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Calimari? - Friday, February 06, 2015 - Friday, February 06, 2015
If you thought you smelled Calimari Friday, you were close.  It was Mr. Sarnac's Science classes dissecting squid.  The aroma was wonderful and the kids learned a lot.
And if you were wondering, Squidward was not harmed.


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!

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Announcements - Thursday, March 5, 2015
There will be an NHS meeting in Mrs. Prouse’s room during seminar today.

The boys will make up their basketball game at Brown City on Friday at 6:00.

Girls Basketball Districts continue tomorrow with Kingston vs. Deckerville at 7:00. Admission is $5.00 and no passes are accepted.

Herff Jones will be here on Monday, March 9th during lunch to distribute announcement orders to any seniors who placed an order.

Lifetouch will be taking spring pictures of Kindergarten through 8th Grade students on Tuesday, March 10th

Danielle Reed has detention with Mrs. Prill after school today.

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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How Twitter influences the Common Core debate
A new study from university researchers endeavors to uncover how social media can impact education politics and how people view those issues, especially as they relate to the Common Core State Standards. University researchers Jonathan Supovitz (University of Pennsylvania Graduate School of Education), Alan J. Daly (University of California, San Diego), and Miguel del Fresno (Universidad Nacional de Educación a Distancia in Madrid, Spain) tracked Twitter from September 2013 to March 2014, following the #commoncore hashtag to determine how public debate on social media can influence education policy. Nearly 190,000 #commoncore tweets from almost 53,000 Twitter users were sent during the six month analysis. Tweet topics included testing (7.1 percent of tracked #commoncore tweets), parents (4.6 percent), curriculum (3 percent), math (3.8 percent), and ELA (2.9 percent). Some of the major findings include: The Common Core has paved the way for social media debate about broader educational issues, such as the direction of U.S. education, including opposition to a fedearl role in education, worries about access to student data, and discussion about testing measures. Common Core supporters and opponents tracked in the study use different language to make their points and appeal to their audience. Researchers identified two strains of language in the #commoncore tweets: policyspeak, which evokes logical and rational arguments that tend to appeal to a policy audience, and politicalspeak, which employs more emotional and visceral semantics intended to rouse peoples’ passions. Researchers found that proponents of the Common Core used significantly more policyspeak while opponents of the Standards more frequently adopted politicalspeak in their tweets. Politics makes strange bedfellows.
3 ways teachers can make learning more interactive
Today’s students are a uniquely interactive group. Most of the 80 million Americans who are part of the millennial generation—a group that comprises the lion’s share of today’s student population—can’t remember a time when they didn’t have instant access to the internet. Most of them grew up playing video games, and ever since they can remember, they’ve been in constant contact with friends via social media platforms and text messages. A growing number of today’s instructors also fall into this group. Educators who want to reach students who favor interactive communication know that integrating digital tools into their lesson plans can be an effective strategy, and many have incorporated technology tools into the classroom in one way or another. But to make a real difference, educators have to integrate technology in a meaningful way. It’s not sufficient to just use social media platforms as an alternate communication venue or post schedules on a class Facebook page. So how can educators use technology in a more meaningful way? Here are three methods educators are successfully using to connect with a new generation of students in the classroom. 1. Gamify lessons. Friendly competition can improve focus and drive better results, which is why “gamification” is a hot trend in corporate training and educational circles. Teachers can “gamify” lessons by integrating competition into classroom presentations in a number of ways. For example, a gamification feature in presentation software can enable educators to set up teams or allow individual students to respond to embedded questions and display aggregate results on a screen; some software solutions also feature a leaderboard so everyone can monitor progress. The types of games educators can incorporate in their classrooms varies widely, from quiz show-type games that allocate points based on correct responses and speed in answering questions to wagering-style competitions, in which teams can bet amassed points on their ability to provide a correct answer to questions. Students can provide answers using a keypad that comes with the software or an app on their mobile phones. A gamification approach is highly effective in getting all students involved in classroom activities and providing educators with data they can use to assess student progress.
Are students getting enough STEM?
Washington residents are concerned about the state’s science, technology, engineering, and math (STEM) programs, according to a survey conducted by Washington STEM, a nonprofit aiming to improve innovation in STEM education in Washington state. Only 45 percent of Washington residents surveyed believed that schools are providing adequate STEM education programs, as opposed to 94 percent who believe every child should have access to suitable K-12 STEM programs. Surveyed Washington voters reported that they view STEM education as critical for preparing students for success. As state lawmakers debate Washington’s education system, the poll shows strong support for STEM education from elementary education through high school. “Early learning programs like full-day kindergarten are game changers for our students. They set a strong foundation for students to be successful in STEM and throughout their education and college or career,” said Susan Enfield, superintendent of Highline Public Schools and board member of Washington STEM. Ninety-one percent of people responding to the poll supported conducting K-12 teacher computer science training. Voters strongly supported expanding the number of schools that offer computer science curriculums, and increasing the capacity of Washington state colleges that offer computer science majors. Recent state legislation sponsored by Rep. Drew Hansen and Rep. Chad Magendanz would create the Computer Science and Education Grant Program for educator training and technology and require the adoption of computer science learning standards and a teaching endorsement. “Washington students need a stronger foundation in STEM to prepare them for college, work, and life,” said Patrick D’Amelio, chief executive officer at Washington STEM. “This poll shows that Washingtonians want our leaders to do more to ensure that all young people have access to a high-quality STEM education.”
This tool is aiming to be the WordPress of online course creators
As an educator, it’s hard to please today’s tech-savvy students with PowerPoints and lecture-on-video—but those are exactly the kinds of tools available for educators who don’t have time to learn online learning design 101. That is, until now. Coming out of Beta today (March 4th), an online content creation platform called Versal is quickly gaining traction with educators interested in creating online lessons to support dynamic teaching methods, such as flipped learning, blended learning, MOOC-creation, and fully online learning.
Miami-Dade partners with myON for literacy goals
Florida’s Miami-Dade County Public Schools, the fourth largest school district in the United States, is implementing myON in all 250 of the district’s K-8 schools for the 2014-2015 school year. More than 259,000 students will benefit from access to the personalized literacy program, which supports the district’s vision of improving literacy outcomes for all students through effective integration of technology into the curriculum. Through this district-wide K-8 implementation, students have unlimited access to myON, which includes more than 5,000 enhanced digital books with multi-media supports. Embedded Lexile assessments measure and predict student reading growth. The system provides students with their choice of books within guidelines managed by the school or district. Each student also receives, on their personalized myON dashboard, a recommended list of books that meet their unique interests and which are written at the target Lexile® reading level to support reading growth. The district chose to incorporate myON into its Jumpstart CONNECT@HOME program, which provides a computer device and free internet access for all students in grades 3-5 at 11 targeted elementary schools. Early data is showing positive results. During the first four weeks of the rollout, 140,000 students read more than 48,000 books. After five weeks, third graders across the district saw an average Lexile growth of 9 percent. “Literacy is so important—getting kids to read outside of the school day, to develop that love of reading at a young age, is vital,” said Sylvia Diaz, assistant superintendent of innovation and school choice for the district. “So many of our kids go home and don't have home libraries, so they don't go home to environments that are rich in print--and our district lacks the digital as well. Students don't have access to diff types of reading materials. This was a way of making sure we were sending home some great tools to support literacy.”
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