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Students are shown multiple images and/or short videos, then do do turn and talks as well as analysis before class lesson or unit.

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Ten years later, BP oil spill continues to harm wildlife—especially dolphins

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Some species, such as brown pelicans, have rebounded, while long-lived species have been hindered for generations. Still, data is scarce.

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Detailed lab, CER and data/graphing performance assessment is in google classroom

Students Taught DCI, SEP, CCC and CER using inquiry, exploration and (Click pink link for) Bozeman Science videos

*KESLER SCIENCE STATIONS LABS
include hands on materials students read, write, research, make models, do labs for topic of Natural Resources & Oil Spills:
Engage
Explore
Explain
Elaborate
Evaluate

*Nearpod lesson on natural resources
*CER &  Performance Assessment
Graphing and analyzing data (Click below for NGSS practice and lesson enhancement)

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Improve math literacy in the classroom with Kelly Turner's Graph of the Week

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My lessons are in interactive slides that are integrated with Immersive Reader, an assistive technology that will enable students to translate the lesson into their desired language.  Ck12.org also is excellent for science literacy and simulations as well as content related videos and allows students to right click science articles and videos or simulation activities with several language options!

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Students are provided the information in text, pictures, diagrams, data tables, video, music, and verbal discussion.

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Vocabulary can be the friend or foe of any student. Front-loading the lesson with an interactive way for students to review the vocabulary at their own pace helps overcome this potential obstacle to learning.

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Take me through planning and an NGSS-based science lesson you would deliver to middle school students. Make  note of differentiation to 504, IEP'd, and EL students. Directions: NGSS ESSAY & LESSON PLAN. SCROLL DOWN EACH COLUMN & ACROSS 10 ROWS TO RIGHT ON PADLET:                        Class Time 50 Minutes      

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Take me through planning and an NGSS-based science lesson you would deliver to middle school students. Make  note of differentiation to 504, IEP'd, and EL students. Directions: NGSS ESSAY & LESSON PLAN. SCROLL DOWN EACH COLUMN & ACROSS 10 ROWS TO RIGHT ON PADLET:                        Class Time 50 Minutes      

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We have been remote all year until last week.  Now, we have some students in-person and some students remote.  I teach the both at the same time.

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Learning menus can help students work at their own pace. Since both my lessons and the learning menus are on Pear Deck slides, I can review them immediately and see which students need more support. I can then provide academic support to those students, while allowing the students who understand the lesson to continue on at their own pace.

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NGSS Standard                       (For more NGSS Details Scroll to right and see top tabs) 

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NGSS Standard                       (For more NGSS Details Scroll to right and see top tabs) 

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In addition to traditional tests, quizzes, labs, and hands-on projects, students are offered a variety of creative methods to express what they know. Choice boards empower students to choose how they want to express themselves.

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Chromebooks
Textbooks are physical and online
When in-person, we have access to various laboratory materials.

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For students to take an active part in trying to address the human impact of our increasing population on natural resources, students were challenged to design and build (either physically or virtually) a hydroelectric turbine. This is an example of what one of my students have done in the past.

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In addition to addressing the specific needs as listed in IEPs and 504 plans, I provide the following:
1. All lesson slides are provided to students in advance of the lesson
2. Written answers to all questions in the lesson are provided to the student after we review the material in class (so even students who cannot take notes will have access).
3. All videos are provided to the students so they can be re-watched.  Students can also use closed-captioning.  Written transcripts are provided for all BrainPOP videos.
4. A graphic organizer to help students take notes during the BrainPOP video.
5. Lesson text can be modified according to the student's needs using the Immersive Reader function in the Pear Deck slides.
This video and others were created in collaboration with Christine Boudreau a colleague who uploaded them to YouTube for new science teachers to use.

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I create virtual libraries for each topic so if students come to class early or want to read for a warm-up, they simply have to click on the book and it will take them directly to Epic Reader.

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Welcome! Click on a book on the bookshelf to read about natural resources.

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An interactivity can be completed independently, with a partner, or in a small group. It will give the student an opportunity to apply the skills and knowledge of the lesson to solving real-world problems. Working in groups will also help foster social awareness and promote individual responsibility (some of my students work much harder when in groups because they don't want to let their peers down).

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An exit ticket that provides the student a mechanism to reflect on the lesson can help reinforce what they have learned.

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In addition to interactive slides, students have an opportunity to prepare by playing interactive games easily differentiated and doing engaging simulations.

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ESS3.A: Natural Resources ▪ Humans depend on Earth’s land, ocean, atmosphere,  and biosphere for many different resources. Minerals,  fresh water, and biosphere resources are limited, and  many are not renewable or replaceable over human  lifetimes. These resources are distributed unevenly  around the planet as a result of past geologic  processes. (MS-ESS3-1) ESS3.B: Natural Hazards ▪ Mapping the history of natural hazards in a region,  combined with an understanding of related geologic  forces can help forecast the locations and likelihoods of  future events. (MS-ESS3-2) ESS3.C: Human Impacts on Earth Systems ▪ Human activities have significantly altered the  biosphere, sometimes damaging or destroying natural  habitats and causing the extinction of other species. But  changes to Earth’s environments can have different  impacts (negative and positive) for different living  things. (MS-ESS3-3) ▪ Typically as human populations and per-capita  consumption of natural resources increase, so do the  negative impacts on Earth unless the activities and  technologies involved are engineered otherwise. (MS ESS3-3),(MS-ESS3-4) ESS3.D: Global Climate Change ▪ Human activities, such as the release of greenhouse  gases from burning fossil fuels, are major factors in the  current rise in Earth’s mean surface temperature (global  warming). Reducing the level of climate change and  reducing human vulnerability to whatever climate  changes do occur depend on the understanding of  climate science, engineering capabilities, and other  kinds of knowledge, such as understanding of human  behavior and on applying that knowledge wisely in  decisions and activities. (MS-ESS3-5)

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ESS3.A: Natural Resources ▪ Humans depend on Earth’s land, ocean, atmosphere,  and biosphere for many different resources. Minerals,  fresh water, and biosphere resources are limited, and  many are not renewable or replaceable over human  lifetimes. These resources are distributed unevenly  around the planet as a result of past geologic  processes. (MS-ESS3-1) ESS3.B: Natural Hazards ▪ Mapping the history of natural hazards in a region,  combined with an understanding of related geologic  forces can help forecast the locations and likelihoods of  future events. (MS-ESS3-2) ESS3.C: Human Impacts on Earth Systems ▪ Human activities have significantly altered the  biosphere, sometimes damaging or destroying natural  habitats and causing the extinction of other species. But  changes to Earth’s environments can have different  impacts (negative and positive) for different living  things. (MS-ESS3-3) ▪ Typically as human populations and per-capita  consumption of natural resources increase, so do the  negative impacts on Earth unless the activities and  technologies involved are engineered otherwise. (MS ESS3-3),(MS-ESS3-4) ESS3.D: Global Climate Change ▪ Human activities, such as the release of greenhouse  gases from burning fossil fuels, are major factors in the  current rise in Earth’s mean surface temperature (global  warming). Reducing the level of climate change and  reducing human vulnerability to whatever climate  changes do occur depend on the understanding of  climate science, engineering capabilities, and other  kinds of knowledge, such as understanding of human  behavior and on applying that knowledge wisely in  decisions and activities. (MS-ESS3-5)