IClass Had a need for Enrichment and Remediation time 53 minutes a day, 4 days a week A grade WILL be assigned to Academic Lab this year Now includes exploratory.

iClass

• Had a need for Enrichment and Remediation time

• 53 minutes a day, 4 days a week• A grade WILL be assigned to Academic Lab this

year• Now includes exploratory teachers and some

cross teaming of kids to help in lowering class sizes and more efficiently grouping kids

• Students can rotate or move groups/activities each grading quarter (27 class periods approximately)

7th Grade - iClass

• 7th Grade Activities/Groupings Include:–Math Remediation–S.T.E.M. (Science, Technology, Engineering, and Math)

–Current Events–Preparing for Success–Rachel’s Challenge (Chain Reaction)

Math Remediation

• Identify students in need of assistance based on previous math performance (standardized tests & teacher recommendations)

•We have a ‘Math Coach’ here this year to guide & assist with this process

•Varied work to improve their math skills

S.T.E.M. (Science, Technology, Engineering, Math)

• STEM is the need to focus on student's engagement and skills from the earliest grades in science, math, engineering and technology. The ultimate goal is to grow the proficiency level of students in sciences and mathematics and provide them with an understanding how those skills can be applied across all subjects and eventually careers.

• Rocketry (2 Liter rockets)• Vehicle Safety (egg cars)• Scales & Ratios

(Astronomy)• Catapults• Cell Phone Popcorn

Experiment• Bridge Building• Paper Chain Building• Biomimicry• Science Fair Project

Design

Current Events

Students will learn how news stories that are local, national, and international affect their lives. Students will look at stories that are on the Internet, CNN, magazines, Junior Scholastic, and daily newspapers. When possible, they will be involved in discussions to have a more in depth understanding of the world around us. Current events will be much more than just bringing in an article and summarizing the story.

Preparing for Success

Students will be working on how to plan for their future academic, extracurricular, and life goals.  They will create goals and generate an action plan for those goals.  Students will also be exploring a variety of careers and budget their money based on those careers.   They will also learn about professionalism, how to write resumes, and then conduct mock interviews. 

Rachel’s Challenge/Chain Reaction

Rachel's Challenge includes a series of student empowering programs and strategies that equips students and adults to create and sustain safe, caring and supportive learning environments essential for academic achievement.  It consists of thought provoking challenges and habit changing exercises to implement cultural change with the focus being on kindness and compassion.

Welcome to 7th Grade Science

Mr. Steve S. Reed

2015-2016

Getting to Know Me

• Raised and educated in Iowa

• 27thyear of teaching in Kyrene

• Have been at Akimel A-al since it opened, was at Kyrene Middle School for 2 years prior to that

• Taught Industrial Technology for 16 years

• Coach baseball and basketball

Inquiry Based Science Program

Inquiry provides an opportunity for all students to engage in problem solving, communication, and thinking skills that they will need to be effective workers and citizens in the twenty-first century.

– Inquiry and the NSES, page XII

Inquiry: What Is It?

• Inquiry is . . .– Exhibiting curiosity– Defining questions from current knowledge– Proposing preliminary explanations or

hypotheses– Planning and conducting investigations– Gathering evidence from observations– Explaining based on evidence– Considering other explanations– Testing explanations

Three Stages of Inquiry

• Directed/Structured Inquiry– Teacher asks the question and directs

the activity• Introduce students to essential features of

inquiry• Assist students to reflect on characteristics

of the processes in which they are engaged through a systematic approach

• Student created questions could lead into the next stage of inquiry

Three Stages of Inquiry

• Guided Inquiry– Teacher and/or materials guide the

activity, students provide some input• Inquiry-based teaching can vary in amount

of guidance teacher or materials provide• Student created questions could lead into

the next stage of inquiry

Three Stages of Inquiry

• Full/Open Inquiry– Student asks the questions, directs and

plans the activity• Select a question to investigate than can be

answered by doing systematic observations or an experiment

• Plan and conduct your investigation• Analyze, synthesize, and explain your

results

Kyrene’s Adopted Science Curriculum

• Six Strands– Scientific Inquiry– History & Nature of Science– Science in Personal & Social Perspectives– Life Science– Physical Science– Earth & Space Science

The KSD Science curriculum is aligned with both Arizona State The KSD Science curriculum is aligned with both Arizona State and National Science Standards for middle school studentsand National Science Standards for middle school students

Strand 1: Scientific Inquiry

Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students’ activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry…” (NSES 1995). Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.

Strand 2: History & Nature of Science

• Knowledge of the nature of science is central to the understanding of the scientific enterprise.” (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.

Strand 3: Science in Personal and Social

Perspectives• Science in Personal and Social Perspectives

emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners.

Strand 4: Life Science

• The fundamental goal of life sciences is to attempt to understand and explain the nature of life.” (NAEP 2000) Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.

Strand 5: Physical Science

• The physical science component … should probe the following major topics: matter and its transformations, energy and its transformations, and the motion of things.” (NAEP 2000) Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings.

Strand 6: Earth & Space Science

• Earth science is the study of the planets, earth's composition, processes, environments and history, focusing on the solid Earth, and its interaction with air and water." (NAEP2000) Students use observation and description skills to explain the composition, formative processes, and history of the Earth, the solar system and the universe.

First SemesterLab Safety & Equipment

- Safety Rules

- Tools & Equipment

- Safety Symbols

Metric System & Measurement- Units of Measure

- Conversions

Scientific Inquiry- What is Science?- Science Process Skills

Micro-Life- Microbiology

- Structure & Function of

Microorganisms

Ecology- Food chains & Webs

- Predator/prey Relationships

Astronomy- Solar System & Components

- Seasons

- Universe

Second Semester

Evolution (Fossils)- Geologic Time

- Fossils

Plate Tectonics- Earthquakes

- Volcanoes

Rocks & Minerals- Rock Cycle- Classification of Rocks& Minerals

Erosion & Deposition

Adopted Support Textbooks

• McDougal Littell – Earth’s Surface• McDougal Littell – Changing Earth• McDougal Littell – Space Science• McDougal Littell – Ecology• McDougal Littell – Life Over Time

Hands-on Support Materials

• Science Education for Public Understanding Program Kits– Ecology & Evolution– Micro-life– Rocks & Minerals– Shaping the Land– Earth & the Solar System

Science Folders

• Packets of “additional” information and activity sheets • Kept in class (so they will ALWAYS have)• Are welcome to take parts home as needed but encouraged to leave rest of the folder in class• Copy of all pages on my website should they forget a needed page or assignment at home• At end of year will have portfolio of all their science assignments and work in chronological order

Homework

Team 7A Websitehttp://www.kyrene.org//site/

Default.aspx?PageID=11319

Science Websitehttp://www.kyrene.org//site/

Default.aspx?PageID=14014

GradesA = Outstanding Progress, represents mastery of the Kyrene District

curriculum targets at a minimum of 90%.B = Significant Progress, represents mastery of the Kyrene District

curriculum targets at a minimum of 80%.C = Satisfactory Progress, represents mastery of the Kyrene District

curriculum targets at a minimum of 70%.D = Limited Progress, represents limited mastery of the Kyrene District

curriculum targets at a minimum of 60%.F = Failing, represents a failure to master the Kyrene District

curriculum targets at a minimum of 50%.I = Incomplete, represents a lack of evidence of mastery of target

outcomes to evaluate student performance for grading period.P = Passing, represents special cases where a student has been

absent from instruction due to extraordinary circumstances.NG = No Grade, represents special cases where a student has

been absent from instruction due to extraordinary circumstances

Grades

• Grades are weighted school wide:

– 6th grade = 70% assessment, 30% practice

– 7th grade = 80% assessment, 20% practice

– 8th grade = 90% assessment, 10% practice

Online Grade Access

• Access from Kyrene School District webpage and clicking on the Parents tab and then ParentVUE

• Will allow for one stop shopping for grades

• Updated instantly as teachers enter a grade

Grade Reports

• First Quarter ends: October 2, 2015• Second Quarter ends: December 17, 2015• Third Quarter ends: March 4, 2016• Fourth Quarter ends: May 19, 2016• Fall Parent Conferences: Oct. 21-22?• Spring Parent Conferences: Feb. 24-25?• Between the fourth and sixth week of each

quarter, parents will be notified if their student is in danger of failing.

• Students are encouraged to keep track of their progress in each class via StudentVue.

Learning Lab

Starts Monday, August 10Starts Monday, August 10

7:30 – 8:307:30 – 8:30 a.m. a.m.

• Before school tutoring will be available on Monday - Friday

• Students may sign-up on their own or be recommended by teachers

• Students to provide their own means of transportation to school

• Must be at front gate at 7:30 a.m. sharp

Homework Club (Lunch time)

• There will be a classroom and teacher during each grade level lunch period where a student could be assigned if they did not complete their homework.

• Students who purchase school lunch will be given a ‘Front of the Line’ pass to go purchase their lunch and then return with that lunch to work through lunch.

Attendance

• When students miss school, we miss them!• Regular attendance impacts student

achievement.• We appreciate it when appointments and

vacations are scheduled outside of school times.

• Students are expected to complete all assignments missed during an absence.

• Homework assignments may be requested ahead of time and/or during student absences.

Discipline

• The Refocus Program (Time to Teach) is:– A proactive not reactive approach to discipline– Prompt attention to the “little stuff” often

prevents the “big stuff”.– Students are given 1 verbal warning to correct

their behavior– If the behavior continues, the student is asked

to leave the room to fill out a refocus form which helps them reflect on the behavior and what their corrected behavior should be when they return to class.

Discipline

• Progressive Discipline– Students are allowed one(1) refocus a

day. If a second issue occurs the same day a student will be sent to ISI.

– Students are allowed only (2) refocuses a week. If a third issue happens during the same week students will be sent to ISI.

– Students will be given only six (6) refocuses per school year.

Discipline

• The “Big Stuff”– After six (6) refocuses, students will be sent directly

to ISI and will follow the schools progressive disciplinary plan

3 time-outs to I.S.I. 1 full day of I.S.I. 6 time-outs to I.S.I. 2 full days of I.S.I. 9 time-outs to I.S.I. 3 full days of

I.S.I. 12 time-outs to I.S.I. 1 day of Off Campus

Suspension

Communicating With Me

E-mail Address

[email protected]

Voicemail480-541-5928

Thanks for Coming!

Let’s work together to achieve

our common goals