Thanks for your support of Science Night!

The Night was a huge success!

We had nearly every family in our community present at some point during the Night. Students did a fabulous job presenting their projects. Parents were impressed by the rigor of student work. And, above all else, it felt like a real scientific conference.

Be sure to commend your students for a job well done!

Science, Science, Science!!! Eckstein’s Science Night will be Thursday, May 5th from 6 – 8 pm. All science students will participate and we hope you (parents and guardians) will be there to support them! We need volunteers to monitor the rooms as students make their presentations. Can you help? Volunteers are needed for these three shifts:
1) 6:00 – 6:45
2) 6:45 – 7:15
3) 7:15 – 8:00
Please support Eckstein science students by emailing Laura Leigh Young at llyoung@seattleschools.org to volunteer for one of these shifts.

Scientists everywhere must present their data and experiment results to the public so that it can be reviewed, critiqued, and understood. Scientists do this by attending conferences, presenting their data in public forum such as a panel discussion, workshop, seminar, or presentation. Scientists may also publish their results in a publication that is read by other scientists such as “Science”, “Nature”, etc. You are going to be responsible for choosing a topic to present to the community at the Eckstein Middle School Science Night May 5, 2011. You will be able to choose the type of presentation that explains your understanding of the scientific concepts.

This assignment should be completed on April 26, 2011.


Choose a role, format, audience and purpose. During this project you will have several choices on how you want to present your research. Here are the different choices you will make:

Role:You will choose one role to take. You are a scientist that must present your data to the larger community of peers, colleagues, teachers, administrators, and parents. You will take on a role and write from this perspective.

Format:You will choose one format. The final version must be published in exactly this format.

Audience:On this one you can choose one or more than one. This is whom the piece is written for.

Purpose: You can choose one or more purposes for your presentation. This is why the piece is being written. You should work toward achieving this goal.

How long should my research project be?

Your project should be long enough to answer all ten (10) of your research questions above in the role and form for the audience and purpose that you have chosen.
Estimate about two (2) full pages typed.

Email Updates Science – Vol. 5- Number 7 – March 20, 2011

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Greetings from Mr. Brewer,

You are receiving this mass email because either you are a student or the parent/guardian of a student in one my Seventh Grade Science classes at Eckstein Middle School.

In this mailing you will find:

1). What have we been doing in the last few weeks?

2). What will we be doing in the next few weeks?

3). The Human Body Research Project – Reminder

4). Please Welcome Our Student Teacher – Amber Robison

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1). What have we been doing in the last few weeks?

We will spend the rest of the year focusing on the Human Body System. We began by examining the digestive system. We have investigated how the digestive system works, breaks down foods into molecules that the body can use, and information about how these molecules are incorporated into energy for the body.

.

2). What will we be doing in the next few weeks?

We will begin investigating how the digestive system links to the respiratory system and how this relates to respiration in general by defining the differences between cellular respiration and photosynthesis. We will examine the circulatory system. We will have the opportunity to feel a sheep heart so that we could learn how the most important muscle in our body — the heart — looks and works. We will focus our attention to the importance of the circulatory system and how it affects our overall health.

We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will simultaneously be examining the importance of how health effects the ability of the heart to function effectively.

At the end of this unit students will have the opportunity to try their own expertise at developing an alternative blood vessel in much the same way that a bioengineer would test common materials. Students will write their results in a formal lab.

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3). The Human Body Research Project – Reminder

The Human Body Research Project is up and running. Students are expected to present at Science Night May 5, 2011. An alternative assignment will be given to those students that are not able to attend closer to the actual date.

Have you started yet? If yes, keep on working. If not, better get started!

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4). Please Welcome Our Student Teacher – Amber Robison

I have agreed to welcome a student teacher in the classroom for the remainder of the year. Please welcome Amber Robison into the class. She will work with me to make any and all transitions as smooth as possible and allow me to focus energies into assisting and improving the existing curriculum.

Here is a letter that Ms. Robison has created for your information:

“Greetings 7th grade families!

My name is Amber Robison and I’ve started student teaching this semester for Mr. Brewer’s science classes. The last month I’ve been doing a lot of classroom observations and getting to know your children as students. As it gets closer to the end of the school year I will take an increasingly active role in each class including teaching, grading and classroom management as I work towards my teaching certification.

My background includes several years of informal science education with K-8th grade students. I’ve taught summer camps at both Woodland Park Zoo and the Pacific Science Center, as well as I spent a year teaching environmental science in Massachusetts with AmeriCorps. The last three years I’ve worked in research with nonhuman primates studying reproduction and infant behavior, and in my spare time I’ve volunteered in wildlife rehabilitation and with the orangutans at the zoo.

I graduated in 2006 from the University of Washington with a B.S. in Biology, and I will be graduating at the end of summer 2011 with my Master’s in Teaching from Western Washington University.

The students at Eckstein have been very welcoming and I look forward to teaching and learning with your children for the remainder of the school year. Please feel free to contact me with any questions at arrobison and I hope to meet you all at Science Night in May!

Sincerely,

Amber Robison”

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In this mailing you will find:
1). What have we been doing in the last few weeks?
2). What will we be doing in the next few weeks?
3). The Human Body Research Project
4). Science Night & Presentations – May 5, 2011

.
1). What have we been doing in the last few weeks?
Since the last update we have investigated the reproductive processes of plants by dissecting several flowers and learning the names of each individual part. Each student created a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants; many are on currently on display outside the classroom, so take a look next time you are in the building. Following that we focused our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects. We conducted a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences. We concluded the quarter addressing ecology and human interdependence of the environment by focusing on the importance of native and invasive species throughout our environment.

.
2). What will we be doing in the next few weeks?
We will spend the rest of the year focusing on the Human Body System. We began by examining the digestive
system. We will investigate how the digestive system works, breaks down foods into molecules that the body
can use, and information about how these molecules are incorporated into energy for the body. We will also
investigate how the digestive system links to the respiratory system and how this relates to respiration in
general by defining the differences between cellular respiration and photosynthesis.
Following Spring Break, we will examine the circulatory system. We will have the opportunity to feel a sheep
heart so that we could learn how the most important muscle in our body — the heart — looks and works.
We will focus our attention to the importance of the circulatory system and how it affects our overall health.
We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will
simultaneously be examining the importance of how health effects the ability of the heart to function
effectively.
At the end of this unit students will have the opportunity to try their own expertise at developing an alternative
blood vessel in much the same way that a bioengineer would test common materials. Students will write their
results in a formal lab.

.
3). The Human Body Research Project!
In this project students are to choose either a disease, a drug (with emphasis on the effect on the human
body), or a health care career that they would like to learn more about. The format will be as follows:
Scientists everywhere must present their data and experiment results to the public so that it can be reviewed,
critiqued, and understood. Scientists do this by attending conferences, presenting their data in public forum
such as a panel discussion, workshop, seminar, or presentation. Scientists may also publish their results in a
publication that is read by other scientists such as “Science”, “Nature”, etc. You are going to be responsible
for choosing a topic to present to the community (for Science Night – see section below). You will be able to choose the type of presentation that explains your understanding of
the scientific concepts.
Choose a role, format, audience and purpose. During this project you will have several choices on how you
want to present your research. Here are the different choices you will make:
Role: You will choose one role to take. You are a scientist that must present your data to the larger
community of peers, colleagues, teachers, administrators, and parents. You will take on a role and write from
this perspective.
Format: You will choose one format. The final version must be published in exactly this format.
Audience: On this one you can choose one or more than one. This is whom the piece is written for.
Purpose: You can choose one or more purposes for your presentation. This is why the piece is being written.
You should work toward achieving this goal.

How long should my research project be?
Your project should be long enough to answer all ten (10) of your research questions above in the role and
form for the audience and purpose that you have chosen. Estimate about two (2) full pages typed.

Project Timeline Due Dates Completed
Pick a Disease or Health Career: 02/04/11 
Final Project Description: 02/08/11 
Signed Letter Page: 03/11/11 
Finish Research: 04/09/11 
Project Rough Draft: 04/12/11 
Final Project & Presentations: 04/26/11 
Science Night & Presentations: 05/05/11 

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4). Science Night & Presentations – May 5, 2011
Mark your calendars! May 5, 2011 is Science Night. All Human Body Systems Research Projects will present on this night during a half-hour time slot. Students will be assigned to time slots based upon availability and student preference closer to the actual date. In the mean time, use the timeline herein and on your worksheet to make sure that you are making the best of your resources.

Students are expected to attend Science Night. We will not be presenting the projects in class; students will be presenting their projects to peers and the community at Science Night. Please plan to attend for at least your half-hour time frame it all possible. Alternative assignments are available but please know that the easier of the assignments is to present at Science Night.
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Thanks for attending to the email.
mabrewer

Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School. This is the sixth edition of many update emails to follow.

Please respond with any feedback about the email updates, daily reminders, etc., that you wish to comment on. Thanks.

In this mailing you will find:

1). What have we been doing in the last few weeks?

2). What will we be doing in the next few weeks?

3). First Semester Grades Comments and/or Questions

4). Long-Term Assignment for Science Night May 5, 2011

5). Field Trip March 1, 2011

.

1). What have we been doing in the last few weeks?

In the second quarter we investigated bacteria in our classroom using agar cultures in Petri dishes and learned that bacteria always reproduce exponentially. Students wrote their results in a formal lab.

We investigated the reproductive processes of plants by dissecting several flowers and learned the names of each individual part. Each student made a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants. Following that we focused our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects. We focused on being able to compare and contrast the similarities and differences between each phylum. Currently we are investigating fungus through several different types of labs: making cream soda to explore yeast and mushroom reproduction with spores, etc.

.

2). What will we be doing in the next few weeks?

In the second semester, we will address ecology and human interdependence of the environment by focusing on the of the importance of native and invasive species throughout our environment. The majority of our studies will focus the Human Body System by examining the circulatory system. We will have the opportunity to feel a sheep heart so that we could learn how the most important muscle in our body — the heart — looks and works.

We will focus our attention to the importance of the circulatory system and how it affects our overall health. We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will simultaneously be examining the importance of how health effects the ability of the heart to function effectively.

At the end of this unit students will have the opportunity to try their own expertise at developing an alternative blood vessel in much the same way that a bioengineer would test common materials. Students will write their results in a formal lab.

.

3). First Quarter Grades Comments and/or Questions

The first Semester concludes on January 27, 2011. All late and missing work must be submitted on this firm date in order to be counted and graded for the first semester final grade. Thanks for your efforts.

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4). Long-Term Assignment for Science Night May 5, 2011

The entire Science Department will be participating in Science Night May 5, 2011. The 7th grade will present either choose one of two types of a presentation: (1) a research project on the Human Body Systems related to diseases, drugs (and the effects on the body), or health care careers. (2) a terrarium/aquarium based inquiry scientific investigation. These will be discussed in class during the first week of February.

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5). Field Trip March 1, 2011

The 7th grade is going on a field trip! We are going to the National Geographic lecture series at Benaroya Hall and the Washington Park Aboretum on March 1, 2011. Look for information to come home during the second week of February.

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Thanks for your support and understanding.

mabrewer
http://www.mrbrewer.org

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Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School.

This is the fourth edition of many update emails to follow. I send regular updates about the class once a month throughout the year. Please encourage other parents/guardians that you are in contact with to subscribe with for these updates by following the link: http://wp.me/pPBhk-G.

In this mailing you will find:

1). Reflections on the Thanksgiving Holiday

2). What have we been doing in the last few weeks?

3). What will we be doing in the next few weeks?

4). The “Science Journal Grading” & “Science Journal Take Home Quest” Assignments.

5). Archived additions of the Email Update

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1). Reflections on the Thanksgiving Holiday

The holiday seasons are upon us and I wish everyone to enjoy the time together. Throughout the season consider ways to honor the many cultural values and experiences of the diverse friends and families that comprise our communities. Each year I am reminded of the importance of multiple perspectives surrounding the celebration of holidays. In years past, Seattle School District Caprice D. Hollins, Director of Equity & Race Relations, Willard Bill, Jr., Program Manager Huchoosedah Office of Native American Educ., and Janine Tillotson, Consulting Teacher Huchoosedah Office of Native American Educ. sent a mailing about this theme. I want to share an excerpt from that letter that I find especially relevant and informative.

“Thanksgiving is a holiday which can be a particularly difficult time for many Native American students. The link below suggests some ways that might prove sensitive to their experiences and perspectives of this holiday and still make it meaningful for everyone.

“Myth #11: Thanksgiving is a happy time

“Fact: For many Indian people, “Thanksgiving” is a time of mourning, of remembering how a gift of generosity was rewarded by theft of land and seed corn, extermination of many from disease and gun, and near total destruction of many more from forced assimilation. As currently celebrated in this country, “Thanksgiving” is a bitter reminder of 500 years of betrayal returned for friendship.

“To learn more about deconstructing the myths surrounding Thanksgiving, visit the web site http://www.oyate.org/resources/shortthanks.html. Here you will discover ways to think critically, and find resources where you will learn about Thanksgiving from a Native American perspective.”

I share the Seattle School District goal of cultural competency in order to strive towards being inclusive and aware of the needs of all students. I, like the letter expresses, appreciate your willingness to think about the implications and impact of thinking about Thanksgiving in alternative ways.

It is my intent, as was the letter from the District, to inform about how we can celebrate holidays, while respecting and honoring the many ethnic and cultural backgrounds of the friends and families that comprise our communities. Thank you for your consideration.

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2). What have we been doing in the last few weeks?

Since the last update we have explored of the importance of genetic variation among the population, completed a few different models of DNA in order to build our foundational knowledge about the importance of this genetic code in our bodies.

We also began to investigate bacteria in our classroom using agar cultures in Petri dishes and learn that bacteria always reproduce exponentially. Students will write their results in a formal lab; this is to be turned in on Friday December 3, 2010. Please note your responsibility for the lab: [*Student Responsibility — Lab Plan*
(25pts), Peer Edit* (25pts), Data Table/Diagram* (25pts)] for the lab and my responsibility [**Teacher Responsibility — Final Lab Graded w/ Rubric**
(25pts)].

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3). What will we be doing in the next few weeks?

We will investigate the reproductive processes of plants by dissecting several flowers and learning the names of each individual part. Each student will be asked to make a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants as well as transpiration. Following that we will focus our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects. We will conduct a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences.

.

4). The “Science Journal Grading” & “Science Journal Take Home Quest” Assignments.

Please expect two upcoming assignments that will ask students to go beyond the normal way of doing things: (1) “Science Journal Grading” & (2) “Science Journal Take Home Quest” .

Here is a bit more detail on each:

(1) “Science Journal Grading”: This assignment provides an opportunity to ensure that the journal is reflective of class work and meets the expectation of learning that is required throughout our course. Students will be expected to have a complete table of contents, page numbers on every page, a clear title on every page, and that the journal is neat and organized throughout.

(2) “Science Journal Take Home Quest”: This assignment contains two parts: one for the student and one for the family adults. Students are expected to look reflectively at the assignment and journal together with an emphasis on how to improve the use of their journal. Family adults are expected to look at the journal and have their young scholar teach them something from the journal. This is your chance to observe the quality of the journal and express concerns that begins a dialogue of how best to improve performance and accountability of your young scholar.

You should look for these assignments in the first week of January 2011. As always, please email with any questions that you may have.

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5). Archived additions of the Email Updates

Archived additions of the Email Updates are available on my blog webpage: http://mabrewer.wordpress.com/.

If you are in contact with other parents/guardians who have not received these updates, please direct them to the Source to locate the link above. Also please ask them to email me so that I may add them to the list.

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Thanks for your support.

mabrewer
http://www.mrbrewer.org

Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School. This is the third edition of many update emails to follow. I send regular updates about the class once a month throughout the year. Please encourage other parents/guardians that you are in contact with to subscribe with for these updates by following the link: http://wp.me/pPBhk-G.

Please respond with any feedback about the email updates, daily reminders, etc., that you wish to comment on. Thanks.

In this mailing you will find:

1). What have we been doing in the last few weeks?

2). What will we be doing in the next few weeks?

3). First Quarter Grades Comments and/or Questions

.

1). What have we been doing in the last few weeks?

We concluded the first quarter with explorations of the importance of genetic variation among the population. We conducted an investigation about DNA in order to build our foundational knowledge about the importance of this genetic code in our bodies. We built two models of DNA in order to understand the importance of the protein bases (adenine, thymine, guanine, and cytosine) as well as the base pairings (adenine & thymine; cytosine & guanine) to understand the molecular structure. We attempted to learn how DNA codes for information by combining sequences of amino acid codons.

We concluded the first unit of the nature of living organisms with an online test that targeted understanding of the structure and function of the cell and living organisms. More on the results of this test are detailed in Section #3 below.

.

2). What will we be doing in the next few weeks?

In the second quarter we will investigate bacteria in our classroom using agar cultures in Petri dishes and learn that bacteria always reproduce exponentially. Students will write their results in a formal lab.

We will investigate the reproductive processes of plants by dissecting several flowers and learning the names of each individual part. Each student will be asked to make a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants. Following that we will focus our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects. We will conduct a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences. We will conclude the quarter addressing ecology and human interdependence of the environment by focusing on the of the importance of native and invasive species throughout our environment.

In the third and fourth quarter we will be our studies of the Human Body System by examining the circulatory system. We will have the opportunity to feel a sheep heart so that we could learn how the most important muscle in our body — the heart — looks and works.

We will focus our attention to the importance of the circulatory system and how it affects our overall health. We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will simultaneously be examining the importance of how health effects the ability of the heart to function effectively.

At the end of this unit students will have the opportunity to try their own expertise at developing an alternative blood vessel in much the same way that a bioengineer would test common materials. Students will write their results in a formal lab.

.

3). First Quarter Grades Comments and/or Questions

The first quarter concluded on November 5, 2010. There are two assignments that seem to be developing questions about grading and point value: the Eoldea & Paramecium Comparision Lab and the Is It Made of Cells? Assessment.

The Elodea & Paramecium Comparison Lab was graded on completion and accuracy. Student were given three days in class to complete this lab. Students were to base their knowledge on what they had observed throughout the unit using the microscopes, journal notes, resources provided in class, and other relevant materials. The major objectives including stating similarities between two eukaryotic cells (animal and plant) as well as the differences between animal and plant cells and between a single-celled organism and a multi-celled organism. The lab was valued at 100 points because it is the culminating performance assessment of the unit involving microscopes and definitions of the structure and function of living cells. Students received a “credit (cr)” or “incomplete (inc)” if the work did not reflect the knowledge and performance that was achieved through the classwork and/or that the time in class to complete this assignment was not used to best the students’ ability.

The Is It Made of Cells? Assessment was completed in class using the available school computers. The test consisted of three parts and students were not allowed to use their journals and/or notes. Part 1 provided a list of several items and asked students to evaluate whether these items were made up of cells or once made up of cells. Part 2 provided a website to refine the level of complexity of items that are made of cells and that make up cells and asked students to revisit the list. Part 3 addressed the function of living organisms by specifically comparing items that are done only by plants, only by animals, or by both. The assessment proved to be more difficult for students than I had intended and thus everyone was given a “satisfactory (s)” and the test was not counted for a grade. We will revisit this concept at a later date in the next quarter after some re-evaluation of the materials; this will focus mainly on the difference between single-celled organisms and multi-celled organisms and items that make up cells and items that are made of cells.

One skill that I did not teach in regards to both of these assignments that is an expectation of all students and assumed to be important at all times is the reading of directions. Please encourage your student and/or yourself to read directions carefully. If at any time you do not understand, advocate for yourself and ask for help. If you do not ask for help you cannot receive help on what it is that you do not understand.

Thanks for your support and understanding.

mabrewer
http://www.mrbrewer.org

Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School. This is the second edition of many update emails to follow. I will send regular updates about the class once a month throughout the semester. Please encourage other parents/guardians that you are in contact with to subscribe with for these updates by following the link: http://wp.me/pPBhk-G.

Please respond with any feedback about the email updates, daily reminders, etc., that you wish to comment on. Thanks.

In this mailing you will find:

1). What have we been doing in the last few weeks?

2). What will we be doing in the next few weeks?

3). The Assignment Calendar, The Source and my Website.

4). Archived Additions of the Email Update

5). Thanks for coming to Curriculum Night!

.

1). What have we been doing in the last few weeks?

We began the year with an exploration of general concepts about the nature of science, an exploration of living organisms through investigations with microscopes and experiments. We have been working to enhance our skills of finding microscopic organisms in order to better differentiate characteristics that define each kingdom of life. We ended this unit with a treasure hunt, using the microscopes, to find as many of the organisms in each kingdom that we could.

.

2). What will we be doing in the next few weeks?

We will conclude the first quarter with our explorations of the importance of genetic variation among the population. We will conduct an investigation about DNA in order to build our foundational knowledge about the importance of this genetic code in our bodies.

In the second quarter we will investigate bacteria in our classroom using agar cultures in Petri dishes and learn that bacteria always reproduce exponentially. Students will write their results in a formal lab.

We will investigate the reproductive processes of plants by dissecting several flowers and learning the names of each individual part. Each student will be asked to make a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants. Following that we will focus our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects. We will conduct a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences. We will conclude the quarter addressing ecology and human interdependence of the environment by focusing on the of the importance of native and invasive species throughout our environment.

In the third and fourth quarter we will be our studies of the Human Body System by examining the circulatory system. We will have the opportunity to feel a sheep heart so that we could learn how the most important muscle in our body — the heart — looks and works.

We will focus our attention to the importance of the circulatory system and how it affects our overall health. We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will simultaneously be examining the importance of how health effects the ability of the heart to function effectively.

At the end of this unit students will have the opportunity to try their own expertise at developing an alternative blood vessel in much the same way that a bioengineer would test common materials. Students will write their results in a formal lab.

.

3). The Assignment Calendar, The Source and my Website.

On The Source Class Page you will find links to the following pages on my Website:

– my home page, which includes some information about me (by clicking on “About” in the menu bar);

– the class assignment calendar, provided by Google Calendars — please use the links to subscribe to receive daily reminders. http://mrbrewer.org/Pages/calendarSCI7.php

– the class webpage, which includes information about assignments, class notes, and archives of email updates.

Please visit my webpage, http://mrbrewer.org, for more information about class information, assignments, readings, and me.

As grades are posted on the source, if ever you notice a mistake in your grade, please bring these to my attention and I will respond appropriately. Either I have mistakenly entered the students grade in the computer while transcribing from my written grade book or there is a mistake on the computer version regarding total points. Additionally, if I have listed an assignment as “missing” and you know that you (the student) know that you have turned it in and received a score, show me the evidence and I will correct your score accordingly.

.

4). Archived Additions of the Email Update

Archived additions of the Email Updates are available on my webpage: http://mabrewer.wordpress.com

If you are in contact with other parents/guardians who have not received these updates, please encourage them to subscribe with for these updates by following the link: http://wp.me/pPBhk-G.

.

5). Thanks for coming to Curriculum Night!

Thank you for coming to visit the school. Thanks again for your generous Lab Donations to start the year. Your support will allow us to provide the best resources and opportunities that we can. If you wish to donate in the future, please make checks payable to “Eckstein Middle School.”

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Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School. This is the first edition of many update emails to follow. I will send regular updates about the class once a month throughout the semester. Please encourage other parents/guardians that you are in contact with to subscribe with for these updates by following the link: http://wp.me/pPBhk-G.

My apologies for the multiple posts in the last few days as I rationalize a few logistics regarding the first issue.

In this first mailing you will find:

1). The Scope of the Class
2). Grading Policies & Homework Expectations
3). I Missed an Assignment: How Do I Find Out About Past Assignments?
4). The Assignment Calendar, The Source and my Website.
5). Missing Assignments & Labs and Late Homework Policy.
6). Thanks for the Donations!

*

1). The Scope of the Class

Life Science is another word for Biology, the study of life. We are going to stick close to the curriculum presented in these Kits: Diversity of Life, The Human Body, Our Genes, Our Selves, and Youth Take Heart. These are dynamic and exciting—they are all about inquiry science. “What is inquiry science?” you ask. It means we will be doing lots and lots of hands-on investigations and experiments. Roll your sleeves up and get ready to dissect, collect, draw, observe, design, test, document, hypothesize, and more.

We will first tackle the Diversity of Life and Our Genes, Our Selves kits. Get ready for DNA, cells and microscopic life. Did you know that if you added up the mass of every living thing on Earth that bacteria would be more than 50% of the total? Amazing since they are almost impossible to see even in a microscope! We will finish with a special project of your choosing, with presentations. More about this as the time approaches.

We will end the semester with the mysterious, the miraculous, the incredible Human Body & Youth Take Heart (which hopefully will not be as mysterious when we finish, but still miraculous and incredible). Do you know the importance of a system?

Assessment will be in the form of:

Your teacher’s observations while you work in class.
Peer Assessment
Your science notebook (writing, reading, drawing, calculation)
Participation and discussion
Homework & Terrarium/Aquarium & Typed Formal Lab
Quizzes (closed book) & Tests (open book)
Regular Challenges

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2). Grading Policies & Homework Expectations

Grading I beleive that the fundamental component of education is understanding, but, above all, understanding the means to learn is more important in the end than the facts needed to simply pass an exam. Grading combines knowledge from social sciences, environmental studies, science, technology, and the arts allows individuals with a variety of learning styles and intelligences to succeed in an experiential educational setting. It is important to provide a learning environment that enables the achievement of all six facets of understanding (explanation, interpretation, application, perspective, empathy, self-knowledge) throughout the learning process with clear intention of desired goals and standards.
All assignments, papers and exams will be graded using the following criteria.
• Journal/Participation: 10%
• Tests/ Quizzes: 30%
• Assignments/Homework 10%
• Labs & Projects 50%

• Exceeding Standard (ES) – I got it & I can teach it!
• Meeting Standard (MS) – I got it!
• Approaching Standard (AS) – I get it but not clear!
• Below/Not-Meeting Standard (NS) – I don’t get it or effort is not accurate and/or comprehensible!
• No Effort Attempted/Did Not Start (DNS)
According to School District Policy, students must meet the minimum requirements of a Letter “D” grade to pass the class.

NOTE: Standards based grading does not necessarily correlate with a 100-pt. (A-E) grading system, therefore please be aware that the actual grade may be reflected differently than is available and/or displayed on the Source webpage. The following table attempts to equitably distinguish between the five grades and correlate to the standards-based approach. Thanks for your understanding. Please see my website for information: http://mrbrewer.org/Pages/expectations.php#g.

Homework is assigned to complete many of the projects that we begin in class. Homework usually consists of a short written assignment to review the day’s lesson and short readings or handouts to read and prepare for the following day. Homework is assigned toward the end of the class period and we begin the assignment together. Homework is due the following day unless otherwise indicated. Students are expected to record the assignment in their planner and ask any questions regarding the assignment.

As you work on your assignments please consider the following:

q Neatness counts: pencil is preferred for written assignments, because we all make mistakes. Journals are stamped daily.

q It is important that you do your best on every assignment. If you do not understand get help. See Getting Extra Help.

q LATE WORK IS ACCEPTED FOR CREDIT (C Work)! any day after the day that the work is to be turned in!

q WORK WITHOUT A NAME OR PARTIALLY COMPLETED WORK IS CONSIDERED INCOMPLETE (D Work) even if turned in on time.

q WORK MISSED BECAUSE OF UNEXCUSED ABSENCES OR WORK NEVER TURNED IN WILL COUNT AS MISSING (E Work).

q Late work due to an excused absence or extension can be turned in for full credit under the following conditions:

q Extensions on any assignment will be granted only if asked in person or email one (1) day prior to the day to be turned in!

q Short-term assignments given out in your absence can be turned in late based on the number of days missed (for example if you were home sick for 3 days, a short- term homework assignment can be turned in 3 days after you return for full credit.

q Long-term assignments will have the same due date as the rest of the class unless unusual circumstances arise and an agreement is arranged with me AHEAD OF TIME.

q A test missed due to an excused absence must be made up in a timely manner- usually within a few days of returning.

Lab/Field activities must be made up within one week of your return. One day a week (Tues. or Thurs.), lab make- ups will be held during advisory/SH. If you miss the make-up day, you can no longer get credit for the lab and the lab will count as missing. 
Note: a few labs require perishable materials and cannot be made up.

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3). I Missed an Assignment: How Do I Find Out About Past Assignments?

All Assignments will be posted both on my website: http://mrbrewer.org/Pages/science7.php and the class calendar: http://mrbrewer.org/Pages/calendarSCI7.php — please use the links to subscribe to receive daily reminders.

A Master copy of all assignments completed in the Science Journal is available in the classroom at all times. Students may access this Journal during study hall and/or after school. This is the first place to check if you are absent.

You may find out if you are missing an assignment by checking your grade on the on The Source https://source.seattleschools.org.

I generally update my website every weekend; you can expect assignment for two week intervals to be available at all times. At times, however, I may need to amend the assignments that are posted with what is given in class depending, mostly, on student learning, comprehension and understanding. When in doubt, please email me and ask what the assignment is.

If you have any questions please be sure to email me for clarification.

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4). The Assignment Calendar, The Source and my Website.

As grades are posted on the source, if ever you notice a mistake in your grade, please bring these to my attention and I will respond appropriately. Either I have mistakenly entered the students grade in the computer while transcribing from my written grade book or there is a mistake on the computer version regarding total points. Additionally, if I have listed an assignment as “missing” and you know that you (the student) know that you have turned it in and received a score, show me the evidence and I will correct your score accordingly.

On The Source Class Page you will find links to the following pages on my Website:

- my home page, which includes some information about me (by clicking on “About” in the menu bar);

- the class assignment calendar, provided by Google Calendars — please use the links to subscribe to receive daily reminders. Also please respond with any feedback about the daily reminders, etc.; http://mrbrewer.org/Pages/calendarSCI7.php

- the class webpage, which includes information about assignments, class notes, and archives of email updates.

Please visit my webpage, http://mrbrewer.org, for more information about class information, assignments, readings, and me.

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5). Missing Assignments & Labs and Late Homework Policy.

First and foremost, it is important that all assignments are turned on the day that they are due, otherwise credit cannot be earned.

Assignments that are completed in the Science Journal are not considered late until all ten assignments have been completed, which allows students to make up work that they may have missed and/or been unable to complete in class. Because the Science Journals are kept in class, it is the students responsibility to complete this work during study hall or after school. I may occasionally issue a pass for this purpose, but a good student will advocate for themselves and responsibly complete the work.

Missing Labs that are completed in class will require at least one day after school to make up the lab. Most likely this will be on a Tuesday because I also coach JV soccer on Monday and Thursday; later in the semester there will be more options. Please plan this into your schedule as you make arrangements to miss school and make up work. For your information, most teachers will require this time to make up work, as we cannot usually get this done in class time as we move forward and because homeroom is too short to complete, especially, a science lab (let alone get started). Thanks for your understanding regarding this time.

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6). Thanks for the Donations!

Thank you for your generous Lab Fee donations to the Science Department. Your support will allow us to provide the best resources and opportunities that we can. If you wish to donate in the future, please make checks payable to “Eckstein Middle School.”