Week of Nov. 24 – 28

Social Studies

This week was a very busy one for social studies. Students needed to complete a total of 10 notecards from researching their assigned countries stance on nuclear disarmament. They then had to use that research to write a policy statement for their country along with three operative clauses for action during the MUN conference that will begin this week and carry over until next. Time was given in class to complete a lot of these requirements, but most students needed to work outside of school of these assignments. Below is a template for a general guide in writing the policy statements. Most policy statements were due Thursday, but a few classes still have until Friday morning to complete. I am also posting example statements below to refer to so students have a good idea of what the finished statement looks like. Next week will be all about the Model United Nations Conference. Students will read their policy statements and submit their operative clauses for debate. This conference will be the final assessment of the semester. Students will be given a grade on their participation and talking points during the conference.

[gview file=”http://laulob.ism-online.org/files/2014/11/Policy-Statement-Template.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/SamplePolicyStatementsNuclear2013.pdf”]


In math class this week, we worked on our hubcap design project and began to review for the assessment on transformations. The hubcap design is due for all students no later than Friday Nov. 28! Even if students are not finished, they should turn in the partially completed design to their math class student Google folder. On the assessment next week students will need to be able to recognize each of the four transformations (translation, reflection, rotation, and dilation) and be able to quantify what happens during each transformation. They will also have to perform these transformations on a four quadrant graph. The assessment will be the first block they have math class next week (Monday or Tuesday). I have posted below some review materials from Ms. Naggea and Ms. Chung for students to practice with at home. Next week students will begin with an in depth look at similarities and congruence that will then lead to working with triangles and Pythagoras Theorem.

Ms. Naggea review materials:

[gview file=”http://laulob.ism-online.org/files/2014/11/Transformations-review-practice-questions.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Transformations-practice-question.pdf”]

Ms. Chung review materials:

[gview file=”http://laulob.ism-online.org/files/2014/11/Alltransformations1.docx.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Alltransformations1answers.docx.pdf”]


This week has been dedicated to supporting students with working on their poem analysis essay.  They have been given opportunities to get teacher and peer feedback on their ideas and writing. The essays will be due on Monday Dec. 1. They will turn this in by having it in their English student Google folder. I have included below the template that students can use to pattern their essay writing. Next week they will spend the remainder of the semester working on their poetry scrapbooks. The requirements for the scrapbook are posted below in a “brain frame” format. Scrapbooks are due Dec. 8th or 9th depending on block.

[gview file=”http://laulob.ism-online.org/files/2014/11/Task2PoemAnalysisEssayScaffoldedTemplate.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Copy-of-Transformation-Poetry-Notebook.pdf”]


Science has been focused on physical changes for the past couple weeks, and this week we concluded with our exploration of physical changes. Many of the activities focused on states of matter and why these changes take place. Students completed a lab on the state changes of water and looked at the reasons that temperature does not increase during a state change. I have included the main ideas of these state changes below. Next we will be exploring chemical changes and looking for evidence that a chemical change has taken place. The first lab will be about endothermic and exothermic reactions. Students will be given a grade during the lab on their practical skills in using proper lab techniques and ability to analyze the data that is recorded. I have also added the lab write up below for an idea of the skills they will need to use.

[gview file=”http://laulob.ism-online.org/files/2014/11/4.-Main-Ideas-Physical-change-labs.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/CHEM_LAB_PRACTICAL2014.docx.docx”]

Week of Nov. 17 – 21

Social Studies

Things are progressing quickly with the Model UN Conference. This week students are working on the research phase of the conference by finding information about their assigned countries stance on nuclear weapons. They are required to use EBSCO as a source (see below for login from home computers) and one print source. I have provided a print source that students can use below from the International Panel on Fissile Materials (this is also a great site to find information). They need to have a total of 10 notecards in NoodleTools by the second class of next week along with a finished policy statement. Here is a list of due dates for the upcoming conference:

Week of Nov 17: Research Week
Block 1 – Research Time, EBSCO
Block 2 – Research Time, EBSCO, Print Source, Website
Block 3 – Research Time, EBSCO, Print Source, Website
Due Friday Nov 21, 10pm:
1. R&R (last one for the quarter)
2. 5 NoodleTools Notecards (1 EBSCO, 1 Print Source at least)
Week of Nov 24: Research and Drafting
Block 1 – Research Time (EBSCO, Print Source, Websites) / Drafting P.S.
Block 2 – Drafting of Policy Statements and Operative Clauses
Block 3 – Practice of P.S. / Conference Starts!
Due end of Block 2:
1. Policy Statements and Operative Clauses
2. Total of 10 NoodleTools Notecards
3. They’ll need to come with their notecards printed before the conference.
Week of Dec 1: Debates
Week of Dec 8: Debates, Reflection, Vacation!
As you can see they will be very busy next week with the research and writing of the policy statements. In support of that I am posting a writing guide for the policy statements along with a couple samples of statements from previous years.

EBSCO Databases- Link: http://goo.gl/HOaEaF  username: ismanila password: makati

[gview file=”http://laulob.ism-online.org/files/2014/11/ConstructingYourPolicyStatement.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/SamplePolicyStatementsNuclear2013.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Nuclear-Disarmament-Country-Perspectives.pdf”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Fissile-Materials.pdf”]


We are finishing up with the “brain frames” this week and beginning to write the rough draft of the essay on the transformational analysis of their poet’s poem. The final draft of the essay will be due on Friday November 28th. Next week will be dedicated to writing the essay and supporting students with one-on-one conferences to look at their writing and give suggestions for improvements. All students will be given a template to help guide their writing using the expository format. Below are two templates. They can download them and type directly into them for the rough draft. For the final draft they will have to take their sentences out of the boxes and format them into paragraphs. The first template is a basic template with guiding statements on what needs to be written in each box. The second is a more scaffolded template that has sentence starters and descriptions of what goes in each blank.

[gview file=”http://laulob.ism-online.org/files/2014/11/Task2PoemAnalysisEssayBasicTemplate.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Task2PoemAnalysisEssayScaffoldedTemplate.docx”]



In math we started the performance task for this unit where students will perform all of the transformations that they have learned (translations, reflections, rotations, and dilations). They are going to be using a software program called Geometer’s Sketchpad. This program is only available on the computers in the labs here at school. They will have a total of three class periods to work on the performance task, but after that they will need to use tutorial time or after school to finish up. Below I am posting a few videos that guide students on how to use the program. I also have posted below the task explanation/rubric and some examples. Students will need to post a picture (screenshot) of each step in the making of their hubcap design along with a explanation of what transformation they completed. The performance task will be due Friday November 28th.

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[gview file=”http://laulob.ism-online.org/files/2014/11/HubcapDesignPerformanceTask.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/HubcapProficient1.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/HubcapExemplary1.docx”]



This week in science was a lot of fun! We did many mini labs on phase change and focused on the properties of physical changes of substances. At this point students should have a strong understanding of what a physical change is compared to a chemical change. We have a full lab the last block of this week on the phase change of water. The lab will require the whole period to complete and each student will have to carefully complete their role in the lab. They will then have to use the data from the lab to complete their own individual graph of the results. Below is presentation covering the mini labs and notes from class along with the procedures of the full lab. I have also included a few videos that reinforce the concepts learned this week. Next week we will begin with chemical change.

[gview file=”http://laulob.ism-online.org/files/2014/11/Week-Of-November-17-212014.pptx.pdf”]

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Social Studies Notecard Format Example in NoodleTools

The title of each card should be a curiosity question that you are trying to answer with the research. Example: “What treaties has the Philippines signed that have to do with nuclear weapons?”

[gview file=”http://laulob.ism-online.org/files/2014/11/Notecards-Format-.pdf”]

How to easily cite a source from EBSCO

[gview file=”http://laulob.ism-online.org/files/2014/11/How-to-easily-cite-a-source-from-EBSCO-in-Noodletools.docx”]

How to copy an image of text or graph into NoodleTools

[gview file=”http://laulob.ism-online.org/files/2014/11/How-to-paste-an-Image-or-screenshot-in-Noodeltools_.docx”]

Week of Nov. 10 – 14

Social Studies

This week students began to learn about nuclear disarmament and the stance of many countries around the world. They were given a background guide (below) to learn many of the facts surrounding the issue. This week students learned what country they will be representing in the model UN conference. Now that they know their country, next week they will be doing specific research on their countries stance and to find resources to help them create the policy statement and operative clauses for the conference. There is a read and respond due this Friday. Next week I will post specific resources to help support students in writing their policy statements.

[gview file=”http://laulob.ism-online.org/files/2014/11/Nuclear-Disarmament-Background-Guide.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/NuclearWeaponsDataSheet.docx”]


In English students have been researching their poet that they pick last week. They are researching their lives and looking at the events that shaped their poetry writing. They are also looking at the poet’s poems to find one that is viewed as a “transformational” poem. We are having students use “brain frames” to represent the information they are finding on their poet to help plan for the essay writing. They will make several brain frames to visualize the information and plan for each paragraph of the essay. I have included a slideshow that explains the use of the brain frames in the writing process. In the essay student will be analyzing one poem and looking at how that poet used poetic devices to transform the readers thought on a specific topic or idea. We are also having the students use an “understanding map” (below) to analyze the poem and look for the connections between poetic devices and transformations. This will be the heart of the essay and should be the strongest consideration as they write.


Students began this week with the introduction into the transformations unit. In this unit students will be exploring the ideas of chemical and physical changes that we observe in chemistry. The final performance task will be to cook a breakfast and be able to explain all of the chemical and physical changes that occurred. So don’t be surprised if all of a sudden your child wants to practice cooking pancakes. Or better yet, make them cook you breakfast to get the practice! Next week will be focused on just physical changes and being able to identify when a physical change has taken place. Particularly with phase change is a substance (ice to water, water to steam). In the unit there are a lot of new vocabulary, and below I have embedded a Quizlet with all of the terms they will need to know for the unit.


We are continuing with translations, reflections and rotations of polygons in math. We introduced reflections and rotations this week and have been practicing them in class. The rotations are hard for many students to visualize and we have been helping with this by using tracing paper. You can watch a quick video on how this is done below. There is also a nice resource on Khan Academy that helps with the understanding of the concepts here. Next week we will begin to use a program called Geometer’s Sketchpad (GSP) to give a more hands-on approach to learning these three concepts. Students will be creating a hubcap design using the concepts. Some how-to videos from Ms. Naggea are found below.

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Week of Nov. 3 – 7

Social Studies

This week students were given a crisis of the cafeteria being burned down, and then were put in groups to represent students, parents, administration, teachers, and vendors. They then had to write a policy statement as a group on how to best solve the issue of not being able to serve food in the cafeteria while it is being repaired. This will then lead into next week when they will debate the solutions using parliamentary procedures used in the UN. Students will have to prepare arguments for or against the solutions being offered by the different groups. This is great practice for the next part of the unit where they will be assigned a country and have to find solutions to nuclear disarmament specific to their countries perspective. This will require students to do research and reading of some technical documents. Below are three Quizlets that cover vocabulary they will encounter in the readings. Reviewing this vocabulary should help them better comprehend what they are reading.


This week students were given time to complete their infographic performance task, which is due Monday Nov. 10th. I have included the task guide below as a reminder of what is needed to be completed. We have also begun the geometry unit and have been working with translations, reflections, and rotations of polygons. Below are class notes from Ms. Naggea and here is some practice that they can do from Khan Academy to reinforce the concepts.

[gview file=”http://laulob.ism-online.org/files/2014/10/Infographicprojectguide.docx”]

[gview file=”http://laulob.ism-online.org/files/2014/11/Transformations-class-notes.pdf”]


The students have been practicing how to analyze poems in their scrapbooks and are now picking their poets to research and study for the up coming expository essay. The important parts of the analysis include poetic devices and deriving meaning from their own background knowledge and understanding the author’s life and time to help with interpreting the meaning. Once they have selected a poet, next week they will be producing a “Brain Frame” to represent the information they have found by researching. Below is a presentation on how to use the “Brain Frame” structures to suit the information found. I have also included below the poetic devices list to review the ones we will be studying during our poetry unit.

[gview file=”http://laulob.ism-online.org/files/2014/10/Poetic-Devices-Differentiated.pdf”]


This week is the conclusion of the systems unit and we are finishing with an individual write-up on their system disorder model performance task. They will be given prompts to answer questions about their disorder and model. They will need to be able to provide a detailed description of their disorder, explain how their model accurately represents their disorder, discuss the strengths and weaknesses of the model, and suggest improvements they could make to the model so it is more scientifically ideal. Next week we will begin the transformations (chemistry) unit that will start off with us looking at physical and chemical changes.