Mission Statement
My goal is to create a classroom environment and learning experience that uses science to promote creative problem-solving skills and enhance academic literacy while considering and celebrating individual students’ diverse needs and backgrounds.
Structure
The year will be divided into six marking periods. Each marking period is a new unit, which focuses on a new topic and a new set of academic skills. Over the course of the year, students will improve their independence, problem-solving, and study skills. My goal is that students will leave my class not just ready for 8th grade science, but ready for high school science - and ready to apply the lessons of science to every subject.
The units are...
Unit One: Cell Biology
After a brief introduction to the behavior and academic expectations of my class, students will begin to explore cells - the basic building blocks of life. The academic focus is on helping students to improve their self-assessment and self-monitoring skills so that they can take charge of their education.
This unit will end with the Cell Metaphor project, in which students will demonstrate their mastery of cells by creating a model that explains the parts of the cell and how they are important to human life.
Unit Two: Genetics
Unit Two focuses on the study of heredity: how traits are passed from generation to generation. Students will learn how scientists can predict the expression of genes and give advice to families that might carry genetic diseases. We will also discuss real-life issues of genetic engineering and genetic screening.
The final project of this unit is the Genetic Counseling project. Students will work in groups to advise an imaginary couple who have already had one child effected by a deadly disease. Using the family's genetic profile, students will give the family a diagnosis and help them decide how to proceed.
Unit Three: Earth History & Evolution
Now that we have studied the basics of biology and the principles of heredity, we will move on to the history of life on earth and the process of evolution. This unit focuses on arguing from evidence and will include many more opportunities for students to work independently.
Unit Three will end with the Create-a-Critter project, in which students will use their knowledge of evolution to invent an imaginary creature and tell the story of its evolution.
Unit Four: Body Systems
With Unit Four, we will turn our attention to the bodies of plants and animals, learning about the body systems that make living things go. We will also examine the causes and treatment of common health problems as a way to learn about the organs they effect.
The final project for this unit will be a series of dissections, culminating in a dissection project that will include photographs and the creation of a detailed presentation.
Unit Five: Ecology
Unit Five will focus on the world around us. We will study the ways that energy is transferred between organisms, creating the web of life. We will also explore the problems of pollution, global warming, and environmental justice.
The final project for this unit is an exploration of the community around our students. The Community Map project will use Google's mapping tools to create a map of environmental dangers and assets in the community. The project will culminate in identifying problems and writing letters to the appropriate City or State officials to push them to action.
Unit Six: Science Fair
The final Unit will build on all the units that proceeded it. After the CSTs are over, students will have the opportunity to design and carry out their own experiments, culminating in a school science expo.
Structure
Your total grade will come from four sources: living notebook, weekly assessments, homework, and unit projects. You will also have the opportunity to improve your grade with extra credit assignments. Each of these sources will effect your grade differently.
Source
|
Description
|
% of Grade
|
Living Notebook
|
You will keep a living notebook of class assignments,
homework assignments, class notes, and lab reports. You will also get stamps
for participation. This notebook will be graded every few weeks.
|
40%
|
Weekly Assessments
|
Every week will end with either a quiz or a lab report,
depending on whether or not we learned science facts or science skills.
|
20%
|
Homework
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You will have five homework packets – one every week
except for the last week – every unit. Homework packets will include readings
from the textbook, vocabulary practice, and a writing assignment.
|
10%
|
Projects
|
Every unit will finish with a different project, which we
will work on over the course of one to three weeks. Every unit’s project will
be different.
|
30%
|
Late Work
I will always accept late work up to the end of the marking period. Late work will lose 10 points (out of 100) per day for the first two days. After that, they will stop losing points. This means that perfect work, something that would be worth an A+ if it were on time will be worth an A- if it is one day late and a B- if it is two days late, or more.
The only way to make back those missing points is by completing extra credit assignments.
Rules and Expectations
All school-wide rules apply in my classroom. This means that students are not allowed to use their cell phones, chew gum, or eat in my class.
Consequences and Rewards
1. Step One – Warning: I will write the student’s name on the board.
2. Step Two – Phone Call: If the student continues the disruptive behavior, I will underline the student’s name and call that student’s parents to discuss how to help the student participate more appropriately.
3. Step Three – Buddy Room: If the student’s bad behavior continues, the student will have to leave the classroom. The student will certainly get a phone call home. If this behavior happens more than once, we will have to arrange a parent-teacher-student-administrator conference to discuss the issue.
