8th Grade Science

 Instructional Philosophy
With the successful completion of a science course, students should be expected to look at the world around them making logical connections to science concepts. Differentiation and inquiry are strong components used to engage the student in learning scientific concepts. Each student deserves to learn, and an effort should be made to connect with each student to drive that learning. The use of kinesthetic, visual, and auditory based lessons encourages students to be successful, using their personal learning style. Engaging the students in activities and labs will build inquiry skills needed to be taken out into the student’s daily environment. Questioning possibilities, problem solving, and critical thinking skills can increase with the use of inquiry and builds well rounded citizens.
 

Course Expectations
·     Have homework several times each week.
·     Participate during in class discussion and cooperative learning opportunities.
·     Complete formal lab write-ups.
·     Create technology based projects and presentations.
 
Class Rules and Expectations 
Be Safe, Be Respectful, Be Responsible
·       Rules and guidelines set forth in the student handbook will be followed in this class. Any student who distracts other students or the instructor interferes with the learning environment and should expect consequences.
·       Attendance: Being in class, on time, is important for student success. Anyone entering the classroom after the bell has stopped ringing is tardy. Per school policy…
·       Electronic Devices: No electronic devices (cell phones, mp3 players, games, etc.) are permitted to be seen, heard, or used in the classroom at any time, per school policy… 
 
District Grading Policy
 
Grading Scale/Calculation
All coursework and assessments are judged based on the level of student learning from “below basic” to “advanced.” This course will provide multiple opportunities to achieve at the “proficient” to “advanced” levels. Students are evaluated based on a proficiency scale or project rubric.
 
A final score for each reporting topic/standard will be determined using a trend score. A trend score looks at the progression of learning throughout the unit of study or the course and puts greater emphasis on the increased achievement at the end of learning. All coursework and assessments are important for student learning and should be completed to provide evidence of learning. If multiple assignments or major assessments (final exam) are not completed, zeros will be given and the grade for the topic/standard will be determined by averaging.
 
At the end of a grading period, scores for each reporting topic/standard will be averaged using assigned weights. This weighted average is converted to a letter grade using this grading scale for the 2012-2013 school year.
 
A = 3.51 – 4.00
A-= 3.01 – 3.50
B = 2.51 – 3.00
B-=2.01 – 2.50
C = 1.51 – 2.00
D = 0.76 - 1.50
F = 0.00 – 0.75
 
 
Proficiency Scales
Proficiency scales for this course are available upon request 
 
Redoing/Revising Student Coursework
 
  1. Students are responsible for completing all coursework and assessments as assigned.
  2. Students will be allowed redos and revisions of coursework for full credit as long as they are turned in during that unit of study while a student still has an opportunity to benefit from the learning. When time permits, teachers should allow the redoing or revising of summative assessments.
  3. Students are expected to complete assessments when given to the class, or if a student was justifiably absent, at a time designated by the teacher.
  4. Redoing, retaking or revising will be done at teacher discretion in consultation with the student and parent(s). Teachers may schedule students before, during, or after school to address needed areas of improvement if not convenient during class. The time and location for redoing, retaking or revising will be done at the teacher’s discretion in consultation with the student and parent(s).
  5. Scores for student work after retaking, revising or redoing will not be averaged with the first attempt at coursework or assessment but will replace the original score.
 
Independent Practice
The role of independent practice is to develop knowledge and skills effectively and efficiently during the unit of study. Independent practice helps guide the learning process by providing accurate, timely and helpful feedback to students without penalty.
 


Image

Mrs. Larson

Contact

Mrs. Lisa Larson

Room:  204

Ext:  7328

lisam.larson@ops.org