6 South Science

• My Education

• My Learning Profile

• The Year at a Glance
• State Standards
• Grading Procedures
• Parent Involvement
• Homework Assignments
• Resources
• Current Project

My Education

I grew up in northeastern Indiana. My parents are both retired teachers: my dad taught German and World Civilization at Indiana-Purdue University in Fort Wayne, and my mom taught 8th grade English at Auburn Junior High. I graduated from North Side High School in Fort Wayne in 1992 and then went to Indiana University where I received a Bachelor's Degree in Biology with a minor in English. From Indiana University, I came to University of Illinois where I received a Master's in Natural Resources.  While I was earning my Master's degree, I researched a prairie bird called the Henslow's Sparrow.  I also had the opportunity to teach a biology lab to help pay for my tuition fees.  It was during that time that I realized how much I love teaching.  So I earned another Master's in Curriculum & Instruction.  I did my student teaching at Edison Middle School and Urbana High School and began teaching at Franklin in 2003-04.  

Classroom Expectations

My Learning Profile
The Keirsey Bates Temperament Sorter states that, as an Idealist, I represent only 3% of the total population. The "CHAMPIONS" (eNFp) within that category best describes my personality characteristics. Like other champions, I am more interested in concepts and ideas than details. I like cooperative efforts in achieving goals, and I am informative and extraverted when relating with others. It is easy for me to become dedicated to a worthy cause. The most difficult personality type for me to understand or relate to is the type referred to as the Guardians.  

THINKING & LEARNING
Thinking Style - I am definitely random abstract! Dealing with concrete sequential thinkers is a challenge for me.
Brain Dominance - RIGHT! Although we all know that left and right brain dominance are generalities, not absolutes, I can definitely feel my comfort zone in right brain activities. My score was off the charts to the right. I view things from whole to parts, and that is why I prefer to learn by taking a topic from top to bottom, or by stringing facts together to see how they create a bigger picture. I also learn best through people and emotions rather than strictly facts and structure. 
Multiple Intelligences - The two intelligences that I am strongest in are visual/spatial then verbal/linguistic. The most uncomfortable intelligence for me to use is the mathematical logical.
 Peak Learning- Peak learning times for me are from 11:00 a.m. to 9:00 p.m. and my preferred learning environment is casual and relaxed with free movement. Classrooms with limited graphics, no interaction, and a sixty minute verbal lecture are very frustrating and confining for me. Without graphics and interaction my ability to recall content is drastically reduced. 

INFLUENTIAL PEOPLE
The men I admire most are the ones that have had historic impact because of their commitment and vision, like Moses, the reluctant leader, Oscar Schindler, the man who used his power and influence to protect Jews during the Holocaust, Martin Luther King who showed this nation the power of one man's dream, and Jamie Escalante, the teacher who refused to compromise and consequently opened doors of opportunity for countless underprivileged students. I'm inspired by the common idea of liberation through sacrifice that each man demonstrated.

HOW I COMMUNICATE
I love brainstorming and forming new ideas with other creative thinkers. Watching ideas change and evolve based on contributions of others is very exciting to me because I view the final group thought as being far more valuable than any individual contribution. I easily get frustrated with people who want to rush through ideas just to check off a task on a Do List. Quality of ideas are very important to me. I also get frustrated with people who cannot set aside their current beliefs to play with new ideas and see how they might prove beneficial, or people who get caught up in insignificant details when we are trying to first brainstorm a big picture view. I am interested in "What if...", and I'm usually annoyed with people who cannot contribute or  engage in "What if..." scenarios.

A Year At A Glance

Want to know what you will be learning in the 1st, 2nd, 3rd or 4th quarter? Check out the course outline for the year for a week by week run down of what we will be studying.  Course Outline

6th Grade Science Timeline

State Standards
Science is a creative endeavor of the human mind. It offers a special perspective of the natural world in terms of understanding and interaction. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts.  To learn more about the state science standards go to the following website.    http://www.isbe.state.il.us/ils/science/science.html

Grading Policy
For most of the projects that students work on there will be a Rubric that clearly describes what I am looking for in the project.
 

Parent Involvement
Parental/Guardian involvement is extremely important for the success of the student in science class.  It is important that both the teacher and the parent/guardian communicate effectively with each other in order to ensure consistency.  I strongly encourage parent/guardian participation in science so that their child can have the best chance for a successful year.   I hope to consistently communicate with you about both the positives and the concerns regarding your child.  Please feel free to contact me whenever you have questions or concerns.

Ways for you to get more involved:

• Communicate with your child's teachers via phone or email.

• Check your child's assignment notebook on a daily basis.  He/she will be writing in it daily!

• Check our team website for grades and upcoming events.

• Make arrangements to come visit your child's classes.

• Make an appointment to meet with us.

• Volunteer in class or come with us on field trips.

• Attend Open House in the fall and/or spring.

• Set up a time to meet with teachers during parent-teacher conferences.

We want you to be part of our team! 

Resources
 

Homework Assignments
 

	Kinesthetic – Explore the dance craze of Forties, swing dancing. Watch the movie, Swing Kids, and analyze what the dance movement represented to the teenagers featured in the movie. Why was involvement in a dance representative of everything the war was about? What could have caused the rapid popularity of the new form of dancing? What did the dance ultimately represent for the young characters in the movie? Swingdance and U.S. Swing Dance Council
	Visual Spatial – Explore artwork from WWII seen in propaganda advertising, recruiting and film genre. How were propaganda images used to influence the mainstream views on the war? Propaganda Posters of World War II
	Verbal Linguistic – Listen to speeches online from the era and summarize the powerful and inspirational parts of the speeches. Great American Speeches
	Interpersonal – Consider primary source documentation from the era and present the emotional effect the war had on the different groups involved. Memories of War
	Intrapersonal – Analyze the reasons soldiers were recruited into the war. What were the driving influencers? What would your primary motivator be to participate in the war effort? Memories of War
	Mathematical – Analyze statistics from the war on size of armies, number of ships, etc. to determine if the war was consistent with probability. Statistics of World War II
	Musical/Rhythmic - Research the most popular songs of the War era. What were the consistent themes found in the songs? What impact do you think music and lyrics had on the different groups involved? Are any of the themes represented in the War era found in popular songs today? If not, what do you see as the main difference? Rockin' Woman or Live! Popular Songs from the Forties
	Naturalist – Explore the effects of war on the environment. What were the long-term and short-term effects on the environment? The Atomic Bomb Radiation Effects Research Foundation

Activity: Find websites that will allow learners to approach a topic in your online curriculum from each of the 8 multiple intelligences as seen in the example above. Each approach will be graded on a 3 point rubric providing a total of 24 points for the multiple intelligences. An additional 3 points will be given for setting the stage for the learning adventure. Write an introduction to the learning presenting the problem and possible entry points for students. This must be complete and posted to your portfolio before Class 10 which includes time for you to discuss what you have created with your peers and Mentor as an informal check for understanding. You will have an opportunity to share your final product in Class 15. Review the Multiple Intelligences Rubric before beginning your work. To see an example of a multimedia project, view Living Through Conflict. You are not expected to put your websites into a presentation like this. You will do that in a later course, but this will give you an idea of where you are headed.