"During math, Student C and I worked on her extended response problem from the last session. I wanted to make sure that she understood what each of the steps in the two-step equation solving process meant when contextualized within a problem. By talking through it and using diagrams, she was able to articulate what the constant and the coefficient meant in terms of her cookie-eating question. She then wrote an explanation so that another student would understand her rationale for her problem-solving process. We then covered solving inequalities. Since her equation-solving skills are strong, solving inequalities was a natural step for her. In her pre-assessment, she could graph inequalities, but mixed up the open-circle/ closed-circle convention. One statement was enough to fix that. She understands why the sign gets flipped when multiplying or dividing negative numbers, but occasionally overlooks that last step. She was assigned a mid-unit assessment as homework.
For science, we discussed how the supercontinent Pangea moved. Both students performed a convection currents lab. They were comfortable reading a basic procedure and following instructions. I verified instructions with Student J to ensure that he read through to the end of multi-step procedures. The students saw how warm water rose to the top of the glass and stayed there while cold water quickly sank to the bottom. We discussed the concept of density. Student C was comfortable, but Student J needs additional support around what density means. After awhile, we remeasured the temperatures of the glasses and found that they had reached the same temperature. Student C was able to articulate the concept of equilibrium. We then watched a video illustrating how convection currents push apart tectonic plates. I gave the students the example of boiling water and asked them to illustrate how convection currents were at work. Student J was confused about how the water sank to the bottom because we had said that it was less dense when it was heated. By using a physical model with our hands, he was able to clarify.
Student C has additional reading to complete. Student J will be assigned a reading on density."