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Myself, and my co-workers are here to teach you much more than just science this year. We are here to teach you how to look at the world differently, through the eyes of a scientist. We want you to apply the knowledge and skills acquired in our class to other parts of your life. We want you to question why things exist, why things happen, and how to collect information and data to discover the answers on your own or with our help. We are here to teach you how to make sense of the endless questions you may have about the scientific world around us. Our resources and information is something that you can take with you in and beyond our classroom environment. So welcome to our science class, lets begin our exploration!

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Reflection practices are an essential part of effective teaching and learning. It can help the teachers determine students learning effectiveness and what part of the lesson they did not understand. Reflecting on a lessons success or failures can help the teacher determine if re-teaching is necessary. The most successful teachers are able to reflect on their work and learn from the mistakes they may have made. Or they may reflect and just realize how they could have been more effective and reached more students with their lesson. Students learn in all different ways, so teachers must be able to teach to their needs.  Reflecting can help teachers understand and perfect their teaching methods so that they are able to teach to all student learning needs.

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Topic: Pesticides - Grades 11-12 - Lesson: Effect of pesticides on human health

Sample Lesson:

http://sciencenetlinks.com/science-news/science-updates/farmers-pesticides/

Science Standards:

-NYS Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

-NYS Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

-Common Core: 11-12 RS T.2 Reading Science/Technical- Key Ideas and Details

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

-Common Core: 11-12 RS T.6 Reading Science- Technical- Craft and Structure

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

-Common Core: 11-12 RS T.7 Reading Science- Technical- Integration of Knowledge and Ideas

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g, quantitative data, video, multimedia) In order to address a question or solve a problem

Resources on Topic:

Sample Lesson: Farmers & Pesticides http://sciencenetlinks.com/science-news/science-updates/farmers-pesticides/

Academic Journal: Pesticide Exposure, Safety Issues, and Risk Assessment Indicators. http://www.mdpi.com/1660-4601/8/5/1402/htm#

Video Source: Do We Really Need Pesticides? http://ed.ted.com/lessons/do-we-really-need-pesticides-fernan-perez-galvez

Citations:

1. American Association for the Advancement of Science. (n.d.). Farmers & Pesticides. Retrieved February 7, 2017, from http://sciencenetlinks.com/science-news/science-updates/farmers-pesticides/

2. Damalas, C. A., & Eleftherohorinos, I. (2011). Pesticide Exposure, Safety Issues, and Risk Assessment Indicators. Int. J. Environ. Res. Public Health. Retrieved February 6, 2017, from http://www.mdpi.com/1660-4601/8/5/1402/htm#

3. Pérez-Gálvez, F. (Writer/ Speaker), Collins, E. (Director), Peterson, J., Bryce, E., Falkovich, M., & Chung, M. (Producers). (2016, November 14). Do We Really Need Pesticides? [Video file]. Retrieved February 6, 2017, from http://ed.ted.com/lessons/do-we-really-need-pesticides-fernan-perez-galvez

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Under the Individuals with Disabilities Education Act (IDEA), there are 13 categories under which a student is eligible to receive the protections and services promised by this law.

1.  Autism

2.  Deaf-Blindness

3.  Deafness

4.  Emotional Disturbance

5.  Hearing Impairment

6.  Intellectual Disability*

7.  Multiple Disabilities

8.  Orthopedic Impairment

9.  Other Health Impairments

10.  Specific Learning Disability

11.  Speech or Language Impairment

12.  Traumatic Brain Injury

13.  Visual Impairment

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Question

Hypothesis

Experiment

Analyse

Conclusion

Communicate

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Identify 2 strengths you bring to the inclusive classroom and 1 area of your learning that you would like to grow and develop in this course

-One of my strengths is my ability to make students feel comfortable and confident in the class environment.

-A second strength that I possess in regards to the inclusive classroom is my ability to effectively communicate with parents or guardians of my students.

-One area of learning that I would like to develop in this course is by ability to teach to students strengths in specific subjects to help overcome any weaknesses.