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This Year's First Impression Winners - Tuesday, December 09, 2014
Congratulations to this year's First Impression winners.  Peck had more students place than any other school in the county! Great Job!
 

8th Grade Science - Monday, November 24, 2014
Ms Robinet's 8th Grade Science class studies the circulatory system by dissecting deer hearts.
 

      
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Peck Jr./Sr. High School - Friday, December 19, 2014
There will be NO afterschool tutoring today.

Happy Birthday to Alexis Abrego!

Congratulations to the JV and Varsity Boys Basketball teams for their wins over North Huron last night!

Have a great holiday break!!
 

      
Learning About Salt and Ice Minimize

Mr. Sarnac's class learns how salt affects the freezing temperature of ice as they make freezer bag ice cream.  Just like we use salt on icy roads in the winter, salt mixed with ice in this case also causes the ice to melt. When salt comes into contact with ice, the freezing point of the ice is lowered. The lowering of the freezing point depends on the amount of salt added. The more salt added, the lower the temperature will be before the salt-water solution freezes. For example, water will normally freeze at 32 degrees F. A 10% salt solution freezes at 20 degrees F, and a 20% solution freezes at 2 degrees F. When salt is added to the ice (or snow), some of the ice melts because the freezing point is lowered. Always remember that heat must be absorbed by the ice for it to melt. The heat that causes the melting comes from the surroundings (the warmer cream mixture). By lowering the temperature at which ice is frozen, you were able to create an environment in which the cream mixture could freeze at a temperature below 32 degrees F into ice cream. - See more at: http://www.stevespanglerscience.com/lab/experiments/homemade-ice-cream-sick-science#sthash.pjAAEvOA.dpuf




      
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12 big education challenges your LMS can solve
With the rapid rise of online technology resources, coupled with the ever-expanding list of the latest teaching strategies, an educator might feel like they are constantly walking through a thick, dark jungle to carve a clear path to harness the power of the hardware, software, and new theories to effectively improve teaching and learning. But before we can optimize the student’s learning potential we have to face facts. There are a host (well, at least 12) challenges that I’ve identified that educators must first address before classroom models are flexible enough to expand both within and beyond classroom walls, and our solution for helping to solve them. So my list looks like this: The Incredible Shrinking Budget. Inadequate funding forces schools to increase class sizes, cut curriculum, eliminate teaching positions, and shift costs for paper, printing and other supplies to parents—leading to the unfortunate education mantra of ‘doing more with less.’ An F for Feedback. Letter grades do not provide students with enough feedback or motivation to improve, especially in the project-based learning world and other student-centered teaching technique. So the question is how do we make the paradigm shift to more meaningful ‘evaluations complete with dialogue’ to support standards-based learning?
Top 10 of 2014, No. 10: Mobile devices and mobile learning
Each year, the eSchool News editors compile 10 of the most influential ed-tech developments and examine how those topics dominated K-12 ed tech conversations. No. 10 on our list for 2014 is mobile learning. This year, educators focused on putting mobile devices in students’ hands in an effort to help them learn valuable technology skills that will carry them through college and the workforce. Initiatives such as one-to-one pilots and bring-your-own-device programs popped up in more and more districts across the nation as school leaders sought to personalize learning and extend technology’s benefits and opportunities to all students. But this year, things took a turn. Chromebook sales surged and the iPad juggernaut began to ebb. Overall mobile adoption in schools also rose—here and abroad as mobile learning continues on a path toward mainstream adoption. In research and surveys, teachers say mobile technology gives them, and their students, more access to a diverse variety of learning materials and opportunities. It also boosts student engagement. Read more about how mobile learning and mobile devices are changing education
Assessing the virtual school experience in Maine
A typical school day for Maggie Mader looks a little different from the kind most people picture. On a recent Tuesday morning, Maggie, a 16-year-old competitive horseback rider, gets ready for her hour-long biology class. But her classroom is her pink bedroom, where the walls are decorated with trophy ribbons and a shelf over her desk is lined with textbooks and notepads. Pulling on a headset, Maggie boots up her school-issued desktop computer and logs in to Roger Young’s biology class. While most students would then go on to other classes in other subjects, perhaps hit the cafeteria for lunch or participate in an after-school activity, Maggie is headed for the stables, where she keeps her two horses, for a four-hour workout there. Maggie is a sophomore at Maine Connections Academy, the state’s first virtual charter school, which opened in September after a two-year struggle to meet state charter commission requirements. Today the school enrolls 300 students in grades 7-12 from around the state. Supporters say virtual schools, in which students receive lessons at home by computer, learning on their own schedules, are good for those who may find traditional schools an imperfect fit, from top athletes in intense training to students who have been bullied. There are some, however, who criticize virtual schools for taking money away from local school systems, and question the quality of the education and the fact that local boards of virtual charter schools outsource much of their management to out-of-state for-profit companies that are beholden to shareholders. Maine Connections Academy received approval to open only after significantly changing its business plan so that its Maine-based board would hire the teachers and administrators directly. Maine Connections Academy Principal Karl Francis said a virtual school is second nature to young people, who are savvy about using technology in the classroom.
$200,000 Follett Challenge deadline set for Jan. 9
It has never been easier to enter the Follett Challenge as contest organizers have streamlined the application process and now provide valuable resources and tips to help schools and districts make their entry stand out among their peers. The deadline to enter the fourth annual competition is Friday, Jan. 9, 2015. A total of $200,000 in products and services from Follett will be awarded to the winning entries. The Follett Challenge is designed to empower educators with a platform to tell the world about how their innovative teaching and learning programs are preparing students for the demands of the 21st century. Applicants are required to submit an online application, plus a three- to five-minute video. To help entrants, the contest’s website (www.FollettChallenge.com) features a comprehensive, online resource guide, including links to free images, video, music, and audio to help save entrants time searching for these resources. Also, Sue Adelmann, a Follett Challenge judge since the inception, is featuredin a video where she lends perspective into what makes a successful application. “I’ve read every application, watched every video and I’ve seen a lot of awesome work out there,” said Adelmann, vice president of market intelligence for Follett School Solutions. “There are some great resources on the Follett Challenge to get entrants started when they’re ready to go forward.” Organizers have also shared a case study from Belleville (Ill.) West High School – the most recent Follett Challenge grand-prize winner – that outlines how to make entries work within the parameters of the judges’ scoring rubric. Eighty percent of each entrant’s score will be based on the judges’ opinion of the entry, with the remaining 20 percent based on the number of votes generated for the school’s video.
ED releases long-awaited college ratings system
The Obama administration on Dec. 19 is releasing the rough outlines of a much-anticipated college ratings system that may grade schools on such factors as graduation rates, loan repayments and post-graduation income. Many details remain to be decided over the next few months, with some wary colleges and universities sure to protest any measurements that might hurt their reputations. Without committing to any criteria, the U.S. Department of Education listed factors that it said could wind up in the final ratings system expected to be completed by the start of the 2015-16 school year. Those included the average net price after financial aid, federal loan defaults, the percentages of students who are low-income and the first in their families to attend college, and enrollment in graduate programs. Officials emphasized that any grading system would not numerically rank schools or assign them A-F grades but instead would probably place them in such categories as high-performing, average or low. Special attention would be given to schools that improve. Addressing concerns that the proposal could hurt schools that enroll large numbers of low-income students, Department of Education leaders said they may group schools by admissions selectivity and program offerings so that, for example, a California State University school does not compete against an Ivy League campus or an engineering college with one that mainly trains teachers and social workers. Ted Mitchell, the U.S. undersecretary of Education who oversees higher-education issues, described the framework as "a work in progress" and said he was confident the final system would provide clear measurements on "elemental building blocks of quality, accessibility, affordability and outcomes." In an interview, Mitchell said the plan's grouping of colleges would "avoid creating perverse incentives" such as schools pushing out low-income students or dropping majors that may not lead to very lucrative careers. And he said that four-year schools that grant bachelor's degrees would be judged separately from two-year community colleges that offer associate's degrees.
    
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