Vision and Goals

8th grade Science

2015-2016

Vision:
I believe in the future of my students. I will continuously challenge them, mold them, and mentor them
into leaders this world needs regardless of the disparities of their color, sexuality or religion.

Big Goal:
100% of students will achieve 80% mastery of our learning goals.
Students will know and be able to articulate their strengths and weaknesses within the content.
Students will be excited about becoming a scientist!

Explanation:
Middle School science builds upon the skills learned in previous grades to establish a strong
fundamental understanding of science. A mastery of skills set by the county will ensure success in future
science classes in high school and college. Mastering these skills also prepares students for careers in the
fields of medicine and environmental science. These goals will be instilled in 100% of my students to
achieve an 80% or higher on our learning goals. Learning goals will be measured by the unit
assessments, benchmark, mid-year and final exams.

All students, including special needs and FARM students will clearly articulate their weaknesses and
strengths in science based on their individual tracker. Knowing this will provide self-sufficiency and
belief in themselves beyond my classroom, high school and college.

Students entering in my classroom are scientists. Students will strive every day to become the Scientist
of the Week and wear the doctors coat. Students will understand that science in relative in all the
things they do in life. In many ways, students will be excited to do experiments, eager to ask questions
and confident in solving problems. Through content rigor, students will understand that science requires
vigilance, focus and precision in their work and learning.

Learning Goals:

Earth/Science:
Explain how sedimentary rock is formed periodically, embedding plant and animal
remains and leaving a record of the sequence in which the plants and animals appeared
and disappeared
Recognize and explain that fossils found in layers of sedimentary rock provide evidence
of changing life forms
Identify and explain celestial phenomena using the regular and predictable motion of
objects in the solar system.
Recognize and explain the effects of the tilt of Earth's axis
Cite evidence to explain the relationship between the hydrosphere and atmosphere.

Life Science
Recognize and describe that evolutionary change in species over time occurs as a result
of natural variation in organisms and environmental changes
 Chemistry
Provide evidence to explain how compounds are produced. (No electron transfer
Provide evidence to support the fact that the idea of atoms explains conservation of
matter
Describe how the motion of atoms and molecules in solids, liquids, and gases changes as
heat energy is increased or decreased.
Cite evidence and give examples of chemical properties of substances.
Provide evidence to support the fact that common substances have the ability to change
into new substances.

Physics
Develop an explanation of motion using the relationships among time, distance,
velocity, and acceleration.
Identify and relate formal ideas (Newton's Laws) about the interaction of force and
motion to real world experiences
Recognize and explain that energy can neither be created nor destroyed; rather it
changes form or is transferred through the action of forces.
Describe and cite evidence that heat can be transferred by conduction, convection and
radiation.
Identify and explain that heat energy is a product of the conversion of one form of
energy to another.

Environmental Science
Recognize and explain how human activities can accelerate or magnify many naturally
occurring changes.

Tracking Goals:
Student Individual Trackers
Personal Reflections
Data tables and graphs
Big Goal displayed in the front of the classroom
Class Tracker displayed in the classroom
Scientist of the Week displayed on the wall

Access:
I will encourage students on an individual basis to be involved in the community. I will inform
students of scholarship opportunities, afterschool programs, school organizations and college
ready programs.

Investment in Students:
Habits of Mind- Each habit of mind will be taught, modeled and practices. Illustrations of the
Habits will be displayed around the classroom. Students will know one habit a month and reflect
on how they tackled that habit.
Persistence
Managing impulsivity
Listening with understanding and empathy
Thinking and communicating with clarity and precision
Asking for help with humility/ offering help with kindness/ receiving help with gratitude
 Striving for accuracy
Responding with curiosity and awe
Taking responsible risks
Thinking about thinking
Thinking independently
Student Surveys- questions on what they like/hate the most about science and other
classes/basic contact information/goals/ambitions/how they like to learn/how do they study
Scientist of the Week- Students will be recognized weekly on their superior performance in class
that week
Shout-outs- Student names will be projected on the board for excellent academic work
Teamwork- Students will be working and communicating with each other, creating a strong
bond among classmates.
Edmodo- Students can contact me or any student directly on Edmodo. Student work and
assignments will also be posted on Edmodo for convenience.

Investment in Families:
Phone Calls- Introduction, welcoming
Syllabus- Parent understands the classroom goals, expectations and contact information
Scientist Newsletter- A newsletter is emailed monthly to show student progress and shout-outs
Back-to-School Night
Edmodo- Parents know of any work assigned to students every night
Positive Phone Call Home