MIDDLE SCHOOL SCIENCE CURRICULUM
6th Grade EARTH SCIENCE
Unit 1: Rocks and Minerals
Unit 2: Weathering and Erosion
Unit 3: Inside The Earth
Unit 4: Water in the Earth’s Process
Unit 5: Climate and Weather
Unit 6: Universe and Solar System
Unit 7: Earth, Moon and Sun
Unit 8: Human Impact
MILESTONES REVIEW← We are Here
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7th Grade with Mr. Gilley during Period 5 http://www.cobblearning.net/geoffreygillie/
Unit 1: Ecology
Unit 2: Energy Flow and Nutrient Cycling
Unit 3: Structure and Functions of Cells
Unit 4: Organization of Life
Unit 5: Biological Traits and Heredity
Unit 6: Evidence of Evolution
MILESTONES REVIEW← We are Here
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8th Grade PHYSICAL SCIENCE with Ms. Mercer and Mr. Barrow during Period 3 http://www.cobblearning.net/mercer/
Unit 1: The Nature of Matter
Unit 2: Forces and Motion
Unit 3: Energy In our Life
Unit 4: Electricity and Magnetism
Unit 5: Light and Sound Show
MILESTONES REVIEW← We are Here
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Tips to help you be successful in your Science Class:
- Listen and Follow the teacher’s directions.
- Stay focused and Pay attention to what is going on in the classroom.
- Take note of what is on the board: the Standards, the Opening, Work Session and Closing as well as the Homework Sections
- Participate in class: answer questions, ask questions, and take notes.
- Take notes to help you listen in class; you may also use drawings and illustrations.
- Copy key vocabulary and write the definition or key words to associate with the vocabulary.
- Study your vocabulary, use graphic organizers or index cards to help you.
- Review your notes/handouts daily.
- Complete all assignments and turn in.
- Ask for extra time if you need it to complete assignments or finish quizzes or tests.
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IDENTIFYING AND HELPING ELLS IN GENERAL EDUCATION CLASSROOMS
(http://www.benchmarkeducation.com/best-practices-library/supporting-english-language-learners-in-reading-writing.html#section_2)
There are many different labels and terms that have been used to identify a student who is in the process of learning to listen, speak, read, and write in English. Some of the terms, such as LEP (Limited English Proficiency), focus on the negative and point to what a student cannot do.
Other terms, such as ESL (English as a Second Language), assume that the student is learning a second language, when, in fact, it could be the student’s third, fourth, or even fifth language. We have chosen, therefore, to refer to these students as ELL, because the mastery of the English language is the objective for these students.
However, we must understand the true meaning of language mastery. As students learn the English language, they must also be able to assimilate the culture, traditions, values and attitudes that are associated with English speakers. –
ELL students live in two separate worlds, at home and at school. Although many students move easily between them, other students find that their worlds are frequently in conflict with each other (Freeman and Freeman, 2001). In their homes, ELL students are surrounded by their native culture, language, and traditions, and often the atmosphere that they encounter in school is completely alien to them.
They are unprepared for what they experience there, and they are often confused about activities and routines that are new to them — routines that we, as educators, might take for granted. We must be extremely observant, as each ELL student’s success or failure in the “new world” of school depends on several variables:
- Does the student have teachers and other staff members in the school who are sensitive and supportive?
- Does the teacher work with the ELL student instead of doing the task for him? Are the other students taught to be accepting of the ELL student?
- Do the staff and students at school value the culture(s) of the ELL student?
- Do the parents of the ELL student support the education that is being offered to their child? Are the parents literate in their native language? How is the English language and culture valued at home?
- Does the ELL student feel safe enough to take language and cultural risks at school? When the ELL student does take a risk in the classroom, is the effort validated and applauded? Is the teacher using a model of comprehensive literacy in the classroom for all students?
- Does the teacher have high, but realistic, expectations of the ELL student?
- Do authentic assessment measures truly pinpoint the growth of the ELL student as well as the areas of great need?
See more at: http://www.benchmarkeducation.com/best-practices-library/supporting-english-language-learners-in-reading-writing.html#section_2
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INSTRUCTIONAL STRATEGIES/TIPS FOR ELLS IN MAINSTREAM CLASSROOMS
Modification Tips and Techniques for ESL Students (http://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf)
Instruction Tip: ESL students need modified instruction to learn both English and content.
Modifying instruction is critical to ESL students’ success. However, modifying instruction doesn’t mean creating a second lesson plan or curriculum; it just means changing some of the ways you do things. Most of your native English-speaking students can benefit from modifications as well.
Technique: Use various teaching styles and tricks of the trade.
- Encourage students to participate in class
- Have high expectations of your students
- Give students more wait time: at least 15-20 seconds Assign students a bilingual or English-speaking study buddy
- Use cooperative learning and put students in groups with Englishlearners Use lots of visuals, like graphic organizers and pictures
- Use physical activity: model, role-play, act out.
- Repeat and rephrase often Emphasize the 5-8 most important vocabulary words of a lesson Focus on the 2-3 key concepts of a lesson
- Give students an outline of the lesson that highlights the key concepts Let ESL students copy your or someone else’s notes
- Write in print unless specifically teaching the manuscript alphabet Give simple instructions
- Use concrete language and questions Simplify complex questions
- Use children’s literature/lower grade level materials to teach content Incorporate the 4 skills of language acquisition: reading/writing/listening/speaking
- Check understanding using “show me” techniques Class/Homework Tip: ESL students experience greater success when class-work and homework is modified to fit their capabilities.
Modifying Class-work or Homework tasks to fit ESL students’ capabilities doesn’t mean expecting less from them. It means giving them realistic tasks to complete that increase their chances for success. Technique: Allow for flexibility in the tasks you assign. Reduce assignments Simplify complex tasks Give ESL students extra time to do work or complete projects Adapt the task to the students’ skill levels Ignore spelling or grammar errors except for when explicitly taught Allow students to take breaks when working: their brains tire quickly!
Assessment Modifications Tip: Assess ESL students according to what they can do rather than what they cannot do.
Standardized tests or even teacher-created tests can’t always measure ESL students’ progress accurately or authentically. Instead, measure ESL students by what they can do at any point in time, keeping in mind what they could not do earlier. Have they shown progress? Have they sincerely made an effort to learn? Have they demonstrated their learning?
Technique: Modify the tests you give. Test key concepts or main ideas Avoid test questions asking for discrete information.
Below are More Websites:
http://www.csun.edu/science/ref/language/teaching-ell.html
http://www.eslpartyland.com/teaching-esl-student
https://www.polk-fl.net/staff/resources/documents/ESOLInstructionalStrategies.pdf
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PROFESSIONAL LEARNING PLATFORM/ON-LINE VIDEOS
https://www.teachingchannel.org/videos?default=1
https://www.teachingchannel.org/