Middletown High School North Departmental Highlights ... · Web Quest was completed, videos were viewed and online questions were answered for assessment review. In addition, students

Middletown High School North Departmental Highlights

February 2015 JoAnn Cilmi Literacy Supervisor, K-12 English teachers at High School North continue to support students’ acquisition of non-fiction reading strategies by finding ways to pair informational texts with fiction novels. Pairing texts in this manner allows students to gain a more in-depth understanding of characters and events through real-world connections For example, students in grade 10 have completed research on topics such as organ donation and freedom fighters in conjunction with their reading of Unwind by Neil Shusterman to expand upon some of the main themes present in the novel. Additionally, students in all grade levels continue to hone their discussion skills through debate exercises and structured conversations like the Socratic Method. Advanced discussion methods such as these allows students practice in maintaining academic conversation and furthers helps them practice their argument skills by demanding them to support their ideas with evidence from text and logical analysis to fully flesh out and connect their ideas. Guidance Department John Carmody—Assistant Principal

• Hosted the NCAA signing for Nicholas Banta who signed to play football at West Virginia Wesleyan College and Troy Thompson who signed to play football at Marist College next year.

• Attended the “Bang, Bang, You’re Dead” showing and discussion hosted by George Scott of

the Traumatic Loss Coalition.

• Hosted Naviance Night for all students and parents. Presented a tutorial about Naviance and the resources available, including college and career exploration which can begin as early as freshman year.

• Visited all English classes to distribute the course selection guides for the 2015-2016 school

year. Discussed different programs in which the students can enroll and the importance of maintaining good grades.

• Began meeting with each student individually to schedule courses for next school year along

with making sure the student is registered and understands how to access Naviance. The counselors reviewed the different resources that Naviance offers and discussed the college application process.

• Visited the 8th grade students at Thorne and Bayshore to discuss scheduling for next year,

the STEM and Government, Law and Public Policy Pathways and high school expectations.

• Conducted a social skills group which focused on positive outlets, stress reduction, introduction to others, and general interaction.

• Hosted a Freshman Parent Forum which discussed questions regarding Chromebooks and

the PARRC assessment.

• Promoted and gathered names for Cinderella’s Closet which is an event to provide prom dresses for girls who cannot afford them.

Mathematics Jennifer Martins – District Supervisor The mathematics teachers continue to utilize technology to assist in enhancing instruction and motivating students. Algebra I teachers have been using the virtual algebra tiles which are part of the Algebra I Fuse application for the iPad so that students can make the geometric connection between the area of a rectangle and multiplying polynomials. By using this virtual tool, students can easily visualize the polynomials and how to multiply them. In addition Algebra I students have been working with the Chromebooks in preparation for the PARCC assessments. Geometry teachers continue to flip the classroom which takes the lecture out of the class and provides more time for students to explore deeper geometrical questions and problem solve. They continue to use the Geometry Fuse application for the iPad for formative assessment, as well as, Geometer’s Sketchpad for animating geometrical constructions. Geometry students also have been working with the Chromebooks to answer practice PARCC assessment questions in preparation for the assessment in mid-March. Mathematics teachers also continue to utilize the 3-Act tasks to engage students and bring a practical application to mathematics. Media Center Lauren Stout Media Specialist

Students in Ms. Ciccarelli’s and Ms. Brodeur’s 11th grade English classes are working towards the conclusion of their multi-genre inquiry projects. After self-selecting topics of interest, students used the open web, databases, podcasts and other information sources to gather research and narrow a focus-this included a lively musical chairs peer review activity. Using a narrowed, focused topic, they drafted research design proposals, and received individual feedback from both teachers and the media specialist. They are now constructing multi-genre elements, including raps, LucidPress magazine articles, Google Forms surveys, two voice poems, comic strips, fictional stories, Prezis, and TED style talks, to reflect their new understandings and insights about their topics. The final step in our process concludes with a reflection letter in which students will share what they did well in the research process, in addition to what areas they believe they will continue to need to grow in and improve upon in the future. Science Dr. Steven Trudell --Assistant Principal

Lynn McGimpsey - Biology The students have been studying DNA and genetics by extracting DNA from strawberries and observing its ‘stringiness’ structure. They also completed an interactive activity on their Chromebooks in which a karyotype was made. The students used Quizlet (www.Quizlet.com.) to review information with flash cards, memory games, etc.

Biology students have also been studying macromolecules and the monomers that make them up. A Web Quest was completed, videos were viewed and online questions were answered for assessment review. In addition, students used molecular model sets to build glucose. Reinforcement and review of macromolecules was done by playing a game of www.Kahoot.com and completing an imaginary new food, using the online graphic design site www.canva.com. The Gizmo: Cell Energy was completed as a class. Students viewed the reactants and products of photosynthesis and cellular respiration by completing this interactive.

In preparation for the PARCC assessment, students have been completing chapter assessments using their Chromebooks. In addition, open-ended questions that incorporate common core key terms, such as analyze, contrast, describe, identify, etc. have been provided for students. Biotechnology students investigated the pros and cons of in vitro fertilization techniques by completing a Web Quest. Students then worked together to complete a movie pertaining to IVF as their final project. They also compared and contrasted traits of bacteria and viruses by reviewing online informational links, completing website interactives and making an informational pamphlet as their final assessment.

Human blood typing and transfusion possibilities were investigated by completing two labs. Students analyzed the blood types of several individuals and determined the possible transfusions they could each receive. In addition, the parents of a child were determined by matching the blood types of synthetic blood samples.

As a concluding assignment for the Biotechnology course, the students viewed the movie Jurassic Park and wrote an essay pertaining to the science portrayed in the film, whether the techniques could be possible and the ethics of various biotechnology techniques. Kahoot! games were played to review for the second marking period quarterly. As a new semester of Biotechnology begins, students reviewed basic lab supplies and completed a lab that requires following directions and measurements. Students were surprised to see how easy it was to make errors. Students completed a Prezi, or PowerPoint, pertaining to DNA, RNA and protein synthesis and presented their information to the class. A few links of their presentations are below.

1. https://prezi.com/aleaxfqt7grr/dna-presentation/ 2. https://prezi.com/vts7w7o_y4kb/dna/ 3. https://docs.google.com/a/middletownk12.org/presentation/d/1vjA6JwRnJvLUEQW8jHvo5

U0Lvqj1Cah4sd-kRu0E9ZQ/edit#slide=id.p Students also built 3-D models of DNA and extracted DNA from strawberries.

John Marotta-Biology

Students extracted DNA from strawberries so that they could observe firsthand the DNA that is in the food that they eat. They learned the simple method to extract DNA and why each step was necessary due to the complex organization of DNA in cells. The students discussed why it is important for scientists to extract DNA from organisms and about recombinant DNA. The students were presented with slides of cells from the tip of an onion root to observe mitosis. They had to classify each slide based on what phase of mitosis it was in. At the end, they had to count up the cells found in each phase and use those numbers to predict how much time a dividing cell spends in each phase. Their predictions were based on a total cell cycle of 24 hours.

Kathryn Connelly and Suzanne Matisoff Students in Honors Biology classes ended their unit on Biomolecules by adding digestive enzymes to different food components. Their task was to identify any chemical changes and relate these observations back to their new knowledge about organic compounds.

Kathryn Connelly, Suzanne Matisoff and Jennifer Woo ds-Biology The students performed a lab on testing for organic molecules to learn how to identify and describe different types as well as their monomers. The indicators used in this lab were: Benedict’s Solution , Lugol’s iodine, Biuret solution and the Brown paper bag test.

During the lab on photosynthesis and cellular respiration, the students used Skittles to represent the molecules found in photosynthesis and respiration reactions. The Skittles were used as a visual to help demonstrate the law of conservation of matter. The students found that during photosynthesis and respiration the number of atoms in the reactants was equal to the number of atoms in the products. Using this process the students learned about the molecules that make up the reactants and products for photosynthesis and respiration.

Richard Unterstein - AP Biology The students embarked on a multi-lab adventure in which they attempted to determine which abiotic factors influence two major biological processes: cellular respiration and photosynthesis. The students ascertained that several factors such as temperature and PH play a role in optimal enzyme activity. Results were linked to the overall concept of homeostasis – the steady state and physiological condition of an organism. Members of the AP Biology classes attempted to determine whether or not their favorite corn or soy based snack was made with genetically modified corn (GMOs). By using the process of Polymerase Chain Reaction (PCR), the students were able to isolate the 35S gene which makes plants resistant to the herbicide Roundupc. The majority of students were able to find evidence that their corn/soy had been genetically modified. Michael Coppola – Chemistry Using their knowledge of chemical quantities, CP Chemistry students calculated the number of moles and molecules in several samples of different substances in the laboratory. Honors Chemistry students figured out how to produce specific amounts of copper using the reactants copper (II) sulfate and iron by applying their stoichiometry skills combined with their newly acquired lab techniques.

John Midtgard and Jennifer Vought-Chemistry The Flame Test lab demonstrated that when elements are heated to high temperatures, some of their electrons are promoted to higher energy levels. These excited electrons can fall back to the ground state and release the excess energy in packages of light called photons, or light quanta of a specific frequency. The color of the emitted light depends on its energy. If that frequency is in the visible range of the electromagnetic spectrum, the color that relates to that frequency is seen. When heated, each element emits a characteristic pattern of light energies, which is useful for identifying different elements. The characteristic colors of light produced when the substances are heated in the flame of a gas burner are the basis of flame tests for several elements. The students tested 7 different compounds. The students were to identify two unknown compounds from 2 known compounds.

Randy Kalman-Nutrition I – Students below are seen doing a protein lab where they denatured the protein in milk to make glue. They also completed their study of vitamins and minerals with each student doing a short presentation.

Kirsten Price - Anatomy and Physiology The students made newspaper knights to estimate the surface area of the skin and apply to burn injuries. They also conducted 2-point discrimination experiments to test accessory organs of the skin, namely nerve endings. In Forensics , the students dusted and lifted for fingerprints. In Med Lab Tech the students learned how to use hemocytometers and conducted red blood cell counts and white diff counts. See my twitter feed for more pictures, https://twitter.com/pricekscience

Eric Hoblitzell - AP Environmental Science

His classes studied tree biodiversity in Tindall Park this past month. The students measured the species diversity of trees using Simpson’s Index, which is a statistical method for calculating species heterogeneity and species richness. Simpson’s index is a scale ranging from 0 (no heterogeneity and no diversity) to a maximum close to 1 (high heterogeneity or lots of diversity). The number of species is known as the species richness; it is simply the number of different species of organisms in the sample. Just count the species in your sample to calculate it. Measuring the relative abundance of species or the ‘Species heterogeneity’ is a bit more complex. Species heterogeneity takes into account the relative numbers of individuals of the various species in a community. The students worked in teams and marked off a 400 sq. meter area in which they counted the trees and identified each species. They calculated species richness and species heterogeneity using the formula:

The average species richness was determined to be 7.5, and the average heterogeneity of Tindall Park was found to be .704, and therefore was determined to be on the medium to med-high side of the scale.

Randy Kalman – Vision Science

Biology students participated in an Evidence for Evolution lab in which they studied the role of Paleontoligists, Evolutionary Biologists, Developmental Biologists and Physical Anthropologists. They also uncovered “What Did T. Rex Taste Like” through a web based activity. They also studied classification and are now moving into genetics. Below is a picture of Chemistry students making “elephant toothpaste.” The students also reviewed the Law of Conservation of Mass using aqueous solutions of sodium carbonate, calcium chloride and sulfuric acid. They also spent time studying the structure of the atom and the periodic table.

Environmental Science students each researched their own biome and presented them using “thinglink” software where they added pictures and descriptions representative of their research. Forensic Science students recently completed their fingerprint unit where they used balloons to magnify and analyze their own prints. They also practiced other activities such as graphite and superglue fuming techniques. Technology Education Neil Leone—Assistant Principal Roberta Vega-Photography I In preparation for their current project, students viewed and discussed the composition, use of visual clues and props, excellent lighting and exposure, and story-telling qualities in a set of documentary images created by Frances B. Johnston to promote the Hampton Institute. Next, students were asked to think of themselves as visual historians and were given the task of photographing different types of subject matter related to student life, events, or other activities at Middletown High School North. They were instructed to use creativity and imagination to produce aesthetically pleasing and original story-telling compositions. They were permitted to use any type of digital camera to complete this assignment, including cell phone cameras. After completing the photo-taking part of the project, students will use Adobe Bridge to create digital contact sheets and Google Presentation to create slideshows to share their work in a class critique. Photography II students are conducting research about artists who begin with photography and add artistic “twists” to their work. After learning about the methods used by each artist, students create their own original experimental artworks in the style of these master artists. As part of their background research, students are asked to respond to questions that invoke higher order critical thinking skills. For example, in the Kinesthetic Art unit they were asked (among other things) to write an explanation of a kinesthetic / agamograph /polyphonic painting using their own words - what it looks like and how the viewer and the artwork interact (i.e. explain what happens). For the Sabattier Effect unit they were asked, “What kind of image would be best to use as a starting point for creating a Sabattier effect image? When deciding how to answer this question, think about what makes strong Mackie lines appear and what kind of picture would look interesting or mysterious if the parts that a

person expects to be light appear dark instead and the parts one expects to be dark appear light?” For the digitally hand-colored image unit they were asked, “Why is it important to remember to put each color on a new (empty) layer instead of on a duplicate layer or adjustment layer?” Below is a list of the artists students have studied so far, and the techniques students have practiced.

1. David Hockney - Photo cubism 2. Yaacov Agam – Kinesthetic art 3. Man Ray / Lee Miller – Sabattier Effect

While many of these special effects really need to be experienced in person to realize the full effect, the images below show the steps students used to create kinesthetic art projects.

1. Students used Photoshop grid, select, copy, cut and paste commands. They set up a complex image by splitting two different photos into evenly placed vertical strips separated by spaces that were equal in size to the image strips, then merging the two photos by putting the image strips of one into the spaces of the other.

2. They used mountain-valley fold technique to fold the image. 3. The students mounted the folded image onto a black mat board so that when viewed from one

side, one picture appears and when viewed from the opposite side, a different picture appears.

1. 2 3a.

3b. Architecture & Spatial Design During the past month, students have been engaged in three types of project work 1.) Conducting Internet research; 2.) Presenting what they learned in their research to the rest of the class; and 3.) Creating virtual 3-D models using SketchUp. For the first part of each day’s class block, students work in small groups to conduct research in which they gather information about architecture in ancient Egypt, Greece, and Rome. They organize the facts they learn from their research and then create Google presentations to share with the rest of the class. During the “hands-on” part of their class time, students use SketchUp tools and commands to follow a complex sequence of steps (explained and demonstrated by the teacher and outlined in Google classroom assignments, written instruction sheets, and teacher-created video tutorials) to a step-by-step process to create a virtual model of an ancient “temple city.” Most parts of the project require students to use precise shapes and dimensions, but after meeting those requirements, students have full creative license with regard to other details and surface treatments.

Wes Cieśla-Television Production Students who have exceptionally strong skills in a particular area of editing are assisting other students who have experienced difficulty in embracing said concepts or who simply need a creative suggestion. This practice also creates a collegial atmosphere among the students and allows them to exchange ideas and solutions to final editing challenges. Visual and Performing Arts John Carmody—Assistant Principal The Arts Department is proud to honor 23 North students at the Middletown Public Library on Saturday, March 7 at 2pm. Students had their work framed and will be on display until March 23 in the Community Room. The students will be recognized by Dr. Cartier and Central Office. This event is open to the public. World Languages Chris Reginio – Assistant Principal