step into my classroom: earth science at ECA, quarter three

The eighth graders spent third quarter getting their hands dirty with the first half of our geology unit. It starts with minerals, rocks, and fossils, then goes a little deeper into an investigation on plate tectonics, landforms, earthquakes, and volcanoes.

We began with a simulation of the rock cycle using chocolate bars. For whatever reason this activity turned into a HUGE mess this year - I have never seen such a slimy chocolately mess and I've been doing this lab for years now! Maybe it's the Spanish chocolate? The students got a kick out of it anyway, but unfortunately I didn't get many good pictures of the lab since I was busy helping them get cleaned up.

White chocolate "sediment"

For each rock and mineral group we studied, the students then did an observation lab in which they used their textbook and field guides to identify and classify various "mystery" samples. For some this was a very simple task while others really struggled. Who doesn't love playing with rocks??

Relying on the fact that I have a very creative group of kids in eighth grade this year, I added a new project to my roster. After an in-depth study of mineral properties, each student chose a mineral on which to base a new comic book character. They had the option to create either a hero or villain, and designed his or her "super powers" to reflect the properties of the given mineral. They presented their Mineral Heroes in the form of a comic book cover and got to share a brief character bio with the class. I was amazed and entertained by the creativity and originality of so many of their designs!

Many of their comics were on display for our school's science showcase

To wrap up the rocks chapter, students were tasked with creating a model of the rock cycle. The sky was the limit for how they chose to demonstrate what they'd learned, and the whole gamut of projects appeared on my desk on the last day before spring break.

"The Adventures of Rocky Bill"

"Rock Culture"

Another view of all the projects in the science showcase

It's hard to believe my time with these eighth graders is almost over, and with it my sixth year of teaching middle school earth science. Where has the time gone?!

Celebrating a birthday in Spain

I had no idea what to expect this year for my birthday. It was really, really hard to think about spending it away from my closest friends and family, and I had even considered flying to Germany for a few days because my best friend Katrina was passing through Kandern that very weekend. Unfortunately that didn't work out for a number of reasons, so I ended up celebrating my very first Spanish birthday!

The day began like any other, but once I arrived at school I quickly realized something was up. Usually the third floor filled up with middle schoolers right around 9:00 but as the warning bell rang and no students appeared, the halls were still and my classroom was empty.

Where are all the students?

At 9:10 on the dot, the bell rang to begin first period and the familiar chimes sounded to signal the start of the morning announcements. They were nothing special, but I listened carefully for any sign of shenanigans. Just before signing off for the day, the announcer revealed that there were some people in the office wanting to wish me a happy birthday. Through the loudspeaker I heard a crowd of students singing, cheering, and shouting happy birthday to me while the rest of the school was forced to listen in. Turns out both the seventh and eighth grade classes had crowded into the office to partake in the festivities! 

Meanwhile in the office ...

(photos courtesy of my roommate Robbyn, who was at the scene of the crime)

Moments later a stampede of students tramped up the stairs and burst through the door bearing huge grins and all kinds of wonderfulness.

Surprise!

My first period class, life science, had already made plans for a class party that day because it was the end of the quarter and they'd earned it as part of our class reward system. Those sneaky seventh graders hijacked their class party and turned it into a surprise party for me, and they were pretty proud of themselves for pulling it off! They lavished gifts and sweet treats on me and I had to spend the rest of the day comvincing the other teachers that I did not, in fact, plan a birthday party for myself! Thanks, kids!!

Some of the snacks and goodies from the seventh graders

Lots of affirming words on these cupcakes - how did they know my love language?

Not to be outdone, the eighth graders crafted a jumbo birthday card for me full of funny quotes, sketches, and some of our class catchphrases. Some of them also gave me individual gifts like a tin of cookies and chocolate milk, while others gave me the gift of the written word via a letter and even a personalized poem. To say I felt loved would be an understatement!

After school let out, a few friends and I went to one of the larger malls nearby for a visit to Starbucks and dinner at Foster's, a restaurant that is known for serving American style cuisine. I enjoyed a delicious burger and Coke, my splurge meal for the week! Due to the typical Spanish schedule the restaurant didn't open until 8:00 pm, so it made for a long day on a school night, but the meal and time with good company was definitely worth it.

Obligatory escalator selfie

And thus began the final year of my twenties. What will it hold? Only time will tell!

step into my classroom: pre-algebra at ECA, quarter three

My pre-algebra classes have been moving along at a steady pace since Christmas break. In an attempt to solidify some concepts for them during third quarter I relied on several projects to give them a chance to spread their wings and apply the skills they've been learning.

The eighth graders began quarter three with a rather complex unit on geometry and measurement. We relearned the names of the geometric solids, then learned how to find the surface area and volume of each. For some this was a very challenging chapter, as not every student is strong in visual-spatial skills. I had them build each figure out of paper to help them make the connection between a flat, two-dimensional shape and a three-dimensional shape.

Upon finishing that unit they completed a fun project in which they were the owners of an ice cream cone factory and had to make some decisions about what kind of cones to produce and sell. They were given a set of figures to work with and then had to use the formulas for volume and lateral surface area to investigate the affect height and diameter have on the end results. Finally, they had to design the ultimate ice cream cone and explain, mathematically, why it was the ideal cone. Some chose their cones based on volume and how much ice cream it could hold, while others tried to choose a surface area that would facilitate the perfect "cream-to-crunch" ratio. They summarized their work and conclusions in poster format and added some fun color and drawings to give it some flair. Who says math has to be all numbers?

The next unit took us in a totally opposite direction - data and probability! Another chapter that came easier for some, but was more challenging for those who struggle with critical thinking. After learning all the ins and outs of data collection, sample types, and bias, the 8th graders were set loose on the student population of ECA to conduct a survey. They had to write two unbiased questions, one that would require a categorical reply and one for numerical. They had to explain how they would randomly select 30 students from our 1-12 school. Some just put all the name in a hat while others did a stratified approach - either separating them by gender, grade level, or "school level" (elementary, middle, and high). After choosing the appropriate data displays they had to analyze their results and determine whether they had accurately represented the entire population. They also had to make some suggestions as to why the results turned out the way they did - and I was quite impressed with some of their ideas. One student's question was, "How many siblings do you have?" and she made the observation that many of her randomly selected participants were actually siblings with each other, which skewed her results significantly.

Finally, we did a fun probability activity on St. Patrick's Day - partly as an excuse for me to give them candy and partly as a chance for them to once again demonstrate and solidify the concepts we'd been studying. The students were given a random mixture of Skittles and M&M's, and after taking inventory of their candies they had to determine the probability of various events.

We had just learned how to find the probability of disjoint, overlapping, and complementary events. So, they had to write three examples of each, then find the probability of each example they'd written. The next day, they corrected their own work by presenting their problems for the rest of the class to solve.

Overall, third quarter was a challenging, but engaging time for the eighth graders. Hopefully something from this quarter with stick with them!

thankful thursday

This week I'm thankful for:

Good days with my 8th grade pre-algebra class. I've written about them a lot lately because they have been my most challenging class to teach. The majority of first quarter I felt like a total failure, but lately things have been looking up. Their attitudes have been improving and they have even said things like, "This is fun!" and "Whoa, this is so easy!" in the last week. Tomorrow is their first quiz of the new chapter, and I am very hopeful that it will go well for everyone...

EasyJet. Without it, I would not be able to travel to Germany so cheaply to spend Thanksgiving and Christmas with my "family." 

Rest days. As I mentioned in this week's Hello Monday post, I started doing Les Mills BodyCombat again. I'm currently following their recommended schedule for two rest days a week. So after three consecutive days of intense workouts, my shoulders are sore enough to make holding my hairdryer uncomfortable, and every time I sit down I feel the burn in my quads. There's something wrong with the fact that I am more sore after three workouts than I ever was after running a half marathon! I've even been taking the elevator because I just can't bear climbing the stairs up to the third floor! I know it's a good thing and my body will thank me for it later, but for now I am thankful that today, Thursday, is a rest day.

Chocolate croissants. I have a love/hate relationship with these bad boys and they have become part of my daily routine. The best ones are obviously in Germany, but I have found a suitable alternative (albeit not fresh) at the local Día (our grocery store). During second period each day I have gotten into the habit of pouring a cup of coffee and enjoying a chocolate croissant while I grade or read. My mouth loves them. My waistline hates them. So good and yet so, so bad.

What are you thankful for this week?

step into my classroom: pre-algebra at ECA, quarter one

In attempting to clean out my phone, I found a bunch of pictures of math projects. This made me realize that I never wrote a quarter one update on my Pre-Algebra classes! Better late than never, right?

Our Pre-Algebra course spans two years - seventh graders take Pre-Algebra A and eighth graders take Pre-Algebra B (unless they test out and move up to Algebra 1). This means I am teaching out of the same textbook for two different classes, but seventh graders are starting at the beginning and eighth graders are starting halfway through.

Seventh graders began with the basics: rules of integers, one-step equations, and basic graphing. Within the last week have begun to learn how to work with multi-step equations and will soon move on to multi-step inequalities, too! For their Chapter 1 project, students had to graph a given set of coordinates that, if graphed accurately, formed the outline for a shield. Students then had to design a coat of arms to represent themselves.

I really enjoyed seeing what symbols and colors they chose to represent themselves. Many identified with various countries and cultures by using flags, national colors, and symbols. Some revealed more about their families, their heritage, and some even gave a nod to their hobbies and passions by incorporating their favorite fútbol team colors. 

I asked the students to explain to the class their choice of symbols, and the most touching came from Alex, who told us that he chose gold to represent the cross because of how special Jesus is to him. In case you can't read his shield, it says "Live for Jesus."

The eighth graders spent the first quarter reviewing and learning linear equations: solving, graphing, and writing them. I found an awesome project on TeachersPayTeachers that incorporated all of these skills plus art, and it was a great chance for the students to relax a bit after a hard chapter. For this project, students had to select a country flag with at least two lines and at least one diagonal. Then they drew the flag design on a coordinate plane and used two points on the line to identify the line's slope. From there they were able to calculate an equation for each line on the graph. Some students chose flags that they knew would be very easy, while others went for a challenge. While I am proud of ALL their work, I was particularly impressed with the students who chose Canada and Australia. The more lines a flag contained, the more math a student had to do! 

By now we are almost halfway through the second quarter. Things are getting harder, and in response to that some students are thriving and others are sinking. My eighth grade class has been on my mind constantly. Please be in prayer - that my struggling students would find success in my class, and that I would have the patience and grace to know how best to teach them.

coffee cupdate: con leche, por favor

If we were to sit down for a cup of coffee, I'd have a lot to tell you.

I probably wouldn't know where to begin, because it has been so long since our last Cupdate. Carefully I would wrap my fingers around my mug and apologize for not doing my part to stay in touch.

You would probably ask me about my new students, and I would share little details about each one: how passionately Alex sings along when Hillsong's Relentless comes on during math practice time; how loudly my science class announces the arrival of Hump Day each Wednesday; how persistently Collin questions me, demanding answers far beyond my meager understanding of science; how Dafne and Elizabeth are attached at the hip; how adorable Jonathan's British accent is... I would shake my head in disbelief wonder aloud how it's possible to care so deeply for students I have only just met.

I might tell you how discouraging my first quarter of pre-algebra was with the eighth graders, but how many of them have turned over a new leaf in this first week of quarter two. I'd tell you with a huge grin how exciting it was to give out FIVE solid B's on last week's quiz, and how thrilled they were to have earned such grades!

Maybe I would share with you some of the inner struggle I have been battling each day here in Spain. I'd confess that while I am determined to be fully present and committed to my students and my role here at ECA, not a day goes by that I do not think of, miss, or pine away for my "old life" at BFA. You would most likely assure me that this is a normal part of transition and yet, I would still feel guilty for missing Germany so much. Together we might ponder how I ended up here--the way God has worked so clearly to orchestrate my timely arrival--and dream of what He will do during this year.

I might also share with you how, on accident, I have discovered the perfect café con leche at a small coffee shop in the neighborhood near my church in Madrid. You would be jealous when I tell you that this deliciousness is available for a mere fifty cents! At this point, I would simply wink and tell you that it's time for you to visit Spain so that I can treat you to one.

What would you share with me?

worth it

Last week I asked my 8th grade pre-algebra students to write me a note stating the areas in which they still felt weak in preparation for their retake of our chapter test. I thought if they could pinpoint their own weak spots, it would guide their study sessions. One student wrote the following:

Dear Ms. Bertschi,
First I want to thank you for helping us with a great mood. And we all love you very much. The only problem I have is finding f(x) equations. I would still need some more practice. Thank you for all your work.

* * * * *

I have struggled with this class from the beginning. Over the last several weeks I have agonized over their failed quizzes, taught and retaught over and over again, and desperately prayed that something would stick. I have told them every day that I believe in them. I have wracked my brain for new ways to explain the concepts, scoured Pinterest and TeachersPayTeachers for hands-on activities, bribed them with candy, showed them videos, had them teach each other ... and when they took the first chapter test I couldn't help but wonder if the last two months had been in vain. It's hard not to feel like a total failure when only one student scored higher than a C and several scored actual Fs.

Despondent, I asked myself if this struggle was really worth.

So when I read that note scrawled in typical middle school boy font, I was reminded that yes, it's worth it. All the late nights, early mornings, extra planning and brainpower that I have poured into trying to reach these struggling students is totally worth it. If only for one student to recognize his value and know that someone believes in him, for one student to see how much his teacher loves him and the lengths she is willing to go to see him succeed, for one student to build his confidence... absolutely, completely, 100% worth it.