Seekers Day 2 — Science; Honey Words

• Science—
• What/Why/How is Science <Venn? Table?>? <evidence, inference> How are Science + Stories interwoven? 
  • Evidence/Inference/Reality—So, we've explored the role of stories and their susceptibilities to cultures and time; we've seen how messages can change as they're handed on, one generation after the next. With that in mind, do we always take things at face value? <metaphors, we don't really we don't really, various other susceptibilities> How can we reinforce and find our footing in a world rich with metaphor and play? <science-define, as a tool, etc. > 
  • (read excerpt from The Value of Science? or later? may be better for Discoverers unit...)
• Gather round for a story <Honey Words>
  • <Quick predictions/guesses/ideas>
  • Why that title? Why did he do it? Why did they do it? What could have saved the monkeys time and energy? Now that they are stronger physically, do you think they are also stronger intellectually? How do you think they would handle it the next time? How would you handle it? <discussion/s>
  • What is Science? Why is Science? How is Science? <journal>
  • Energy is neither created nor destroyed—what happens? What's its timeline? Where does it start and where does it end? Where do we get energy? Where does our energy get energy? Where does our energy go?  <separate lesson>

Seekers Day 2 — Mathematics; Musical Math

• Songs as Stories, The Mathematics of Music/Musical Mathematics
  • So we've been exploring the role of story in human history as a way to help us better remember as we relay across the deserts of Time—and we know these fragile stories are vulnerable to these sands of time. How might we reinforce a story's staying power—even just a little bit?
  • Does anyone here know what a jingle is? <ever get a song stanza stuck in your head? examples: discuss, play a few: folgers, rice-a-roni, state farm—used largely in advertising to stick in brains>
  • Did you guys know that the first songs and rap songs were traveling bards, messengers carrying a poetic tune from village to village? So yes—a song can help protect and maintain a story through time. 
  • We spoke yesterday of what our songs might sound and feel like—let's take another look at musical measures now. 
  • <You all have sheet music in your folders/desk centers/math baskets>—I want you to mark where you think these beats would fall on a 4 count measure. How many beats did we hit in each measure? That's right * out of 4 beats or */4. Note these beats above each measure in this format. How many beats did we hit total? How many would we have hit if we'd hit all 4 beats in each measure? What's the difference between these two numbers? (Is 4/measure the most we could hit?)
  • Quietly enough to help your friends focus, try out a few beats and note them on your measures of music. If any of your neighbors gets lost in the music, gently put your hand on their shoulder and smile understandingly to remind them. I'll set the timer for 5 minutes to decide on a beat/rhythm for today. When the timer sounds, you'll have an additional 5 minutes to answer the same questions <on the board>. For the next 2.5 minutes we will turn and teach to our side neighbors and then switch. As I see teams that are ready, I will start signaling tables over to the Sharea for Science. <observe, listen + note>