as we know them today.
He introduces the young reader to people like Von Helmont, Boyle, Stahl,
Priestly, Cavendish, Lavoisier, and many others, all incredibly diverse
in personality and approach, who have laid the groundwork for a search
that is still unfolding to this day. The first part of Wiker's witty and
solidly instructive presentation is most suitable to middle school age,
while the later chapters are designed for ages 12-13 and up, with a
final chapter somewhat more advanced.
1750-1900
-Lagrange (1736-France)
-Maria Agnesi (1718- Italy) abstract mathematics, made calculus textbook, dedicated to service to others--so much that it superceded her love of mathematics, importance of women getting an education,
-Benjamin Banneker (1731 African-American mathematician)-compiled almanacs, did surveying (great one to go with George Washington, also a surveyor)
-Biographies from "Brave Companions" by McCullough
-Jean Louis Rodolphe Agassiz (May 28, 1807 – December 14, 1873) was a Swiss paleontologist, glaciologist, geologist and a prominent innovator in the study of Earth's natural history. He grew up in Switzerland and became a professor of natural history at University of Neuchâtel. Later, he accepted a professorship at Harvard University in the United States.
-Friedrich Wilhelm Heinrich Alexander von Humboldt (
listen (help·info); September 14, 1769 – May 6, 1859) was a Prussian geographer, naturalist and explorer, and the younger brother of the Prussian minister, philosopher and linguist Wilhelm von Humboldt (1767–1835). Humboldt's quantitative work on botanical geography laid the foundation for the field of biogeography.
Between 1799 and 1804, Humboldt travelled extensively in Latin America, exploring and describing it for the first time in a manner generally considered to be a modern scientific point of view. His description of the journey was written up and published in an enormous set of volumes over 21 years. He was one of the first to propose that the lands bordering the Atlantic Ocean were once joined (South America and Africa in particular).
-Faraday (1831)
-Kepler (See Whitehead's "Intro to Mathematics" page 28-30)
-Galvani (1780) and Volta (1792) study of electricity
1900-present
Biographies from "Brave Companions" by McCullough:
"Long-Distance Vision" is about the experiences and literary works of several early aviators, including Charles Lindbergh, Antoine de Saint Exupéry, and Beryl Markham.
"Steam Road to El Dorado" is about the construction of the original Panama Railway in the 1850s.
"The Builders" concerns the construction of the Brooklyn Bridge in the 1870s, and particularly the life of engineer John A. Roebling and his son, Washington Roebling.
"The Treasure from the Carpentry Shop" concerns the rediscovery of the original plans for the Brooklyn Bridge in 1969.
"The Lonely War of a Good Angry Man", written in 1969, concerns the destructive environmental impact of strip mining in eastern Kentucky, and profiles Harry M. Caudill, local author and anti-strip mining political activist.
"Miriam Rothschild" is about the English zoologist and entomologist Miriam Rothschild.
BOOKS not mentioned above:
"String, Straight Edge and Shadow"
"Beginner's Guide to Constructing the Universe"
"Go Figure!" (read it all carefully!)
"Mathematicians are People, too" vol. 1 and 2
Free Choice (and any other approved reading—through mentor)
"The Phantom Tollbooth"
"Archimedes Door of Science"
"My Side of the Mountain"
The Warlord series (counts as 1): do the expts.
"Mere Christianity" by C.S. Lewis
"Brave Companions" by McCullough
"Microbe Hunters"
"Life of Fred" (any in series)
"Men and Mathematics" by Bell
"Elegant Universe"-video
"Flatland" "Fermat's Enigma"
"Evolution: is it science or faith?"
"On Numbers" by Asimov
"Carry On, Mr. Bowditch" by Latham
"The Disappearing Spoon"
"Time"
"Introduction to Mathematics" by Whitehead
"Number Devil"
"Cosmos"--video...
"All mimzy were the borrogoves"
"A Swiftly tilting planet"
"Hatchet"
"Scientific Discoveries that Strengthen Faith"
Complete any Saxon Math book
"Donald Duck in Mathematic land"
"E=mc2" video (see Jordan for details)
"The Number Devil"
"The Longitude Prize"
"Microbe Hunter"
"The Mystery of the Periodic Table"
Watch the following link: Occam's Razor http://www.youtube.com/watch?v=9XEA3k_QIKo
-Medieval Translators and Measurements:
Boethius http://www-gap.dcs.st-and.ac.uk/~history/Biographies/Boethius.html
Adelard of Bath http://www.adelard.com/about/original_adelard.html
Gherard of Cremona http://www-history.mcs.st-andrews.ac.uk/Biographies/Gherard.html
Thomas Bradwardine http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Bradwardine.html
The Journey of Al & Gebra to the Land of Algebra
Galen and the Gateway to Medicine by Bendick
Fascinating Fibonacci's by Trudi Hammel Garland (Leonard of Pisa or Fibonacci-Italy 1180)
Bhaskara (1114 a.d.) first systematic explanation of arabic figures
***********
Early Modern Times (1300-1750) Age of Exploration
-Application of the compass in the western world and beginning of study of electromagnetism
-Madhava of Sangmagrama: (1340 India) pi and infinite series; founder of school of astronomy and mathematics
-Newton (1642 England) motion, gravitation, light, color, calculus (an interesting contrasting classic to this might be "Gulliver's Travels," which is something of a satire on Newton's "Principia"
-Napier (1550 Scotland)-trigonometry, logarithms, "mathemagician" magic :)
-Galileo (1564 Italy) astronomer; scientific method
-Pi (The Math Book, pg 110) fun to do in March with Pi Day, 3/14
-Pascal (1623 France) religious, mathematics, physics and science; pascal's triangle
-Euler (1707 Swiss) geometry, analysis (he was blind--amazing mental math!), topology (konigsburg bridge dilemma)
-Gerolamo Cardano (Italian 1501): mathematician, physician, astrologer; negative/imaginary numbers; probability
-René Descartes (1596 France)-mathematical connections, links in nature, geometry
-Fermat- (1601 France) layer, hobby of mathematics, geometry, proof, games, probability "Fermat's Enigma"
-Leeuwenhoek (1632 Dutch) lens maker, made first microscope, discovered microbes, persisted to work on his passion while employed in other occupations (De Kruif's "Microbe Hunters")
-Spallanzani (1729 Italy)-asked lots of questions, examined things, patiently proved that the concept of "spontaneous generation" was false, "Spallanzani was triumphant, but then he did the curious thing that only born scientists ever do--he tried to beat his own idea, his darling theory--by experiments he honestly and shrewdly planned to defeat himself. That is science! That is the strange self-forgetting spirit of a few rare men, those curious men to whom truth is more dear than their own cherished whims and wishes." (ibid, pg 37) Another great quote, "I have proved that there is a law and order int he science of animals, just as there is in the working of the stars." (pg 42) He went on expeditions collecting natural specimen.
-Treviso Arithmetic: European arithmetic text that discusses economics, shows need for a common economic denominator in coinage, currency, interest, and measurements. (The Math Book pg 108)
-Golden Ratio: so cool!
-Copernicus
-1714 Faranheit and the mercury thermometer
-"The Longitude Prize" a book about inventors and sea-navigation/clocks
-Mendeleyev:
--Mystery of the Periodic Table [Kindle Edition]
Benjamin Wiker (Author), Jeanne Bendick (Illustrator)1750-1900
-Lagrange (1736-France)
-Maria Agnesi (1718- Italy) abstract mathematics, made calculus textbook, dedicated to service to others--so much that it superceded her love of mathematics, importance of women getting an education,
-Benjamin Banneker (1731 African-American mathematician)-compiled almanacs, did surveying (great one to go with George Washington, also a surveyor)
-Biographies from "Brave Companions" by McCullough
-Jean Louis Rodolphe Agassiz (May 28, 1807 – December 14, 1873) was a Swiss paleontologist, glaciologist, geologist and a prominent innovator in the study of Earth's natural history. He grew up in Switzerland and became a professor of natural history at University of Neuchâtel. Later, he accepted a professorship at Harvard University in the United States.
-Friedrich Wilhelm Heinrich Alexander von Humboldt (
listen (help·info); September 14, 1769 – May 6, 1859) was a Prussian geographer, naturalist and explorer, and the younger brother of the Prussian minister, philosopher and linguist Wilhelm von Humboldt (1767–1835). Humboldt's quantitative work on botanical geography laid the foundation for the field of biogeography.Between 1799 and 1804, Humboldt travelled extensively in Latin America, exploring and describing it for the first time in a manner generally considered to be a modern scientific point of view. His description of the journey was written up and published in an enormous set of volumes over 21 years. He was one of the first to propose that the lands bordering the Atlantic Ocean were once joined (South America and Africa in particular).
-Faraday (1831)
-Kepler (See Whitehead's "Intro to Mathematics" page 28-30)
-Galvani (1780) and Volta (1792) study of electricity
-Linnaeus-Naturalist $40 to education himself
-Hugh Miller: apprentice to stone mason--great geologist
-George Stevenson: civil engineer: coal miner
-James Watt: Sickly
1900-present
Biographies from "Brave Companions" by McCullough:
"Long-Distance Vision" is about the experiences and literary works of several early aviators, including Charles Lindbergh, Antoine de Saint Exupéry, and Beryl Markham.
"Steam Road to El Dorado" is about the construction of the original Panama Railway in the 1850s.
"The Builders" concerns the construction of the Brooklyn Bridge in the 1870s, and particularly the life of engineer John A. Roebling and his son, Washington Roebling.
"The Treasure from the Carpentry Shop" concerns the rediscovery of the original plans for the Brooklyn Bridge in 1969.
"The Lonely War of a Good Angry Man", written in 1969, concerns the destructive environmental impact of strip mining in eastern Kentucky, and profiles Harry M. Caudill, local author and anti-strip mining political activist.
"Miriam Rothschild" is about the English zoologist and entomologist Miriam Rothschild.
BOOKS not mentioned above:
"String, Straight Edge and Shadow"
"Beginner's Guide to Constructing the Universe"
"Go Figure!" (read it all carefully!)
"Mathematicians are People, too" vol. 1 and 2
Free Choice (and any other approved reading—through mentor)
"The Phantom Tollbooth"
"Archimedes Door of Science"
"My Side of the Mountain"
The Warlord series (counts as 1): do the expts.
"Mere Christianity" by C.S. Lewis
"Brave Companions" by McCullough
"Microbe Hunters"
"Life of Fred" (any in series)
"Men and Mathematics" by Bell
"Elegant Universe"-video
"Flatland" "Fermat's Enigma"
"Evolution: is it science or faith?"
"On Numbers" by Asimov
"Carry On, Mr. Bowditch" by Latham
"The Disappearing Spoon"
"Time"
"Introduction to Mathematics" by Whitehead
"Number Devil"
"Cosmos"--video...
"All mimzy were the borrogoves"
"A Swiftly tilting planet"
"Hatchet"
"Scientific Discoveries that Strengthen Faith"
Complete any Saxon Math book
"Donald Duck in Mathematic land"
"E=mc2" video (see Jordan for details)
"The Number Devil"
"The Longitude Prize"
"Microbe Hunter"
"The Mystery of the Periodic Table"
Diversity activity
Marni suggested this activity for helping the youth not only find out
about the talents that others around them may have, but appreciate
them:
"Basically we make up a test with questions that are very specific
to knowledge or talents each youth have, say 3-4 questions per youth.
When we are ready, we pass it out and maybe tell them we just want to
get an idea of where everyone is knowledge-wise as we start the year
off, and maybe give them 30 seconds to look over it before we start.
After they realize there is a LOT they won't be able to answer, we give
them a final instruction just before they start - that they can work on
it as a group, and have the person they get the answer from sign next
to the question.
A great opportunity to see the variety of talents in the group, and help them value the knowledge they each and personally have.
For instance...
How many years does it take for a lemon tree to produce fruit if the tree is grown from a seed?
What is the basic rhythm of the tango?
Approximately how many days can a person survive without food?
Recite the poem...
Recite the scripture Abraham 3:22-23 (I know some still remember that!).
Draw out a C chord for the guitar.
What notes are played on the piano for a (some tougher piano chord)?
In Lord of the Rings, .....
Sing a solo of your choice.
Some great math questions for [the math whizzes]."
Coming up with a unique Creed for your group
We started doing this the first year, but I didn't follow-through like I should have to make it good.
Basically, we were going to put the following idea together on a poster board or some other medium, and put it on the wall to remind the youth what they committed themselves to do. My friend Marni put the process and reasoning behind this well:
"[This idea] came from a marriage/family mini class I went to at a stake RS night a few months back. They talked about their family creed, and gave out copies. It lists several things things they will do every day, things they will do every week, every month, every year, and that they always strive to do. At the top it says, "As part of the Johnstun Family, I'll do my part and help every member of our family, so we will have no empty chairs in the celestial kingdom." It would be cool to have the youth take time to come up with a Vanguard Youth Creed, totally created by the youth. If they are setting the goals and expectations together themselves (like 'Every week come prepared with Apprentice inspirements,' 'Every month we go to the temple'), hopefully they would be more willing and excited to keep them."
Basically, we were going to put the following idea together on a poster board or some other medium, and put it on the wall to remind the youth what they committed themselves to do. My friend Marni put the process and reasoning behind this well:
"[This idea] came from a marriage/family mini class I went to at a stake RS night a few months back. They talked about their family creed, and gave out copies. It lists several things things they will do every day, things they will do every week, every month, every year, and that they always strive to do. At the top it says, "As part of the Johnstun Family, I'll do my part and help every member of our family, so we will have no empty chairs in the celestial kingdom." It would be cool to have the youth take time to come up with a Vanguard Youth Creed, totally created by the youth. If they are setting the goals and expectations together themselves (like 'Every week come prepared with Apprentice inspirements,' 'Every month we go to the temple'), hopefully they would be more willing and excited to keep them."
Friday, May 24, 2013
Sample Long-term Synergy of the Mind project
JUDGING
SHEET
The
Problem
Your team is to create a minimum of three live characters. These must be Hero, Sidekick, and a
distressed person. Your solution to the
problem is to be developed around this scenario; Hero and Sidekick are to stand
in the Neighborhood. Each travels with a
suitcase. They open their suitcases, one
of both of which contains the parts to a vehicle. The vehicle will then be assembled. The person in distress may not assist in the
vehicle’s assembly. Hero and/or Sidekick
will then leave the Neighborhood on the vehicle and proceed to relieve a person
in distress, stop a crime, rescue a lost kitten, and do two good deeds of the
team’s choosing. The five tasks may be
completed in any order. Then the vehicle
will be disassembled and replaced in the suitcase(s). The person relieved from distress may assist
in the disassembling of the vehicle.
The
Spirit of the Problem is to create a scenario that includes the hero, sidekick, and a
distressed person and to design and to construct a vehicle that will fit into
one or two suitcases. The team is to
assemble its vehicle, drive it, turn it, stop it, and perform the specified
tasks, the disassemble the vehicle.
The
Competition
1. The
team, suitcases, and props, etc. will be in the staging area. When time begins it will be the team’s
responsibility to complete the tasks.
2. Hero
and sidekick will go to the neighborhood with their suitcases.
3. The
vehicle will be assembled in the neighborhood.
4. When
the tasks are completed, the vehicle will be returned to the neighborhood and
will be disassembled.
5. If
time runs out, the team must stop.
Scoring
1. The
creativity of the vehicle 1 to 50 points __________
2. The
creativity of the characters and the scenario 1 to 25 points __________
3. The
appearance of the vehicle 1 to 15 points __________
4. The
creativity of the 1st good deed, 1 to 15 points (if completed) __________
5. The
creativity of the 2nd good deed, 1 to 15 points (if completed) __________
6. The
creativity of the distress and the relief of the distressed person. (1 to 15
points) __________
7. The
creativity of the hero and sidekick stopping a crime 1 to 15 points __________
8. The creativity
of rescuing the lost kitten 1 to 10 points __________
9.
Returning the kitten to the neighborhood 5 points __________
10. Under
the cost limit; lower cost = higher score (Under $50= +5 points, under $40= +10
points, under $30=+15 points.) __________
Penalties
1. Any
part(s) of the vehicle or task apparatus not inside the suitcase(s) at the
start, -5 to -50 points.
__________
2. Hero
or sidekick leaves the vehicle or touches the floor outside the neighborhood
(each offense) - 10 points.
__________
3. Floor
contact points of vehicle go out of bounds (each offense), -10 points __________
4.
Violation of the spirit of the problem (each offense), -5 to -100 __________
5.
Outside assistance (each offense) -5 to -100 __________
6.
Unsportsmanlike conduct (each offense) -5 to -25 __________ **The entire vehicle must be contained
in one or two closed suitcases. Each suitcase must have outside dimensions not
exceeding 23" x 31" x 10" and may be made of any material.**
7. Each
suitcase that exceeds any dimension by ½” or less, -25 __________
8. Each suitcase that exceeds any dimension by ½
“ or more, -100 __________
9. Damage
to floor or premises, -5 to -100 __________
10.
Distressed person, while being relieved, assists in assembling the vehicle or
comes in contact with the floor outside the distressed person’s area, -25 pts __________
11. Any
vehicular parts outside the neighborhood during assembly or disassembly (each
offense, -10 points) maximum= -20 __________
12.
Kitten touches floor between park and neighborhood (each offense), -10 pts. __________
13. Over
cost limit, -5 to -50 points __________
Style
(Elaboration of the problem solution)
1. The
appearance of hero, 1-10 points __________
2. The
appearance of sidekick, 1-10 points. __________
3. Use of
special effects, 1-10 points __________
4. Free
choice, 1-10 points __________
5.
Overall effect, 1-10 points __________
Judges
name: __________________________ TOTAL __________
COMMENTS:
________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Limitations
1. The
time limit for the competition, including set-up, style, and performance, is 10
minutes.
2. The
cost limit is $75, with Vanguard Youth providing $50 per team. ($25 is allowed to be raised through approved
methods.) The cost limit does not included new or used suitcases, or suitcases
built by the team. Additional points
will be given for less money spent (Under $50= +5 points, under $40= +10
points, under $30=+15 points.)
3. The
entire vehicle must be contained in one or two closed suitcases. Each suitcase
must have outside dimensions not exceeding 23" x 31" x 10" and
may be made of any material.
4. The
vehicle must be totally enclosed in the suitcase(s) when the signal to begin is
given. Then it must be assembled in the neighborhood, complete the tasks,
return to the neighborhood, be disassembled and placed back into the
suitcase(s).
5. The
suitcase(s) may be part of the vehicle.
However, they must either be suitcases or resemble pieces of
luggage. Some suitcases have built-in
wheels. These wheels may not be used as
the vehicle’s wheels.
6. Hero
and/or sidekick must ride in or on the vehicle and may not leave the vehicle
except in the Neighborhood. If Hero or sidekick touches the floor outside the
Neighborhood, it is a penalty. Hero and
sidekick may return to the neighborhood as often as they wish.
7. Only
one vehicle may be made. Only Hero
and/or sidekick and the kitten may ride the vehicle. Hero and Sidekick must complete the tasks.
8.
Participants may use any power source except moving the wheels directly by hand
or pushing or pulling the vehicle by hand.
Vehicles may not be connected to anything stationary except an
electrical supply.
9. The
vehicle braking and steering systems may be hand operated.
10.
Four/five team members, except the person in distress, may help assemble the
vehicle. All five/six team members may help to disassemble the
vehicle.
11. The
vehicle must be assembled and disassembled in the Neighborhood.
12. The
team’s interpretation and configuration of the kitten and the nature of the
distressed person’s distress are of the team’s choosing. The kitten may be portrayed by one of the
five team members but no other live animals may be used.
13. The distressed person and the kitten must be
in position before their reliefs/rescues take place. Once in position, the distressed person and
the kitten must remain in their areas until relieved or rescued. After the distressed person is relieved, he
or she may leave the designated area and move anywhere. When the kitten is rescued, it must be kept
on the vehicle and must be returned with Hero and/or sidekick to the
neighborhood. This may be done at any
time during the vehicle’s run. The
remaining two/three team members bay move in and out of bounds without penalty.
14. The
floor contact points (usually wheels) of the vehicle must remain in bounds.
15. All
devices or apparatus used to perform the tasks do not have to be returned to
the neighborhood, but until they are used they must be carried on or attached to
the vehicle or carried by Hero and/or sidekick.
16.
During the performance of the tasks, Hero’s and sidekick’s body parts and
devices used to perform the tasks may extend across the boundary lines without
penalty, but the body parts may not touch the floor.
17.
Before time begins, the team must present the judges with a paper containing a
brief description of the crime, the two good deeds, the nature of the distress,
and the identification of characters.
18. A
team member may portray only one character.
19. Tools
for vehicle assembly do not have to be contained in the suitcase(s).
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