Standard(s) Addressed:
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationshi... more Standard(s) Addressed:
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationship between two quantities. [Include all types of functions studied.]
1. Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
• Students will apply the speed, distance, time equation to solve mathematical problems.
• Students will be introduced to GPS tracking devices for measuring speed, distance, and time.
ELD Standard(s) Addressed:
CCSS.ELA-LITERACY.Content.RST.9-10.5 Craft and Structure
5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
ELD:
Part One: Interacting in Meaningful Ways
C. Productive
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey Ideas. (W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6;
L.9–10.1, 3, 5–6)
Language Objective(s): [Write ONE clear language objective for EACH of the three different focus students that takes into account their ELD level; e.g., Exiting Emerging, Early Expanding, etc.]
Focus Student 1 (Name/ELD level): Alicia/Early Bridging
Language Objective:
• Alicia will write using academic vocabulary to argue with evidence in a mathematical context.
• Alicia will engage in mathematical discourse (speaking and listening) with peers.
Focus Student 2 (Name/ELD level): Jesus/Early Expanding
Language Objective:
• Jesus will reflect and brainstorm using alternative texts and funds of knowledge.
• Jesus will draw from sources of alternative texts to discuss connections with peers.
Focus Student 3 (Name/ELD level): Joy/Exiting Expanding
Language Objective:
• Joy will apply academic vocabulary to write and discuss patterns in observed data.
• Joy will engage in dialogue (speaking and listening) with peers.
Analyze and solve linear equations and pairs of simultaneous linear equations.
CCSS.Math.Content... more Analyze and solve linear equations and pairs of simultaneous linear equations.
CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Content Objective(s):
• Students will be able to graph linear equations using the slope formula, slope-intercept form, and/or two ordered pairs.
• Students will be able to graph linear equations on paper, on IXL, and on Desmos.
Language Objective(s):
• Students will define slope formula and slope-intercept form.
• Students will communicate during the collaborative portion of the lesson for the Desmos activity.
A-CED.2 Create equations in two or more variables to represent relationships between quantities; ... more A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
Language Objective(s):
• Students will define bodies in motion and identify how to graph distance versus time. • Students will communicate to arrive at solutions for their groups given scenario.
• Students will orally present their findings to their peers.
CCSS.Math.Content.HSA-APR.C.4 Prove polynomial identities and use them to describe numerical rela... more CCSS.Math.Content.HSA-APR.C.4 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y 2) 2 = (x 2-y 2) 2 + (2xy) 2 can be used to generate Pythagorean triples.
Learning Goal: Students will be able to define polynomial identities. Students will be able to prove polynomial identities and use them to describe numerical relationships.
ELD Standards: ELD. Part 1. Interacting in Meaningful Ways, (A) Collaborative, (1) Exchange Information and Ideas with others through oral collaborative discussions on a range of social and academic topics. (SL.9–10.1, 6; L.9–10.3, 6)
ELD Learning Goal: Students will learn how to use a polynomial identity to generate at least 3 Pythagorean Triples, while verifying they work with the use of the Pythagorean Theorem.
MPs: MP1. Make Sense of Problems and Persevere in Solving Them. MP3. Construct viable-arguments and critique the reasoning of others. DOKs: DOK Level 1 Recall and Reproduction, Understand, Apply and Create
Common Core State Standard: CCSS.Math.Content.7.G.B.4 "Know the formulas for the area and circumf... more Common Core State Standard: CCSS.Math.Content.7.G.B.4 "Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle."
Mathematical Practice Standard:
MP1: Make sense of problems and persevere in solving them. MP4: Model with mathematics.
Lesson Objective: Students will learn the circumference and area of a circle, how to define them, and how to apply them. Students will demonstrate understanding of how to use the area and circumference of a circle with a mini-lesson scavenger hunt activity.
Cataloged 20 books from the OC Laguna Beach Public Library system, with 1 online ebook resource f... more Cataloged 20 books from the OC Laguna Beach Public Library system, with 1 online ebook resource from Barnes and Noble.
One item is a special collection item found uniquely within the Laguna Beach Public Libraries local history section.
4 nonfiction books
4 fiction books
1 special collection book
4 non-books
4 children's books
4 non-books
(Annotate one of each type listed below.)
9) YA science fiction, fantasy or horror book
10) YA... more (Annotate one of each type listed below.)
9) YA science fiction, fantasy or horror book
10) YA historical fiction published within the last 20 years
11) YA biography
12) Nonfiction YA book
13) YA poetry book
14) YA drama or short story book
15) YA graphic novel
16) YA book that has been made into a movie
(Annotate one of each type listed below.)
1) Reread a book you read as an adolescent.
2) Award wi... more (Annotate one of each type listed below.) 1) Reread a book you read as an adolescent. 2) Award winning book 3) YA book focusing on diversity (multicultural or socioeconomic), sexual orientation or gender roles. 4) Banned or frequently challenged YA book 5) YA realistic fiction book published before 1990 6) YA realistic fiction book published after 1990 7) YA adventure, mystery/suspense, or humorous book (recommend choosing a genre with which you are less familiar) 8) YA adventure, mystery/suspense, or humorous book (but not the same category as Annotation #5)
Anonymous School Library provides resources to students, teachers, and staff to meet information ... more Anonymous School Library provides resources to students, teachers, and staff to meet information literacy goals and objectives for the school district. As a result of technological advances, increased budget funds and a community interest in developing the literacy skills of their children, the Educational Committee in collaboration with the school librarian, have created this information literacy reference document to introduce the literacy program for 9th – 12th graders affiliated with this institution. The school library, as well as the district administrators, recognize the need to educate their student body with a set of information literacy skills for today’s fast-paced technology-driven economy. In accordance with the American Library Association and Association of College and Research Libraries (ACRL) policies, students ought to be able to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Even though working is generally an expected and accepted norm in the United States, there are ma... more Even though working is generally an expected and accepted norm in the United States, there are many workers who are prevented and/or held back from accomplishing their employment goals and objectives because of ethnocentrism, sexism and/or discrimination, among other challenges. Working should not be considered a privilege, but a necessity for people to earn a living, create a comfortable life for themselves, pay their bills, and in many cases, enjoy what they do. When students stay in school longer to achieve better and/or higher paying jobs, this likewise provides them with privileges to be more selective with the job search process. Regardless of whether you have a doctorate degree, or were homeschooled, working is still something that all citizens in the United States should be permitted to engage in.
CSI's course requirement for A.A. in Library and Information Science degree program.
Students learn about geometric landscape art, some of its fundamental characteristics, and how to... more Students learn about geometric landscape art, some of its fundamental characteristics, and how to apply the concept to geometric drawings that include basic landscapes and animal figures.
Instructional (April 22, 2022):
This presentation focused on geometric landscape art. Students learned about the characteristics of this art form and how it applies to ecological research, examples of geometric landscape art, and how to apply the concepts to create their own basic example. The first image was of a panda laying down, with leaves, shadow, ground and sky, after receiving feedback from the students on what they wanted to draw. There was strong encouragement to draw this image. Kids were encouraged to be as creative as possible and to have fun with it, applying all the concepts learned from previous lessons including 2D lines and polygons. The second image focused on drawing a spider, based also on feedback request from a student. We utilized 2D lines, quadrilaterals and triangles to create the 8 legs, as well as the kids choice of a pentagon, hexagon, heptagon or octagon for the center. The final image focused on drawing a mythical unicorn creature, and was the hardest of the 3 images. We went through the steps for the unicorn faster than the other images, because it was our last one. Kids were encouraged to be as creative as they wanted to be with the mythical creature. All the drawings allowed for colored examples, where kids could utilize colored pencils if they wanted to. The final 5 minutes was a brief introduction into adobe illustrator and how to create these geometric images entirely in digital format, with images to explain how to accomplish this objective. A link was provided to the students for adobe illustrator if they were interested in trying a 7 day free trial, or subscribing. Soft, calming piano landscape and water music was played during the session.
This presentation focuses on geometric art design with squares as geometric abstraction or cubism... more This presentation focuses on geometric art design with squares as geometric abstraction or cubism, while reviewing over triangular composition from a previous lesson, and circular images with a mathematical compass to create a "yin and yang" image.
Instruction (April 20, 2022):
Students learned about "Geometric Abstraction" or "Cubism" and why the square is significant in math and geometric art. The cube or square is a symbol for "mathematical perfection", with all sides equal, "simplicity/balance", a "perfect expression of 2-D space", an "aggressive statement of flatness", "pride in shape making", and an ancient "cosmically universal" symbol that is represented in all cultures. The "Black Square" is introduced, as well as a brief history. Students then apply these concepts to the 3 drawings that follow. The first image directly applies the concept of "geometric abstraction" and "cubism" to create a fish in water, with the square as its center. The second image pulls in concepts of "triangular composition" from earlier lessons, as well as quadrilaterals, to create a flying bird image. The final drawing is an extension from the previous lesson, finalizing the "yin and yang" colorful circular image using a mathematical compass, straight-edge ruler, white paper, and 2 colored markers of competing quality (blue and red). Students have the choice to choose their own 2 colors to create the final image. Music played in the background was Chinese bamboo flute music.
This presentation introduces a brief history of Spirograph art, while reviewing concepts from the... more This presentation introduces a brief history of Spirograph art, while reviewing concepts from the previous two lessons focused on circles and triangles.
Instruction (April 18, 2022):
Students had an opportunity to learn about the basic history of Spirograph art during this presentation, while applying the principles they have acquired to draw 3 images. The first image was a review of the previous 2 lessons focused on circles and triangles. We learned how to draw a bear using triangles and quadrilaterals. The second image demonstrated Spirograph artwork without needing the specific wedged tools to create it. Rather, students utilized their math compass used during previous drawings and a straight-edged ruler to create a yin and yang circular drawing. We began this drawing today by creating arcs equidistant about a centimeter in length around the circle, to then create a diameter through the center, and chords throughout the interior until they met at a single point. We mostly stopped here today, to finish this drawing during the next class. The final image was utilizing a Spirograph wheel tool to create inscribed shapes inside of a circular pattern, and along the exterior. Calming meditation piano music was played today mostly, and students were encouraged to turn on their own preferred music while they participated, if they wanted to. This session was also open to feedback on what the students wanted to draw next time (ideas: hawk, fish, dragon, panda, etc).
This presentation applies the principles of triangular composition to create geometric art.
In... more This presentation applies the principles of triangular composition to create geometric art.
Instruction (April 15, 2022):
This presentation focuses on triangular composition, applying geometric shapes to 3 different images with mostly the use and creation of triangles. Summarized the circular flower petal image on a regular graphical coordinate plane from lesson 1 with a final image of what it is supposed to look like provided in slide 2, then we reviewed basic triangle properties including the Pythagorean Theorem, acute/obtuse angles, scalene, equilateral, isosceles, 45-45-90 triangles and 30-60-90 triangles. I then showed an image of a Canadian landscape where a Renaissance artist depicted the landscape of trees, an open plane and mountains in the background with geometric art. This is a more complex example of how to create geometric art with 2-D triangles. You could create a mountain range, with color or without. Explained how this type of art is considered "triangular composition". We then created our first drawing of different types of triangles on a white canvas plane. We wanted them overlapping, different sizes, diluted or translated, and then colored in if the students preferred. The purpose was to apply the concepts of different types of triangles and learn how to draw and overlap them with a straight-edge ruler and pencil. The next drawing was one where we created a fox or wolf-type face image with triangles and quadrilaterals. I walked the students through how to do this, with both the screenshare of the power point and my video, as well as instructional voice directions. The final image was the hardest and most complex, and applied the principles from the first two drawings. We created a compass circle, with an inscribed hexagon inside by creating arcs and chords along the outside of the circle, and working our way inward. A student asked about whether we could draw radii and/or diameters from the center to help them create equidistant angles connecting to the outside of the circle, and I said no, but for students who do not have the math compass, this could help create the equidistant angles of the hexagon inside the circle. I just recommend making the straight lines very light, so as not to distract away from the hexagons. Overall, the students learned to create anywhere between 10 - 15 hexagons inside the circle. This was an inscribed hexagon because it had 6 equal side lengths. If it was 5 sides, it would have been a pentagon. If it was 7 sides, it would have been a heptagon. Students also had the option to color in their image between the different layers, with color or black-and-white, if they chose to. A complimentary about 7 minute youtube video was provided to demonstrate the steps to making this circular image with link provided in the chat box. Some calming Jazz music was played in the background to create ambience. Students also had an opportunity to discuss how the pictures made them feel. Two students provided their thoughts here, by saying the final image made them feel like they were falling or going down a tunnel.
Link to instructional video on creating colorful inscribed hexagons inside a circle: https://youtu.be/32Lbvjiu7JQ
This presentation covers a brief history of geometric art and design, optical illusions, and how ... more This presentation covers a brief history of geometric art and design, optical illusions, and how to create a circular geometric shape using a math compass, straight edge rulers and basic white paper on a math coordinate plane with an x-axis and y-axis.
Instruction (April 13, 2022):
We learned a brief history of Geometric Art and Design and where it originated from, as it has been around for centuries (since 400 - 900 B.C.). The ancient cuneiform characterization used "wedge-shaped characters" in their ancient writing forms, inscribing these images on clay, stone, and rocks as symbolism to communicate and create motifs. This type of art is about "unity, logic, and order" in the Islamic culture. You could find this artwork in museums, parks, libraries, schools, architecture, in nature. If the students have been to Barcelona, Spain, it is used in the design of the architecture there. It is all around us, using just basic 2-D images of lines, circles, and polygons (triangles, quadrilaterals are 4 sided, pentagons, hexagons, heptagons and octagons, etc.). An another example would be at Disneyland in California on the Haunted Mansion ride, the part where the ghosts follow you around, there is an optical illusion in that part where you are looking at a mirror down a hall way and it distorts what it is you are seeing. A short instructional step-by-step video demonstrates the steps you would go through to create a flower-looking optical illusion diagram.
When we are part of a workable organizational structure that combines various personality types, ... more When we are part of a workable organizational structure that combines various personality types, beliefs systems, and skills, we must constantly find solutions that combine and/or connect to keep the system functioning effectively, efficiently, and productively. Situations, not necessarily stressors, but sometimes considered this, occur when there are values conflict, the democratic vote is utilized in an organizational structure and conflict management is not achieved. (Lamberton, Minor and Zeigler, 2022) Decision-making outcomes could have both benefits, as well as drawbacks, as end results are usually either win-win, lose-lose or win-lose. (Lamberton et al., 2022)
CSI's course requirement for A.A. in Library and Information Science degree program.
Emotional intelligence (EI) is a skill that allows a person to effectively control their own emot... more Emotional intelligence (EI) is a skill that allows a person to effectively control their own emotions, while acknowledging the “emotional states of other people.” (Lamberton, Minor and Zeigler, 2019) Recently, studies have suggested that having a higher EI score indicates better success in individuals than merely having a high IQ score. (Lamberton et al., 2019) When a person applies EI, it is considered practicing “emotional competence”, which often leads to stronger performance at work. (Lamberton et al., 2019) EI relates to the eight types of intelligence because it defines one type of intelligence based on a cyclical model, with lots of different components for assessing a person’s actual intelligence levels. (Lamberton et al., 2019) Within the entire circular model, supported by psychologist Howard Gardner, the eight dimensions of intelligence are connected to each other. (Lamberton et al., 2019) A person’s entire intelligence is determined by a few different factors, not solely their IQ standardized test score. (Lamberton et al., 2019) When regarding an individual, it is important to consider their multidimensional intelligence abilities to accurately assess them and to determine how successful they could be.
CSI's course requirement for A.A. in Library and Information Science degree program.
“Rearranging the letters of the word ‘silent’ gives us the world ‘listen’.” (Lamberton, Minor and... more “Rearranging the letters of the word ‘silent’ gives us the world ‘listen’.” (Lamberton, Minor and Zeigler, 2019)
Good listening skills are important in organizations where workers are constantly interacting with each other and required to operate together to accomplish positive outcomes. Listening skills help us understand one another, they assist us in establishing reasonable boundaries and expectations, and they help us achieve our goals and objectives. The need to be heard and understood is a common human need and requirement. Depending on the situation, listening skills may be adjusted to meet the scenario. Some people practice selective listening, others identify “red flag” words in communication with others, while nonverbal communication could be used to clarify many verbal messages. Listening is an important skill for effective communication.
CSI's course requirement for A.A. in Library and Information Science degree program.
Human beings are social creatures. We are constantly communicating with each other to derive mean... more Human beings are social creatures. We are constantly communicating with each other to derive meaning and purpose, while mitigating challenges that inhibit our ability to work together for common goals. Ideally, we strive to make this process as successful, uncomplicated, and accommodating as possible for each other. Unfortunately, there are situations where we need to resolve confusion and misunderstanding, while at least trying to arrive at common ground. Studying differing personality types, effective attitude-improving feedback mechanisms and methods to resolve interpersonal values conflict are a few means to arrive at better understanding between and amongst each other.
How is extraversion related to one's level of self-esteem?
What constitutes effective attitude-improving feedback?
How can a person deal with interpersonal values conflicts?
CSI's course requirement for A.A. in Library and Information Science degree program.
Standard(s) Addressed:
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationshi... more Standard(s) Addressed:
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationship between two quantities. [Include all types of functions studied.]
1. Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
• Students will apply the speed, distance, time equation to solve mathematical problems.
• Students will be introduced to GPS tracking devices for measuring speed, distance, and time.
ELD Standard(s) Addressed:
CCSS.ELA-LITERACY.Content.RST.9-10.5 Craft and Structure
5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
ELD:
Part One: Interacting in Meaningful Ways
C. Productive
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey Ideas. (W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6;
L.9–10.1, 3, 5–6)
Language Objective(s): [Write ONE clear language objective for EACH of the three different focus students that takes into account their ELD level; e.g., Exiting Emerging, Early Expanding, etc.]
Focus Student 1 (Name/ELD level): Alicia/Early Bridging
Language Objective:
• Alicia will write using academic vocabulary to argue with evidence in a mathematical context.
• Alicia will engage in mathematical discourse (speaking and listening) with peers.
Focus Student 2 (Name/ELD level): Jesus/Early Expanding
Language Objective:
• Jesus will reflect and brainstorm using alternative texts and funds of knowledge.
• Jesus will draw from sources of alternative texts to discuss connections with peers.
Focus Student 3 (Name/ELD level): Joy/Exiting Expanding
Language Objective:
• Joy will apply academic vocabulary to write and discuss patterns in observed data.
• Joy will engage in dialogue (speaking and listening) with peers.
Analyze and solve linear equations and pairs of simultaneous linear equations.
CCSS.Math.Content... more Analyze and solve linear equations and pairs of simultaneous linear equations.
CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Content Objective(s):
• Students will be able to graph linear equations using the slope formula, slope-intercept form, and/or two ordered pairs.
• Students will be able to graph linear equations on paper, on IXL, and on Desmos.
Language Objective(s):
• Students will define slope formula and slope-intercept form.
• Students will communicate during the collaborative portion of the lesson for the Desmos activity.
A-CED.2 Create equations in two or more variables to represent relationships between quantities; ... more A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
Language Objective(s):
• Students will define bodies in motion and identify how to graph distance versus time. • Students will communicate to arrive at solutions for their groups given scenario.
• Students will orally present their findings to their peers.
CCSS.Math.Content.HSA-APR.C.4 Prove polynomial identities and use them to describe numerical rela... more CCSS.Math.Content.HSA-APR.C.4 Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y 2) 2 = (x 2-y 2) 2 + (2xy) 2 can be used to generate Pythagorean triples.
Learning Goal: Students will be able to define polynomial identities. Students will be able to prove polynomial identities and use them to describe numerical relationships.
ELD Standards: ELD. Part 1. Interacting in Meaningful Ways, (A) Collaborative, (1) Exchange Information and Ideas with others through oral collaborative discussions on a range of social and academic topics. (SL.9–10.1, 6; L.9–10.3, 6)
ELD Learning Goal: Students will learn how to use a polynomial identity to generate at least 3 Pythagorean Triples, while verifying they work with the use of the Pythagorean Theorem.
MPs: MP1. Make Sense of Problems and Persevere in Solving Them. MP3. Construct viable-arguments and critique the reasoning of others. DOKs: DOK Level 1 Recall and Reproduction, Understand, Apply and Create
Common Core State Standard: CCSS.Math.Content.7.G.B.4 "Know the formulas for the area and circumf... more Common Core State Standard: CCSS.Math.Content.7.G.B.4 "Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle."
Mathematical Practice Standard:
MP1: Make sense of problems and persevere in solving them. MP4: Model with mathematics.
Lesson Objective: Students will learn the circumference and area of a circle, how to define them, and how to apply them. Students will demonstrate understanding of how to use the area and circumference of a circle with a mini-lesson scavenger hunt activity.
Cataloged 20 books from the OC Laguna Beach Public Library system, with 1 online ebook resource f... more Cataloged 20 books from the OC Laguna Beach Public Library system, with 1 online ebook resource from Barnes and Noble.
One item is a special collection item found uniquely within the Laguna Beach Public Libraries local history section.
4 nonfiction books
4 fiction books
1 special collection book
4 non-books
4 children's books
4 non-books
(Annotate one of each type listed below.)
9) YA science fiction, fantasy or horror book
10) YA... more (Annotate one of each type listed below.)
9) YA science fiction, fantasy or horror book
10) YA historical fiction published within the last 20 years
11) YA biography
12) Nonfiction YA book
13) YA poetry book
14) YA drama or short story book
15) YA graphic novel
16) YA book that has been made into a movie
(Annotate one of each type listed below.)
1) Reread a book you read as an adolescent.
2) Award wi... more (Annotate one of each type listed below.) 1) Reread a book you read as an adolescent. 2) Award winning book 3) YA book focusing on diversity (multicultural or socioeconomic), sexual orientation or gender roles. 4) Banned or frequently challenged YA book 5) YA realistic fiction book published before 1990 6) YA realistic fiction book published after 1990 7) YA adventure, mystery/suspense, or humorous book (recommend choosing a genre with which you are less familiar) 8) YA adventure, mystery/suspense, or humorous book (but not the same category as Annotation #5)
Anonymous School Library provides resources to students, teachers, and staff to meet information ... more Anonymous School Library provides resources to students, teachers, and staff to meet information literacy goals and objectives for the school district. As a result of technological advances, increased budget funds and a community interest in developing the literacy skills of their children, the Educational Committee in collaboration with the school librarian, have created this information literacy reference document to introduce the literacy program for 9th – 12th graders affiliated with this institution. The school library, as well as the district administrators, recognize the need to educate their student body with a set of information literacy skills for today’s fast-paced technology-driven economy. In accordance with the American Library Association and Association of College and Research Libraries (ACRL) policies, students ought to be able to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Even though working is generally an expected and accepted norm in the United States, there are ma... more Even though working is generally an expected and accepted norm in the United States, there are many workers who are prevented and/or held back from accomplishing their employment goals and objectives because of ethnocentrism, sexism and/or discrimination, among other challenges. Working should not be considered a privilege, but a necessity for people to earn a living, create a comfortable life for themselves, pay their bills, and in many cases, enjoy what they do. When students stay in school longer to achieve better and/or higher paying jobs, this likewise provides them with privileges to be more selective with the job search process. Regardless of whether you have a doctorate degree, or were homeschooled, working is still something that all citizens in the United States should be permitted to engage in.
CSI's course requirement for A.A. in Library and Information Science degree program.
Students learn about geometric landscape art, some of its fundamental characteristics, and how to... more Students learn about geometric landscape art, some of its fundamental characteristics, and how to apply the concept to geometric drawings that include basic landscapes and animal figures.
Instructional (April 22, 2022):
This presentation focused on geometric landscape art. Students learned about the characteristics of this art form and how it applies to ecological research, examples of geometric landscape art, and how to apply the concepts to create their own basic example. The first image was of a panda laying down, with leaves, shadow, ground and sky, after receiving feedback from the students on what they wanted to draw. There was strong encouragement to draw this image. Kids were encouraged to be as creative as possible and to have fun with it, applying all the concepts learned from previous lessons including 2D lines and polygons. The second image focused on drawing a spider, based also on feedback request from a student. We utilized 2D lines, quadrilaterals and triangles to create the 8 legs, as well as the kids choice of a pentagon, hexagon, heptagon or octagon for the center. The final image focused on drawing a mythical unicorn creature, and was the hardest of the 3 images. We went through the steps for the unicorn faster than the other images, because it was our last one. Kids were encouraged to be as creative as they wanted to be with the mythical creature. All the drawings allowed for colored examples, where kids could utilize colored pencils if they wanted to. The final 5 minutes was a brief introduction into adobe illustrator and how to create these geometric images entirely in digital format, with images to explain how to accomplish this objective. A link was provided to the students for adobe illustrator if they were interested in trying a 7 day free trial, or subscribing. Soft, calming piano landscape and water music was played during the session.
This presentation focuses on geometric art design with squares as geometric abstraction or cubism... more This presentation focuses on geometric art design with squares as geometric abstraction or cubism, while reviewing over triangular composition from a previous lesson, and circular images with a mathematical compass to create a "yin and yang" image.
Instruction (April 20, 2022):
Students learned about "Geometric Abstraction" or "Cubism" and why the square is significant in math and geometric art. The cube or square is a symbol for "mathematical perfection", with all sides equal, "simplicity/balance", a "perfect expression of 2-D space", an "aggressive statement of flatness", "pride in shape making", and an ancient "cosmically universal" symbol that is represented in all cultures. The "Black Square" is introduced, as well as a brief history. Students then apply these concepts to the 3 drawings that follow. The first image directly applies the concept of "geometric abstraction" and "cubism" to create a fish in water, with the square as its center. The second image pulls in concepts of "triangular composition" from earlier lessons, as well as quadrilaterals, to create a flying bird image. The final drawing is an extension from the previous lesson, finalizing the "yin and yang" colorful circular image using a mathematical compass, straight-edge ruler, white paper, and 2 colored markers of competing quality (blue and red). Students have the choice to choose their own 2 colors to create the final image. Music played in the background was Chinese bamboo flute music.
This presentation introduces a brief history of Spirograph art, while reviewing concepts from the... more This presentation introduces a brief history of Spirograph art, while reviewing concepts from the previous two lessons focused on circles and triangles.
Instruction (April 18, 2022):
Students had an opportunity to learn about the basic history of Spirograph art during this presentation, while applying the principles they have acquired to draw 3 images. The first image was a review of the previous 2 lessons focused on circles and triangles. We learned how to draw a bear using triangles and quadrilaterals. The second image demonstrated Spirograph artwork without needing the specific wedged tools to create it. Rather, students utilized their math compass used during previous drawings and a straight-edged ruler to create a yin and yang circular drawing. We began this drawing today by creating arcs equidistant about a centimeter in length around the circle, to then create a diameter through the center, and chords throughout the interior until they met at a single point. We mostly stopped here today, to finish this drawing during the next class. The final image was utilizing a Spirograph wheel tool to create inscribed shapes inside of a circular pattern, and along the exterior. Calming meditation piano music was played today mostly, and students were encouraged to turn on their own preferred music while they participated, if they wanted to. This session was also open to feedback on what the students wanted to draw next time (ideas: hawk, fish, dragon, panda, etc).
This presentation applies the principles of triangular composition to create geometric art.
In... more This presentation applies the principles of triangular composition to create geometric art.
Instruction (April 15, 2022):
This presentation focuses on triangular composition, applying geometric shapes to 3 different images with mostly the use and creation of triangles. Summarized the circular flower petal image on a regular graphical coordinate plane from lesson 1 with a final image of what it is supposed to look like provided in slide 2, then we reviewed basic triangle properties including the Pythagorean Theorem, acute/obtuse angles, scalene, equilateral, isosceles, 45-45-90 triangles and 30-60-90 triangles. I then showed an image of a Canadian landscape where a Renaissance artist depicted the landscape of trees, an open plane and mountains in the background with geometric art. This is a more complex example of how to create geometric art with 2-D triangles. You could create a mountain range, with color or without. Explained how this type of art is considered "triangular composition". We then created our first drawing of different types of triangles on a white canvas plane. We wanted them overlapping, different sizes, diluted or translated, and then colored in if the students preferred. The purpose was to apply the concepts of different types of triangles and learn how to draw and overlap them with a straight-edge ruler and pencil. The next drawing was one where we created a fox or wolf-type face image with triangles and quadrilaterals. I walked the students through how to do this, with both the screenshare of the power point and my video, as well as instructional voice directions. The final image was the hardest and most complex, and applied the principles from the first two drawings. We created a compass circle, with an inscribed hexagon inside by creating arcs and chords along the outside of the circle, and working our way inward. A student asked about whether we could draw radii and/or diameters from the center to help them create equidistant angles connecting to the outside of the circle, and I said no, but for students who do not have the math compass, this could help create the equidistant angles of the hexagon inside the circle. I just recommend making the straight lines very light, so as not to distract away from the hexagons. Overall, the students learned to create anywhere between 10 - 15 hexagons inside the circle. This was an inscribed hexagon because it had 6 equal side lengths. If it was 5 sides, it would have been a pentagon. If it was 7 sides, it would have been a heptagon. Students also had the option to color in their image between the different layers, with color or black-and-white, if they chose to. A complimentary about 7 minute youtube video was provided to demonstrate the steps to making this circular image with link provided in the chat box. Some calming Jazz music was played in the background to create ambience. Students also had an opportunity to discuss how the pictures made them feel. Two students provided their thoughts here, by saying the final image made them feel like they were falling or going down a tunnel.
Link to instructional video on creating colorful inscribed hexagons inside a circle: https://youtu.be/32Lbvjiu7JQ
This presentation covers a brief history of geometric art and design, optical illusions, and how ... more This presentation covers a brief history of geometric art and design, optical illusions, and how to create a circular geometric shape using a math compass, straight edge rulers and basic white paper on a math coordinate plane with an x-axis and y-axis.
Instruction (April 13, 2022):
We learned a brief history of Geometric Art and Design and where it originated from, as it has been around for centuries (since 400 - 900 B.C.). The ancient cuneiform characterization used "wedge-shaped characters" in their ancient writing forms, inscribing these images on clay, stone, and rocks as symbolism to communicate and create motifs. This type of art is about "unity, logic, and order" in the Islamic culture. You could find this artwork in museums, parks, libraries, schools, architecture, in nature. If the students have been to Barcelona, Spain, it is used in the design of the architecture there. It is all around us, using just basic 2-D images of lines, circles, and polygons (triangles, quadrilaterals are 4 sided, pentagons, hexagons, heptagons and octagons, etc.). An another example would be at Disneyland in California on the Haunted Mansion ride, the part where the ghosts follow you around, there is an optical illusion in that part where you are looking at a mirror down a hall way and it distorts what it is you are seeing. A short instructional step-by-step video demonstrates the steps you would go through to create a flower-looking optical illusion diagram.
When we are part of a workable organizational structure that combines various personality types, ... more When we are part of a workable organizational structure that combines various personality types, beliefs systems, and skills, we must constantly find solutions that combine and/or connect to keep the system functioning effectively, efficiently, and productively. Situations, not necessarily stressors, but sometimes considered this, occur when there are values conflict, the democratic vote is utilized in an organizational structure and conflict management is not achieved. (Lamberton, Minor and Zeigler, 2022) Decision-making outcomes could have both benefits, as well as drawbacks, as end results are usually either win-win, lose-lose or win-lose. (Lamberton et al., 2022)
CSI's course requirement for A.A. in Library and Information Science degree program.
Emotional intelligence (EI) is a skill that allows a person to effectively control their own emot... more Emotional intelligence (EI) is a skill that allows a person to effectively control their own emotions, while acknowledging the “emotional states of other people.” (Lamberton, Minor and Zeigler, 2019) Recently, studies have suggested that having a higher EI score indicates better success in individuals than merely having a high IQ score. (Lamberton et al., 2019) When a person applies EI, it is considered practicing “emotional competence”, which often leads to stronger performance at work. (Lamberton et al., 2019) EI relates to the eight types of intelligence because it defines one type of intelligence based on a cyclical model, with lots of different components for assessing a person’s actual intelligence levels. (Lamberton et al., 2019) Within the entire circular model, supported by psychologist Howard Gardner, the eight dimensions of intelligence are connected to each other. (Lamberton et al., 2019) A person’s entire intelligence is determined by a few different factors, not solely their IQ standardized test score. (Lamberton et al., 2019) When regarding an individual, it is important to consider their multidimensional intelligence abilities to accurately assess them and to determine how successful they could be.
CSI's course requirement for A.A. in Library and Information Science degree program.
“Rearranging the letters of the word ‘silent’ gives us the world ‘listen’.” (Lamberton, Minor and... more “Rearranging the letters of the word ‘silent’ gives us the world ‘listen’.” (Lamberton, Minor and Zeigler, 2019)
Good listening skills are important in organizations where workers are constantly interacting with each other and required to operate together to accomplish positive outcomes. Listening skills help us understand one another, they assist us in establishing reasonable boundaries and expectations, and they help us achieve our goals and objectives. The need to be heard and understood is a common human need and requirement. Depending on the situation, listening skills may be adjusted to meet the scenario. Some people practice selective listening, others identify “red flag” words in communication with others, while nonverbal communication could be used to clarify many verbal messages. Listening is an important skill for effective communication.
CSI's course requirement for A.A. in Library and Information Science degree program.
Human beings are social creatures. We are constantly communicating with each other to derive mean... more Human beings are social creatures. We are constantly communicating with each other to derive meaning and purpose, while mitigating challenges that inhibit our ability to work together for common goals. Ideally, we strive to make this process as successful, uncomplicated, and accommodating as possible for each other. Unfortunately, there are situations where we need to resolve confusion and misunderstanding, while at least trying to arrive at common ground. Studying differing personality types, effective attitude-improving feedback mechanisms and methods to resolve interpersonal values conflict are a few means to arrive at better understanding between and amongst each other.
How is extraversion related to one's level of self-esteem?
What constitutes effective attitude-improving feedback?
How can a person deal with interpersonal values conflicts?
CSI's course requirement for A.A. in Library and Information Science degree program.
“Unless you are Native American, you are an immigrant or the descendant of immigrants.” ~ Howe an... more “Unless you are Native American, you are an immigrant or the descendant of immigrants.” ~ Howe and Lisi, Becoming a Multicultural Educator (Chapter 3)
Refugees, Immigrants and Undocumented Immigrants (majority minority country) Problems and Challenges for Refugees Idaho, a refugee state Refugee Center @ College of Southern Idaho Refugee Resettlement Program Refugee camps in Kenya Action Plan for Teacher Librarians
Obtained metadata through Kern County, ArcGIS , and other related sites to display in ArcMap. Loc... more Obtained metadata through Kern County, ArcGIS , and other related sites to display in ArcMap. Located here: http://esps.kerndsa.com/gis/gis-download-data, & https://map.dfg.ca.gov/metadata/ds1328.html. See references. Introduced some background and provided a story map diagram of Oil Wells in Kern County. Created a Geodatabase for storing the layers. Created python code that responded to a series of random statements and that pulled in the Tehachapi High Speed Rail Corridor layer. Created python code that established a roughly estimated buffer around the Bakersfield Oil Fields. Created parameters that calculated the acreage of the buffer region.
Uploads
Papers by Peace Harmony7
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationship between two quantities. [Include all types of functions studied.]
1. Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
• Students will apply the speed, distance, time equation to solve mathematical problems.
• Students will be introduced to GPS tracking devices for measuring speed, distance, and time.
ELD Standard(s) Addressed:
CCSS.ELA-LITERACY.Content.RST.9-10.5 Craft and Structure
5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
ELD:
Part One: Interacting in Meaningful Ways
C. Productive
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey Ideas. (W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6;
L.9–10.1, 3, 5–6)
Language Objective(s): [Write ONE clear language objective for EACH of the three different focus students that takes into account their ELD level; e.g., Exiting Emerging, Early Expanding, etc.]
Focus Student 1 (Name/ELD level): Alicia/Early Bridging
Language Objective:
• Alicia will write using academic vocabulary to argue with evidence in a mathematical context.
• Alicia will engage in mathematical discourse (speaking and listening) with peers.
Focus Student 2 (Name/ELD level): Jesus/Early Expanding
Language Objective:
• Jesus will reflect and brainstorm using alternative texts and funds of knowledge.
• Jesus will draw from sources of alternative texts to discuss connections with peers.
Focus Student 3 (Name/ELD level): Joy/Exiting Expanding
Language Objective:
• Joy will apply academic vocabulary to write and discuss patterns in observed data.
• Joy will engage in dialogue (speaking and listening) with peers.
CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Content Objective(s):
• Students will be able to graph linear equations using the slope formula, slope-intercept form, and/or two ordered pairs.
• Students will be able to graph linear equations on paper, on IXL, and on Desmos.
Language Objective(s):
• Students will define slope formula and slope-intercept form.
• Students will communicate during the collaborative portion of the lesson for the Desmos activity.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
Language Objective(s):
• Students will define bodies in motion and identify how to graph distance versus time.
• Students will communicate to arrive at solutions for their groups given scenario.
• Students will orally present their findings to their peers.
Learning Goal:
Students will be able to define polynomial identities.
Students will be able to prove polynomial identities and use them to describe numerical relationships.
ELD Standards:
ELD. Part 1. Interacting in Meaningful Ways, (A) Collaborative, (1) Exchange Information and Ideas with others through oral collaborative discussions on a range of social and academic topics. (SL.9–10.1, 6; L.9–10.3, 6)
ELD Learning Goal:
Students will learn how to use a polynomial identity to generate at least 3 Pythagorean Triples, while verifying they work with the use of the Pythagorean Theorem.
MPs:
MP1. Make Sense of Problems and Persevere in Solving Them.
MP3. Construct viable-arguments and critique the reasoning of others.
DOKs:
DOK Level 1 Recall and Reproduction, Understand, Apply and Create
Mathematical Practice Standard:
MP1: Make sense of problems and persevere in solving them.
MP4: Model with mathematics.
Lesson Objective: Students will learn the circumference and area of a circle, how to define them, and how to apply them. Students will demonstrate understanding of how to use the area and circumference of a circle with a mini-lesson scavenger hunt activity.
One item is a special collection item found uniquely within the Laguna Beach Public Libraries local history section.
4 nonfiction books
4 fiction books
1 special collection book
4 non-books
4 children's books
4 non-books
9) YA science fiction, fantasy or horror book
10) YA historical fiction published within the last 20 years
11) YA biography
12) Nonfiction YA book
13) YA poetry book
14) YA drama or short story book
15) YA graphic novel
16) YA book that has been made into a movie
1) Reread a book you read as an adolescent.
2) Award winning book
3) YA book focusing on diversity (multicultural or socioeconomic), sexual
orientation or gender roles.
4) Banned or frequently challenged YA book
5) YA realistic fiction book published before 1990
6) YA realistic fiction book published after 1990
7) YA adventure, mystery/suspense, or humorous book (recommend
choosing a genre with which you are less familiar)
8) YA adventure, mystery/suspense, or humorous book (but not the same
category as Annotation #5)
CSI's course requirement for A.A. in Library and Information Science degree program.
Instructional (April 22, 2022):
This presentation focused on geometric landscape art. Students learned about the characteristics of this art form and how it applies to ecological research, examples of geometric landscape art, and how to apply the concepts to create their own basic example. The first image was of a panda laying down, with leaves, shadow, ground and sky, after receiving feedback from the students on what they wanted to draw. There was strong encouragement to draw this image. Kids were encouraged to be as creative as possible and to have fun with it, applying all the concepts learned from previous lessons including 2D lines and polygons. The second image focused on drawing a spider, based also on feedback request from a student. We utilized 2D lines, quadrilaterals and triangles to create the 8 legs, as well as the kids choice of a pentagon, hexagon, heptagon or octagon for the center. The final image focused on drawing a mythical unicorn creature, and was the hardest of the 3 images. We went through the steps for the unicorn faster than the other images, because it was our last one. Kids were encouraged to be as creative as they wanted to be with the mythical creature. All the drawings allowed for colored examples, where kids could utilize colored pencils if they wanted to. The final 5 minutes was a brief introduction into adobe illustrator and how to create these geometric images entirely in digital format, with images to explain how to accomplish this objective. A link was provided to the students for adobe illustrator if they were interested in trying a 7 day free trial, or subscribing. Soft, calming piano landscape and water music was played during the session.
Instructional video on how to create a geometric panda with basic landscaping: https://youtu.be/X1QRAK0tV9w
Instructional video on how to create a geometric spider: https://youtu.be/qO0TOuGtPnk
Instructional video on how to create a geometric unicorn:
https://youtu.be/yI-lBYmlb_E
References:
http://www.edc.uri.edu/nrs/classes/nrs534/bibs2005/jk.pdf
https://mymodernmet.com/elyse-dodge-geometric-landscape-art/
https://www.adobe.com/products/illustrator.html?gclid=Cj0KCQjwpImTBhCmARIsAKr58cyF1jzunU2_OyBtA_VjzZIus8Q0wqdtnAuamlksY-vUzjpXnrormB8aAjBMEALw_wcB&sdid=KKQLQ&mv=search&ef_id=Cj0KCQjwpImTBhCmARIsAKr58cyF1jzunU2_OyBtA_VjzZIus8Q0wqdtnAuamlksY-vUzjpXnrormB8aAjBMEALw_wcB%253AG%253As&s_kwcid=AL%213085%213%21332993287826%21e%21%21g%21%21adobe%2520illustrator%2520free%2520trial%211711729637%2170905759110
Instruction (April 20, 2022):
Students learned about "Geometric Abstraction" or "Cubism" and why the square is significant in math and geometric art. The cube or square is a symbol for "mathematical perfection", with all sides equal, "simplicity/balance", a "perfect expression of 2-D space", an "aggressive statement of flatness", "pride in shape making", and an ancient "cosmically universal" symbol that is represented in all cultures. The "Black Square" is introduced, as well as a brief history. Students then apply these concepts to the 3 drawings that follow. The first image directly applies the concept of "geometric abstraction" and "cubism" to create a fish in water, with the square as its center. The second image pulls in concepts of "triangular composition" from earlier lessons, as well as quadrilaterals, to create a flying bird image. The final drawing is an extension from the previous lesson, finalizing the "yin and yang" colorful circular image using a mathematical compass, straight-edge ruler, white paper, and 2 colored markers of competing quality (blue and red). Students have the choice to choose their own 2 colors to create the final image. Music played in the background was Chinese bamboo flute music.
Link to instructional video on creating the "yin and yang" image: https://youtu.be/vnFNy4OIBnI
References:
https://www.ideelart.com/magazine/square-abstract
https://www.metmuseum.org/toah/hd/geab/hd_geab.htm
Instruction (April 18, 2022):
Students had an opportunity to learn about the basic history of Spirograph art during this presentation, while applying the principles they have acquired to draw 3 images. The first image was a review of the previous 2 lessons focused on circles and triangles. We learned how to draw a bear using triangles and quadrilaterals. The second image demonstrated Spirograph artwork without needing the specific wedged tools to create it. Rather, students utilized their math compass used during previous drawings and a straight-edged ruler to create a yin and yang circular drawing. We began this drawing today by creating arcs equidistant about a centimeter in length around the circle, to then create a diameter through the center, and chords throughout the interior until they met at a single point. We mostly stopped here today, to finish this drawing during the next class. The final image was utilizing a Spirograph wheel tool to create inscribed shapes inside of a circular pattern, and along the exterior. Calming meditation piano music was played today mostly, and students were encouraged to turn on their own preferred music while they participated, if they wanted to. This session was also open to feedback on what the students wanted to draw next time (ideas: hawk, fish, dragon, panda, etc).
Link to instructional video on creating Spirograph art: https://youtu.be/STbZ3GTakpY.
References:
https://www.si.edu/object/toy-spirograph%3Anmah_1292825
https://www.britannica.com/topic/yinyang
Instruction (April 15, 2022):
This presentation focuses on triangular composition, applying geometric shapes to 3 different images with mostly the use and creation of triangles. Summarized the circular flower petal image on a regular graphical coordinate plane from lesson 1 with a final image of what it is supposed to look like provided in slide 2, then we reviewed basic triangle properties including the Pythagorean Theorem, acute/obtuse angles, scalene, equilateral, isosceles, 45-45-90 triangles and 30-60-90 triangles. I then showed an image of a Canadian landscape where a Renaissance artist depicted the landscape of trees, an open plane and mountains in the background with geometric art. This is a more complex example of how to create geometric art with 2-D triangles. You could create a mountain range, with color or without. Explained how this type of art is considered "triangular composition". We then created our first drawing of different types of triangles on a white canvas plane. We wanted them overlapping, different sizes, diluted or translated, and then colored in if the students preferred. The purpose was to apply the concepts of different types of triangles and learn how to draw and overlap them with a straight-edge ruler and pencil. The next drawing was one where we created a fox or wolf-type face image with triangles and quadrilaterals. I walked the students through how to do this, with both the screenshare of the power point and my video, as well as instructional voice directions. The final image was the hardest and most complex, and applied the principles from the first two drawings. We created a compass circle, with an inscribed hexagon inside by creating arcs and chords along the outside of the circle, and working our way inward. A student asked about whether we could draw radii and/or diameters from the center to help them create equidistant angles connecting to the outside of the circle, and I said no, but for students who do not have the math compass, this could help create the equidistant angles of the hexagon inside the circle. I just recommend making the straight lines very light, so as not to distract away from the hexagons. Overall, the students learned to create anywhere between 10 - 15 hexagons inside the circle. This was an inscribed hexagon because it had 6 equal side lengths. If it was 5 sides, it would have been a pentagon. If it was 7 sides, it would have been a heptagon. Students also had the option to color in their image between the different layers, with color or black-and-white, if they chose to. A complimentary about 7 minute youtube video was provided to demonstrate the steps to making this circular image with link provided in the chat box. Some calming Jazz music was played in the background to create ambience. Students also had an opportunity to discuss how the pictures made them feel. Two students provided their thoughts here, by saying the final image made them feel like they were falling or going down a tunnel.
Link to instructional video on creating colorful inscribed hexagons inside a circle: https://youtu.be/32Lbvjiu7JQ
Reference Sources:
https://mymodernmet.com/polygon-art-landscape-paintings-elyse-dodge/
https://artradarjournal.com/2021/11/17/how-does-triangular-composition-create-balance-and-harmony-in-art/
Instruction (April 13, 2022):
We learned a brief history of Geometric Art and Design and where it originated from, as it has been around for centuries (since 400 - 900 B.C.). The ancient cuneiform characterization used "wedge-shaped characters" in their ancient writing forms, inscribing these images on clay, stone, and rocks as symbolism to communicate and create motifs. This type of art is about "unity, logic, and order" in the Islamic culture. You could find this artwork in museums, parks, libraries, schools, architecture, in nature. If the students have been to Barcelona, Spain, it is used in the design of the architecture there. It is all around us, using just basic 2-D images of lines, circles, and polygons (triangles, quadrilaterals are 4 sided, pentagons, hexagons, heptagons and octagons, etc.). An another example would be at Disneyland in California on the Haunted Mansion ride, the part where the ghosts follow you around, there is an optical illusion in that part where you are looking at a mirror down a hall way and it distorts what it is you are seeing. A short instructional step-by-step video demonstrates the steps you would go through to create a flower-looking optical illusion diagram.
Link to instructional video on creating an optical illusion (slide 7) - https://youtu.be/BfqVpcMJqrM
Reference Sources:
https://www.template.net/design-templates/inspirational/geometric-art/
https://www.skillsyouneed.com/num/polygons.html
file:///C:/Users/spiritrunner04/Downloads/islamic_art_and_geometric_design.pdf
CSI's course requirement for A.A. in Library and Information Science degree program.
CSI's course requirement for A.A. in Library and Information Science degree program.
Good listening skills are important in organizations where workers are constantly interacting with each other and required to operate together to accomplish positive outcomes. Listening skills help us understand one another, they assist us in establishing reasonable boundaries and expectations, and they help us achieve our goals and objectives. The need to be heard and understood is a common human need and requirement. Depending on the situation, listening skills may be adjusted to meet the scenario. Some people practice selective listening, others identify “red flag” words in communication with others, while nonverbal communication could be used to clarify many verbal messages. Listening is an important skill for effective communication.
CSI's course requirement for A.A. in Library and Information Science degree program.
How is extraversion related to one's level of self-esteem?
What constitutes effective attitude-improving feedback?
How can a person deal with interpersonal values conflicts?
CSI's course requirement for A.A. in Library and Information Science degree program.
CCSS.Math.Content.HSF-BF.A.1 Build a function that models a relationship between two quantities. [Include all types of functions studied.]
1. Write a function that describes a relationship between two quantities.
b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
• Students will apply the speed, distance, time equation to solve mathematical problems.
• Students will be introduced to GPS tracking devices for measuring speed, distance, and time.
ELD Standard(s) Addressed:
CCSS.ELA-LITERACY.Content.RST.9-10.5 Craft and Structure
5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
ELD:
Part One: Interacting in Meaningful Ways
C. Productive
12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey Ideas. (W.9–10.4–5; WHST.9–10.4–5; SL.9–10.4, 6;
L.9–10.1, 3, 5–6)
Language Objective(s): [Write ONE clear language objective for EACH of the three different focus students that takes into account their ELD level; e.g., Exiting Emerging, Early Expanding, etc.]
Focus Student 1 (Name/ELD level): Alicia/Early Bridging
Language Objective:
• Alicia will write using academic vocabulary to argue with evidence in a mathematical context.
• Alicia will engage in mathematical discourse (speaking and listening) with peers.
Focus Student 2 (Name/ELD level): Jesus/Early Expanding
Language Objective:
• Jesus will reflect and brainstorm using alternative texts and funds of knowledge.
• Jesus will draw from sources of alternative texts to discuss connections with peers.
Focus Student 3 (Name/ELD level): Joy/Exiting Expanding
Language Objective:
• Joy will apply academic vocabulary to write and discuss patterns in observed data.
• Joy will engage in dialogue (speaking and listening) with peers.
CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Content Objective(s):
• Students will be able to graph linear equations using the slope formula, slope-intercept form, and/or two ordered pairs.
• Students will be able to graph linear equations on paper, on IXL, and on Desmos.
Language Objective(s):
• Students will define slope formula and slope-intercept form.
• Students will communicate during the collaborative portion of the lesson for the Desmos activity.
Content Objective(s):
• Students will be able to identify the key features of the graphs of two or more variables to represent relationships between quantities.
• Students will graph equations on coordinate axes with labels and scales.
Language Objective(s):
• Students will define bodies in motion and identify how to graph distance versus time.
• Students will communicate to arrive at solutions for their groups given scenario.
• Students will orally present their findings to their peers.
Learning Goal:
Students will be able to define polynomial identities.
Students will be able to prove polynomial identities and use them to describe numerical relationships.
ELD Standards:
ELD. Part 1. Interacting in Meaningful Ways, (A) Collaborative, (1) Exchange Information and Ideas with others through oral collaborative discussions on a range of social and academic topics. (SL.9–10.1, 6; L.9–10.3, 6)
ELD Learning Goal:
Students will learn how to use a polynomial identity to generate at least 3 Pythagorean Triples, while verifying they work with the use of the Pythagorean Theorem.
MPs:
MP1. Make Sense of Problems and Persevere in Solving Them.
MP3. Construct viable-arguments and critique the reasoning of others.
DOKs:
DOK Level 1 Recall and Reproduction, Understand, Apply and Create
Mathematical Practice Standard:
MP1: Make sense of problems and persevere in solving them.
MP4: Model with mathematics.
Lesson Objective: Students will learn the circumference and area of a circle, how to define them, and how to apply them. Students will demonstrate understanding of how to use the area and circumference of a circle with a mini-lesson scavenger hunt activity.
One item is a special collection item found uniquely within the Laguna Beach Public Libraries local history section.
4 nonfiction books
4 fiction books
1 special collection book
4 non-books
4 children's books
4 non-books
9) YA science fiction, fantasy or horror book
10) YA historical fiction published within the last 20 years
11) YA biography
12) Nonfiction YA book
13) YA poetry book
14) YA drama or short story book
15) YA graphic novel
16) YA book that has been made into a movie
1) Reread a book you read as an adolescent.
2) Award winning book
3) YA book focusing on diversity (multicultural or socioeconomic), sexual
orientation or gender roles.
4) Banned or frequently challenged YA book
5) YA realistic fiction book published before 1990
6) YA realistic fiction book published after 1990
7) YA adventure, mystery/suspense, or humorous book (recommend
choosing a genre with which you are less familiar)
8) YA adventure, mystery/suspense, or humorous book (but not the same
category as Annotation #5)
CSI's course requirement for A.A. in Library and Information Science degree program.
Instructional (April 22, 2022):
This presentation focused on geometric landscape art. Students learned about the characteristics of this art form and how it applies to ecological research, examples of geometric landscape art, and how to apply the concepts to create their own basic example. The first image was of a panda laying down, with leaves, shadow, ground and sky, after receiving feedback from the students on what they wanted to draw. There was strong encouragement to draw this image. Kids were encouraged to be as creative as possible and to have fun with it, applying all the concepts learned from previous lessons including 2D lines and polygons. The second image focused on drawing a spider, based also on feedback request from a student. We utilized 2D lines, quadrilaterals and triangles to create the 8 legs, as well as the kids choice of a pentagon, hexagon, heptagon or octagon for the center. The final image focused on drawing a mythical unicorn creature, and was the hardest of the 3 images. We went through the steps for the unicorn faster than the other images, because it was our last one. Kids were encouraged to be as creative as they wanted to be with the mythical creature. All the drawings allowed for colored examples, where kids could utilize colored pencils if they wanted to. The final 5 minutes was a brief introduction into adobe illustrator and how to create these geometric images entirely in digital format, with images to explain how to accomplish this objective. A link was provided to the students for adobe illustrator if they were interested in trying a 7 day free trial, or subscribing. Soft, calming piano landscape and water music was played during the session.
Instructional video on how to create a geometric panda with basic landscaping: https://youtu.be/X1QRAK0tV9w
Instructional video on how to create a geometric spider: https://youtu.be/qO0TOuGtPnk
Instructional video on how to create a geometric unicorn:
https://youtu.be/yI-lBYmlb_E
References:
http://www.edc.uri.edu/nrs/classes/nrs534/bibs2005/jk.pdf
https://mymodernmet.com/elyse-dodge-geometric-landscape-art/
https://www.adobe.com/products/illustrator.html?gclid=Cj0KCQjwpImTBhCmARIsAKr58cyF1jzunU2_OyBtA_VjzZIus8Q0wqdtnAuamlksY-vUzjpXnrormB8aAjBMEALw_wcB&sdid=KKQLQ&mv=search&ef_id=Cj0KCQjwpImTBhCmARIsAKr58cyF1jzunU2_OyBtA_VjzZIus8Q0wqdtnAuamlksY-vUzjpXnrormB8aAjBMEALw_wcB%253AG%253As&s_kwcid=AL%213085%213%21332993287826%21e%21%21g%21%21adobe%2520illustrator%2520free%2520trial%211711729637%2170905759110
Instruction (April 20, 2022):
Students learned about "Geometric Abstraction" or "Cubism" and why the square is significant in math and geometric art. The cube or square is a symbol for "mathematical perfection", with all sides equal, "simplicity/balance", a "perfect expression of 2-D space", an "aggressive statement of flatness", "pride in shape making", and an ancient "cosmically universal" symbol that is represented in all cultures. The "Black Square" is introduced, as well as a brief history. Students then apply these concepts to the 3 drawings that follow. The first image directly applies the concept of "geometric abstraction" and "cubism" to create a fish in water, with the square as its center. The second image pulls in concepts of "triangular composition" from earlier lessons, as well as quadrilaterals, to create a flying bird image. The final drawing is an extension from the previous lesson, finalizing the "yin and yang" colorful circular image using a mathematical compass, straight-edge ruler, white paper, and 2 colored markers of competing quality (blue and red). Students have the choice to choose their own 2 colors to create the final image. Music played in the background was Chinese bamboo flute music.
Link to instructional video on creating the "yin and yang" image: https://youtu.be/vnFNy4OIBnI
References:
https://www.ideelart.com/magazine/square-abstract
https://www.metmuseum.org/toah/hd/geab/hd_geab.htm
Instruction (April 18, 2022):
Students had an opportunity to learn about the basic history of Spirograph art during this presentation, while applying the principles they have acquired to draw 3 images. The first image was a review of the previous 2 lessons focused on circles and triangles. We learned how to draw a bear using triangles and quadrilaterals. The second image demonstrated Spirograph artwork without needing the specific wedged tools to create it. Rather, students utilized their math compass used during previous drawings and a straight-edged ruler to create a yin and yang circular drawing. We began this drawing today by creating arcs equidistant about a centimeter in length around the circle, to then create a diameter through the center, and chords throughout the interior until they met at a single point. We mostly stopped here today, to finish this drawing during the next class. The final image was utilizing a Spirograph wheel tool to create inscribed shapes inside of a circular pattern, and along the exterior. Calming meditation piano music was played today mostly, and students were encouraged to turn on their own preferred music while they participated, if they wanted to. This session was also open to feedback on what the students wanted to draw next time (ideas: hawk, fish, dragon, panda, etc).
Link to instructional video on creating Spirograph art: https://youtu.be/STbZ3GTakpY.
References:
https://www.si.edu/object/toy-spirograph%3Anmah_1292825
https://www.britannica.com/topic/yinyang
Instruction (April 15, 2022):
This presentation focuses on triangular composition, applying geometric shapes to 3 different images with mostly the use and creation of triangles. Summarized the circular flower petal image on a regular graphical coordinate plane from lesson 1 with a final image of what it is supposed to look like provided in slide 2, then we reviewed basic triangle properties including the Pythagorean Theorem, acute/obtuse angles, scalene, equilateral, isosceles, 45-45-90 triangles and 30-60-90 triangles. I then showed an image of a Canadian landscape where a Renaissance artist depicted the landscape of trees, an open plane and mountains in the background with geometric art. This is a more complex example of how to create geometric art with 2-D triangles. You could create a mountain range, with color or without. Explained how this type of art is considered "triangular composition". We then created our first drawing of different types of triangles on a white canvas plane. We wanted them overlapping, different sizes, diluted or translated, and then colored in if the students preferred. The purpose was to apply the concepts of different types of triangles and learn how to draw and overlap them with a straight-edge ruler and pencil. The next drawing was one where we created a fox or wolf-type face image with triangles and quadrilaterals. I walked the students through how to do this, with both the screenshare of the power point and my video, as well as instructional voice directions. The final image was the hardest and most complex, and applied the principles from the first two drawings. We created a compass circle, with an inscribed hexagon inside by creating arcs and chords along the outside of the circle, and working our way inward. A student asked about whether we could draw radii and/or diameters from the center to help them create equidistant angles connecting to the outside of the circle, and I said no, but for students who do not have the math compass, this could help create the equidistant angles of the hexagon inside the circle. I just recommend making the straight lines very light, so as not to distract away from the hexagons. Overall, the students learned to create anywhere between 10 - 15 hexagons inside the circle. This was an inscribed hexagon because it had 6 equal side lengths. If it was 5 sides, it would have been a pentagon. If it was 7 sides, it would have been a heptagon. Students also had the option to color in their image between the different layers, with color or black-and-white, if they chose to. A complimentary about 7 minute youtube video was provided to demonstrate the steps to making this circular image with link provided in the chat box. Some calming Jazz music was played in the background to create ambience. Students also had an opportunity to discuss how the pictures made them feel. Two students provided their thoughts here, by saying the final image made them feel like they were falling or going down a tunnel.
Link to instructional video on creating colorful inscribed hexagons inside a circle: https://youtu.be/32Lbvjiu7JQ
Reference Sources:
https://mymodernmet.com/polygon-art-landscape-paintings-elyse-dodge/
https://artradarjournal.com/2021/11/17/how-does-triangular-composition-create-balance-and-harmony-in-art/
Instruction (April 13, 2022):
We learned a brief history of Geometric Art and Design and where it originated from, as it has been around for centuries (since 400 - 900 B.C.). The ancient cuneiform characterization used "wedge-shaped characters" in their ancient writing forms, inscribing these images on clay, stone, and rocks as symbolism to communicate and create motifs. This type of art is about "unity, logic, and order" in the Islamic culture. You could find this artwork in museums, parks, libraries, schools, architecture, in nature. If the students have been to Barcelona, Spain, it is used in the design of the architecture there. It is all around us, using just basic 2-D images of lines, circles, and polygons (triangles, quadrilaterals are 4 sided, pentagons, hexagons, heptagons and octagons, etc.). An another example would be at Disneyland in California on the Haunted Mansion ride, the part where the ghosts follow you around, there is an optical illusion in that part where you are looking at a mirror down a hall way and it distorts what it is you are seeing. A short instructional step-by-step video demonstrates the steps you would go through to create a flower-looking optical illusion diagram.
Link to instructional video on creating an optical illusion (slide 7) - https://youtu.be/BfqVpcMJqrM
Reference Sources:
https://www.template.net/design-templates/inspirational/geometric-art/
https://www.skillsyouneed.com/num/polygons.html
file:///C:/Users/spiritrunner04/Downloads/islamic_art_and_geometric_design.pdf
CSI's course requirement for A.A. in Library and Information Science degree program.
CSI's course requirement for A.A. in Library and Information Science degree program.
Good listening skills are important in organizations where workers are constantly interacting with each other and required to operate together to accomplish positive outcomes. Listening skills help us understand one another, they assist us in establishing reasonable boundaries and expectations, and they help us achieve our goals and objectives. The need to be heard and understood is a common human need and requirement. Depending on the situation, listening skills may be adjusted to meet the scenario. Some people practice selective listening, others identify “red flag” words in communication with others, while nonverbal communication could be used to clarify many verbal messages. Listening is an important skill for effective communication.
CSI's course requirement for A.A. in Library and Information Science degree program.
How is extraversion related to one's level of self-esteem?
What constitutes effective attitude-improving feedback?
How can a person deal with interpersonal values conflicts?
CSI's course requirement for A.A. in Library and Information Science degree program.
Refugees, Immigrants and Undocumented Immigrants (majority minority country)
Problems and Challenges for Refugees
Idaho, a refugee state
Refugee Center @ College of Southern Idaho
Refugee Resettlement Program
Refugee camps in Kenya
Action Plan for Teacher Librarians
Introduced some background and provided a story map diagram of Oil Wells in Kern County.
Created a Geodatabase for storing the layers.
Created python code that responded to a series of random statements and that pulled in the Tehachapi High Speed Rail Corridor layer.
Created python code that established a roughly estimated buffer around the Bakersfield Oil Fields.
Created parameters that calculated the acreage of the buffer region.