Hello 6th grade science families:
This is just a short reminder that your child's grade in science will be standards-based, rather than the + check - system of Portland Public elementary schools or the traditional A-F system that many middle school and high school teachers use.
This means you will see different scores ("grades") for science. They cannot be equated to letter grades. They are based on how well your child is progressing toward proficiency in meeting the standards for the course. A "PR" or "Proficient" is proficient UP TO AND INCLUDING 100% proficiency.
Here is a link to Mr. Bacon's October 11 letter about the standards-based system. The letter was sent to all Hosford families: http://bit.ly/ZGtcLj
Tuesday, November 13, 2012
Thursday, November 1, 2012
Grading/ scoring; Parent/ Teacher conferences; finish ecology; begin "Body Works"
Parent-teacher conferences
are for ALL families, and I encourage parents to bring their children.
I understand that some parents don't want to and respect that choice. Our new science curriculum is rigorous and the expectations for earning a "3" are
high - it's built into the curriculum. It's also important to remember
that most of us aren't proficient at new skills until we've practiced a
while. The types of skills required to master this curriculum, or to
become proficient, are new for all of our students, so I encourage
parents to be patient with their children while the students learn how
to "think like a scientist."
Since my last post, we've been exploring the effect of reduced resources or increased competition on the population of a species. Yesterday and today we are playing a game called, "Oh Deer!" to illustrate the connections between resources and population size. Then we're making data tables and graphing the data. Afterward, there are analysis questions to answer. This is Activity 84.
The next unit we'll study is called "Body Works", about the human body.
Monday, October 15, 2012
Scoring guide, Miracle Fish; Outdoor School wrap up
As promised to several of you last week, here is scoring information for the Analysis of The Miracle Fish, Activity 72. To earn a "3"/ PR (proficient up to 100%), a student's work must include:
1. a decision (a position of yes or no re "the Nile Perch should have been introduced.")
2. at least two pieces of evidence in support of the decision.
3. a description of one trade-off of the decision.
I'm sorry I didn't publish this over the weekend. I was out of town and had internet access problems.
Last week students finished their online research for Activity 73, Introduced Species. Students are to keep their notes, which are on a special form designed for the Activity. I hope to use this information in a future lesson. On Thursday, we did a wrap-up activity to connect information learned during the four Outdoor School field studies of plants, water, soil and animals. You may ask your child to show you her/ his web, linking the key vocabulary s/he wrote for each field study.
1. a decision (a position of yes or no re "the Nile Perch should have been introduced.")
2. at least two pieces of evidence in support of the decision.
3. a description of one trade-off of the decision.
I'm sorry I didn't publish this over the weekend. I was out of town and had internet access problems.
Last week students finished their online research for Activity 73, Introduced Species. Students are to keep their notes, which are on a special form designed for the Activity. I hope to use this information in a future lesson. On Thursday, we did a wrap-up activity to connect information learned during the four Outdoor School field studies of plants, water, soil and animals. You may ask your child to show you her/ his web, linking the key vocabulary s/he wrote for each field study.
Tuesday, October 9, 2012
Midterm progress report grades
...have been entered. Please note there are two grades at this time. The first grade is for turning in the parent signature page of the "first day letter." This is the letter I passed out at open house. The next day, I invited students to take a copy home if they knew their parents didn't come to open house. Many students have not turned in the last page, the parent signature page. I will pass out more copies of the letter on Thursday, so students have another opportunity to alert their parents to my policies.
The second grade is weighted twice as heavy as the first as it is for academic work. This grade is for an assessment; the Analysis section of Activity 72, The Miracle Fish. If you are interested in more information about this activity, ask your child to explain it and to show you her/ his work in the Lab Notebook. Students also have an opportunity to redo this work and turn it in again for regrading. I will do some "regrading" next week. The reading for this activity is available online through the student text at: sepuplhs.org/middle.html. When you logon to the website the username is: science. The password is: inspires. This information should be written on the inside front cover of your child's lab notebook. The questions that I checked from this analysis involve critical thinking skills and integrating background knowledge with information from the text.
We are finishing up a short online research project on invasive species found in Western Oregon. Next, we will work with how organisms are classified (grouped).
Almost all of us had a great time at Outdoor School and students learned a lot about themselves, about living with others, and about ecology in Western Oregon. Today, I sent home Outdoor School field notebooks, soil profile samples and "critter catch watercolors" from the water field studies. I believe one class will receive theirs tomorrow to take home. I will soon show a brief slideshow to periods 1 & 2, using photos taken with my phone during our times at Howard Outdoor School.
I continue to enjoy working with your children, giving them some background in Ecology. The next unit we will work with will be "Body Works", about the human body. Ciao for now!
The second grade is weighted twice as heavy as the first as it is for academic work. This grade is for an assessment; the Analysis section of Activity 72, The Miracle Fish. If you are interested in more information about this activity, ask your child to explain it and to show you her/ his work in the Lab Notebook. Students also have an opportunity to redo this work and turn it in again for regrading. I will do some "regrading" next week. The reading for this activity is available online through the student text at: sepuplhs.org/middle.html. When you logon to the website the username is: science. The password is: inspires. This information should be written on the inside front cover of your child's lab notebook. The questions that I checked from this analysis involve critical thinking skills and integrating background knowledge with information from the text.
We are finishing up a short online research project on invasive species found in Western Oregon. Next, we will work with how organisms are classified (grouped).
Almost all of us had a great time at Outdoor School and students learned a lot about themselves, about living with others, and about ecology in Western Oregon. Today, I sent home Outdoor School field notebooks, soil profile samples and "critter catch watercolors" from the water field studies. I believe one class will receive theirs tomorrow to take home. I will soon show a brief slideshow to periods 1 & 2, using photos taken with my phone during our times at Howard Outdoor School.
I continue to enjoy working with your children, giving them some background in Ecology. The next unit we will work with will be "Body Works", about the human body. Ciao for now!
Sunday, October 7, 2012
STANDARDS-BASED GRADES, EDBOX
ABOUT EDBOX, GRADES & MY CLASSES
ALSO:
Here are some answers from IT's frequently asked questions link and other information found on the IT website:
FREQUENTLY ASKED QUESTIONS (FAQs), INFORMATION ABOUT ENTERING GRADES, & GRADING SYMBOLS USED BY MS. PINEGAR
What if I have a question about the grades I see in the EdBox Viewer?
The EdBox Viewer is not meant to replace communication among parents, teachers, and students. If you have a question about the grades and assignments, please discuss first with your child. Encourage your child to speak with the teacher themselves for grade resolution. If questions remain, please contact the teacher.
When can I expect grades to be posted?
Grades will be visible in the EdBox Viewer upon the teacher entering grades into the Gradebook. Please allow teachers turnaround time to enter grades. Keep in mind that additional time should be provided in the case of research papers and other special projects, which may take longer for teachers to grade.
As you look at the list of assignments in the Parent Viewer:
OVERDUE ASSIGNMENTS are assignments for which scores have not yet been entered by the teacher. These assignments may be pending grading, haven’t been entered into the system yet, or were not submitted to the teacher.
ASSIGNMENTS IN THE MIDDLE are those due today.
ASSIGNMENTS IN THE LAST SECTION are due on future dates.
Please note: It is at the teachers’ discretion as to when and how s/he enters assignment information.
Some teachers may choose to communicate upcoming assignments by entering the
assignment description and due date into the gradebook before the assignment is
due. Others may only enter the assignment information after the assignment has
been graded when they are ready to enter the scores. Teachers may also use a com-
bination of these two approaches, depending on the content area and teachers’ pref-
erence.
Missing assignments may be calculated by teachers in a variety of ways. Please check with your child or the teacher for the policy specific to each class.
What do X and Z represent?
Two codes may be used in place of a letter grade: X and Z.
An “X” indicates that the student has been excused from the assignment. The “X” calculates just like a blank grade; it does not count towards the student’s grade in any way.
A “Z” indicates that the assignment is missing. The “Z” calculates in the same way as a zero (0).
AND LAST, BUT NOT LEAST - WHAT DO EX, PR, DV, and DN MEAN, ANYWAY? Please go to this link for information:
4 pt. proficiency-based rubric There you will find information on our standards based scoring for science and on the schoolwide effort grades at Hosford.
Monday, March 5, 2012
ABOUT EDBOX, GRADES & MY CLASSES
Some of you have e-mailed me in the past few months with your EdBox
questions. Since I don't have time to teach you how to use EdBox, to prepare solid lessons for your children and to grade their
papers/ quizzes'/ tests in a timely manner, I'm asking you to read this link: IT Resources for Parents/ Students . Reading the information at this link should provide you with a great deal of help if you are experiencing difficulties understanding all that you see in EdBox. Concentrate especially on the Parent/ Student Reference Guide and the Frequently Asked Questions. I am not trying to put families off with this blog, but I ask you to remember that I teach science to 160 students each day, in six 45 minute class periods. If you need more orientation to the EdBox tool, you can do it yourself by reading the information at these links or, you can attend a training provided by the IT Department. Exploring the website may provide you with information about any trainings that are available.
Mr. Bacon has suggested that I forward these links to parents, as first quarter there were about 25 or so e-mails re grades, and responding to all of them gobbled up a lot of planning and grading time. Many of those e-mails had answers found in the link I've provided you. I appreciate your understanding. I do work fairly steadily at my job of teaching your children life science, and would like to continue to put my emphasis on planning and grading, along with the other requirements that the District sets forth for my position. I, too, have children, and I understand that our kids' academic progress is important to us all. - Carol Pinegar
ALSO:
Here are some answers from IT's frequently asked questions link and other information found on the IT website:
FREQUENTLY ASKED QUESTIONS (FAQs), INFORMATION ABOUT ENTERING GRADES, & GRADING SYMBOLS USED BY MS. PINEGAR
What if I have a question about the grades I see in the EdBox Viewer?
The EdBox Viewer is not meant to replace communication among parents, teachers, and students. If you have a question about the grades and assignments, please discuss first with your child. Encourage your child to speak with the teacher themselves for grade resolution. If questions remain, please contact the teacher.
When can I expect grades to be posted?
Grades will be visible in the EdBox Viewer upon the teacher entering grades into the Gradebook. Please allow teachers turnaround time to enter grades. Keep in mind that additional time should be provided in the case of research papers and other special projects, which may take longer for teachers to grade.
As you look at the list of assignments in the Parent Viewer:
OVERDUE ASSIGNMENTS are assignments for which scores have not yet been entered by the teacher. These assignments may be pending grading, haven’t been entered into the system yet, or were not submitted to the teacher.
ASSIGNMENTS IN THE MIDDLE are those due today.
ASSIGNMENTS IN THE LAST SECTION are due on future dates.
Please note: It is at the teachers’ discretion as to when and how s/he enters assignment information.
Some teachers may choose to communicate upcoming assignments by entering the
assignment description and due date into the gradebook before the assignment is
due. Others may only enter the assignment information after the assignment has
been graded when they are ready to enter the scores. Teachers may also use a com-
bination of these two approaches, depending on the content area and teachers’ pref-
erence.
Missing assignments may be calculated by teachers in a variety of ways. Please check with your child or the teacher for the policy specific to each class.
What do X and Z represent?
Two codes may be used in place of a letter grade: X and Z.
An “X” indicates that the student has been excused from the assignment. The “X” calculates just like a blank grade; it does not count towards the student’s grade in any way.
A “Z” indicates that the assignment is missing. The “Z” calculates in the same way as a zero (0).
AND LAST, BUT NOT LEAST - WHAT DO EX, PR, DV, and DN MEAN, ANYWAY? Please go to this link for information:
4 pt. proficiency-based rubric
Mr. Bacon has suggested that I forward these links to parents, as first quarter there were about 25 or so e-mails re grades, and responding to all of them gobbled up a lot of planning and grading time. Many of those e-mails had answers found in the link I've provided you. I appreciate your understanding. I do work fairly steadily at my job of teaching your children life science, and would like to continue to put my emphasis on planning and grading, along with the other requirements that the District sets forth for my position. I, too, have children, and I understand that our kids' academic progress is important to us all. - Carol Pinegar
ALSO:
Here are some answers from IT's frequently asked questions link and other information found on the IT website:
FREQUENTLY ASKED QUESTIONS (FAQs), INFORMATION ABOUT ENTERING GRADES, & GRADING SYMBOLS USED BY MS. PINEGAR
What if I have a question about the grades I see in the EdBox Viewer?
The EdBox Viewer is not meant to replace communication among parents, teachers, and students. If you have a question about the grades and assignments, please discuss first with your child. Encourage your child to speak with the teacher themselves for grade resolution. If questions remain, please contact the teacher.
When can I expect grades to be posted?
Grades will be visible in the EdBox Viewer upon the teacher entering grades into the Gradebook. Please allow teachers turnaround time to enter grades. Keep in mind that additional time should be provided in the case of research papers and other special projects, which may take longer for teachers to grade.
As you look at the list of assignments in the Parent Viewer:
OVERDUE ASSIGNMENTS are assignments for which scores have not yet been entered by the teacher. These assignments may be pending grading, haven’t been entered into the system yet, or were not submitted to the teacher.
ASSIGNMENTS IN THE MIDDLE are those due today.
ASSIGNMENTS IN THE LAST SECTION are due on future dates.
Please note: It is at the teachers’ discretion as to when and how s/he enters assignment information.
Some teachers may choose to communicate upcoming assignments by entering the
assignment description and due date into the gradebook before the assignment is
due. Others may only enter the assignment information after the assignment has
been graded when they are ready to enter the scores. Teachers may also use a com-
bination of these two approaches, depending on the content area and teachers’ pref-
erence.
Missing assignments may be calculated by teachers in a variety of ways. Please check with your child or the teacher for the policy specific to each class.
What do X and Z represent?
Two codes may be used in place of a letter grade: X and Z.
An “X” indicates that the student has been excused from the assignment. The “X” calculates just like a blank grade; it does not count towards the student’s grade in any way.
A “Z” indicates that the assignment is missing. The “Z” calculates in the same way as a zero (0).
AND LAST, BUT NOT LEAST - WHAT DO EX, PR, DV, and DN MEAN, ANYWAY? Please go to this link for information:
4 pt. proficiency-based rubric
Saturday, March 3, 2012
Wed. & Thur., Feb. 29 & Mar.1, end of HIV/ AIDS unit
Wed., Feb. 29
(leapin’ lizards!), we discussed the reason for leap year and students worked
in teams to write good quiz questions for tomorrow’s HIV/ AIDS quiz. They had a word bank for HIV/ AIDS to use as
answers. Those whose questions are chosen will receive extra credit.
Thurs., March 1,
students took the quiz for the HIV/ AIDS unit. All answers came from the word bank.
Tuesday, February 28, 2012
HIV/AIDS, year 2, day 2
Yesterday, in most classes, we didn't quite finish filling in the blanks on the worksheet, "HIV/AIDS Terminology Worksheet." Most students filled in all blanks except those for #8 - 11. Today, we will finish the worksheet and then I plan to show a video,
AIDS: Facts for Kids, available through Learn360, an educational streaming video service to which the District subscribes. Tomorrow, we'll review for the quiz, which students will take on Thursday. The plan for Friday is for students to quiz on these verses of the Cell Theory Rap, if they haven't "passed" on them yet: 2, 5, 6, 7, 8, 10, & new remix 11. There are field trips for some students on Thurs., and for a different group on Fri., so it may be a bit of a 3-ring circus getting these quizzes finished, but we'll manage! :^)
Sunday, February 26, 2012
HIV/AIDS "year 2, day 1"
Using the King County Health Dept. FLASH (Family Life and Sexual Health) curriculum, I will teach toward these objectives. The student will be able to:
1. Explain that HIV is a blood-borne virus which attacks the body's immune system.
2. Tell the difference between:
a) being infected with HIV
b) being diagnose with AIDS
3. Explain that the disease is transmitted only via blood, semen, vaginal fluid and breast milk.
4. Understand that, under certain circumstances, anyone can contract the disease
5. Explain that the disease in not transmitted through casual contact.
6. Understand the concept of risk behavior and know which behaviors are safe and which are not.
1. Explain that HIV is a blood-borne virus which attacks the body's immune system.
2. Tell the difference between:
a) being infected with HIV
b) being diagnose with AIDS
3. Explain that the disease is transmitted only via blood, semen, vaginal fluid and breast milk.
4. Understand that, under certain circumstances, anyone can contract the disease
5. Explain that the disease in not transmitted through casual contact.
6. Understand the concept of risk behavior and know which behaviors are safe and which are not.
Friday, February 24, 2012
HIV/ AIDS introduction today, 2.24.12
Today, I introduced the topic of HIV/ AIDS. We defined "sex" and "sexuality." We established ground rules. ground rules here We used this worksheet to help us structure our discussion and note-taking. Introduction to HIV/AIDS worksheet At the end of the period, students turned in their worksheets. They will get them back from me, graded, next week.
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