Oyster Adams Bilingual School 

 

7th grade Life Science

8th Grade Physical Science

 

Mr. Hoeksema

 

 

Announcements:

 

Field day is tomorrow! Check the list below to see which team you're on. Each team is responsible for wearing an article of clothing that is the same color as the name of the team.

 

 

TEAMS

 

TEAM RED
01. Nixon  PÉREZ
02. Jesly  Alvarez
03. Jennifer GARCÍA-REALES
04. Otto Euller
05. Brian Herrera-Morales
06. Pamela Miranda
07. Kimberly Rivera
08. José Salmerón

 

 

TEAM GREEN
01. Juan ALFARO RIVERA
02. Charity ASCHENBRENER
03. Brian Reyes
04. Karla Castillo
05. Ariana PAREDES-Vincent
06. Jhoana Herrera
07. Jennifer TENEYCK
08. Michael Song

 

 

TEAM ORANGE
01. Emily  Vanegas-Martínez
02. Nohelia Toribio
03. Veljan MitrovskI
08. Harry Martínez-Santos
12. Norberto Strauths
04. Elizabeth Caspari
05. Ernesto DOSSMAN
06. Gabriela ESCOBAR

 

 

TEAM BLUE
01. Grecia ANCHORENA
02. Kelly Cruz
03. Stephanie Guzmán
04. Rodrigo Umanzor
05. Delphine Uriburu-Wilder
06. Samuel Schwarzwalder
07. Zoe Gatti
08. Ainsley ROMAN

 

 

 

TEAM YELLOW
01. Marcela MEJÍA
02. Abdul GOUMOU
03. Román Moretta
04. Linda Diana Chicas
05. Daniela Benavides
06. Jennifer Betancourt
07. Oscar Fuentes
08. Aren Armand Sahakyan

 

 

TEAM PURPLE
01. Diana Blanco
02. Aldair REYES
03. Michelle MELCALT-HEEP
04. Fátima Meléndez
05.
06. Ashley DE LEÓN
07. Asia Hart
08. Hugo Duque-Orinque

 

 

 

TEAM WHITE
01. Elena Montser Beeley
02. Rebecca GARCÍA-MORENO
03. Brenda Pérez
04. Ronit Abigail Schorr
05. Marcelle Snead
06. Mauro CRUZ
07. Alexander Umanzor
08. Jennifer VELÁSQUEZ

 

 

 

TEAM pink
01. Andrea Guerra
02. Nathan MERINO
03. Rosita QUINTANILLA
04 A mielia Wilson
05. Emilio Monzón
06. Sohrab Pasikhani
07. Banisha Moore
08. Aldair REYES

 

 

 

 

 

 

 

 

 

 

 

Welcome to Mr. Hoeksema's PbWiki.

 

Click on your class link below for assignments, schedules, and agendas.

 

7th Grade Science Group 1

 

7th Grade Science Group 2

 

8A Science

 

8B Science

 

 

 

Useful links:

 

8th Grade Course Outline 

7th Grade Course Outline

SCIENCE FAIR 2009

 

 

 

 

 

Organization of the Learning Standards

 

The goal of science education is to teach students the fundamental concepts of the earth, life, and physical sciences and the connections across these domains. Each of the divisions of science has its particular approach and domain, and when taken together they present a coherent view of the world. We encourage an understanding that much of the scientific work done in the world draws on multiple disciplines. Connecting the domains of natural science with one another — and with mathematical study — and then making practical applications through technology is a goal of science education.

 

Another goal is to teach students about the active process of investigation and the critical review of evidence. Gathering and evaluating information, perceiving patterns, and then devising and testing possible explanations about the scientific content they are learning prompts students to become independent and critical thinkers. In addition to “hands-on” experiences, students require “minds-on” experiences. Rigorous science methods and thought processes have application well beyond the bounds of science to support learning goals in all subject areas and pathways in life. Thus scientific investigation in the early grades begins with simple exploration and progresses to increasingly organized and sophisticated science investigations in higher grades. Students need to draw on all of these skills, habits of mind, and subject matter knowledge to participate fully in the intellectual and civic life of American society, and for further education in those areas if they seek it.

 

At the middle school level, the standards adopt a discipline-based approach. Specifically:

 

• Grades 6 through 8 focus on one of each of the domains: Grade 6 on earth sciences; grade 7 on life sciences; grade 8 on physical sciences. Standards are listed under key areas of study, noted by topic headings (e.g., human body, kinetic energy).

 

 

GUIDING PRINCIPLES TO EFFECTIVE SCIENCE EDUCATION

 

 

The guiding principles present a set of tenets about effective pre-K through grade 12 programs and instruction in science. These principles articulate some ideals of teaching and learning, and administering effective science programs in the D.C. Public Schools. They show how educators may create educational environments characterized by curiosity, persistence, respect for evidence, and open-mindedness, balanced with healthy skepticism and a sense of responsibility.

 

 

GUIDING PRINCIPLE I

 

Scientific explanations are always subject to change in the face of new evidence.

 

Ideas with the most durable explanatory power become established theories. A key criterion of science is that it provides a clear, rational, and succinct account of patterns in nature that are based on data gathering and analysis and other evidence obtained through direct observations or experiments, and reflect inferences that are broadly shared and communicated.

 

 

GUIDING PRINCIPLE II

 

An effective program in science is integrally related to mathematics.

 

Mathematics is an essential tool for scientists and engineers because it specifies in precise and abstract (general) terms the many attributes of natural phenomena and manmade objects and the nature of relationships among them. Mathematics also facilitates precise analysis and prediction.

 

Because of the central importance of mathematics to science, all teachers, curriculum coordinators, and others who help to implement these standards must be aware of the level of mathematical knowledge needed for each science course at the high school level and ensure that the appropriate mathematical knowledge has already been taught or, at the least, is being taught concurrently.

 

 

GUIDING PRINCIPLE III

 

An effective program in science addresses students’ prior knowledge and misconceptions.

 

Teachers must be skilled at unearthing inaccuracies in students’ prior knowledge and observations, and in devising experiences that will challenge those mistaken beliefs and redirect student learning along more productive routes.

 

Children can hold onto misconceptions, even while reproducing “correct answers” to questions. For example, young children may repeat that the earth is round (as they have been told) while continuing to believe that the earth is flat, which is what they can see for themselves.

 

The students’ natural curiosity provides one entry point for learning experiences designed to remove students’ misconceptions in science.

 

 

GUIDING PRINCIPLE IV

 

Investigation, experimentation, and problem solving are central to effective science education.

 

Investigations introduce students to the nature of original research, increase students’ understanding of scientific and technological concepts, promote skill development, and provide entry points for all learners. Puzzlement and uncertainty are common features in experimentation. Students need time to examine their ideas as they learn how to apply them to explaining a natural phenomenon or solving a design problem.

 

Opportunities for students to reflect on their own ideas, collect evidence, make inferences and predictions, and discuss their findings are all crucial to growth in scientific understanding.

 

When possible, students should also replicate in the classroom important experiments that have led to well-confirmed knowledge about the natural world. By carefully following the thinking of experts, students can learn to improve their own problem-solving efforts.

 

(1) Guiding Principles II-VI were edited and adapted from the Massachusetts Framework

 

 

GUIDING PRINCIPLE V

 

Students need opportunities to talk about their work in focused discussions with peers and with those who have more experience and expertise.

 

Scientists work as members of their professional communities where ideas are tested, modified, extended, and reevaluated over time. Thus, the ability of scientists to convey their ideas to others is essential for these advances to occur. This communication can occur informally, in the context of an ongoing student collaboration or online consultation with a scientist or engineer, or more formally, when a student presents findings

 

from an individual or group investigation. Effective communication of scientific and technological ideas requires practice in making written and oral presentations, fielding questions, responding to critiques, and developing replies.

 

 

GUIDING PRINCIPLE VI

 

Implementation of an effective science program requires district-wide planning, collaboration with experts, appropriate materials, support from parents and community, and ongoing professional development.

 

Middle school teachers have the right to expect that students coming from different elementary schools share a common set of experiences and understandings in science, and that the students they send on to high school will be well prepared for what comes next. Implementation also requires extensive professional development. Teachers must have the content knowledge and the pedagogical expertise to use the materials in a way that enhances student learning. A well-planned program for professional development should provide for both content learning and content-based pedagogical training. At the secondary level, each area of science study needs to be taught by teachers who are certified in that area.

 

Introduction of a new science program can be more effective when families and community members are brought into the selection and planning process. Parents who have a chance to examine and work with the materials in the context of family nights or science fairs or other occasions will be able to better understand and support their children’s learning. The District of Columbia is particularly fortunate to have much local talent from the science community willing and able to lend expertise to assist with the implementation of the new standards. Teachers and administrators should invite scientists, engineers, higher education faculty, representatives of local businesses, and museum personnel to help evaluate the planned curriculum and enrich it with community connections.

 

The science standards that appear on the following pages present a vision of a scientifically literate student population prepared to meet the demands of our 21st century world. To achieve this vision will require a vast and significant process that will extend over many years and will require hard work. In using this document to guide that work, we have the opportunity to demonstrate to the nation, here in its capital, that our students – America’s students– can compete anywhere in the world in the all-important disciplines of science. The district is up to the challenge.

 

Copyright, 2008 Gamatech, Hoeksema, and Massachusetts Framework.