Qué está incluido
1 reunión en vivo
50 minutos horas de clase por semanaTarea
1 hora por semana. Students may required to complete 20-30 min of homework, reading, activities, etc. per each live lesson (totaling about 1 hour per week). If needed, these will be assigned before the end of each live class.Evaluación
Assessments will be given as an indication of how well as student is learning the content and skills for the class and to help me continuously develop better curriculum. Students will be assigned a number on a proficiency scale* that lets the student, parent, and teacher know how the student is doing. Each assignment will have a rubric attached to it letting the student, parent, and teacher know the expectations for the assessment. Assessments may be multiple choice, free response, modeling, or many other types. Most assessments will be taken in class, but some may be at-home projects. Assessment retakes and/or revisions will be provided and encouraged. *See Grading Policy for our Proficiency ScaleCalificación
Grades will be provided by default to all learners. If students do not want their student graded or to not have access to their grades, please let me know. Grades allow students, parents, and myself to understand where the student is at in their learning. For each assignment or assessment, students will receive a "grade" according to the rubric below. 0 - The student demonstrates no evidence of learning. 1 - The student demonstrates a minimal understanding of the concept. 2 - The student demonstrates a partial understanding of the concept. 3 - The student demonstrates a complete understanding of the concept.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 8
Topics by Week: Week of February 12-17th - How can we make an accurate model of an atom? Week of February 19-24th - How small is an atom and what is the difference between an atom and a molecule? Week of February 26th-March 2nd - Can substances be identified by their properties? Week of March 4-9th - Do different elements have similar properties? Week of March 11-16th - What makes certain properties useful in products? and Assessment Week of March 18-23rd - What are the patterns evident in a chemical reaction? Week of March 25-30th - Is it a chemical reaction? and Assessment Week of April 1-6th - What is the difference between natural and synthetic materials? Week of April 8-12th -What different types of synthetic or natural materials are there? Week of April 15 - 19th - What are the different types of plastics? and Assessment Week of April 22-26th - What happens when you heat and cool molecules? Week of April 29 -May 3rd - What are phase changes and how do molecules behave differently? Week of May 6 - 10th - What are cause and effect relationships and how are density and states of matter related? Week of May 13 -17th - What are patterns between density and phase? and Assessment Week of May 20 - 24th - *No Class this Week* Week of May 27 - 31st - *No Class this Week* Week of June 3-7th - What happens to the atoms when a chemical reaction occurs? Week of June 10-14th - How do we balance equations and what is the law of conservation? and Assessment Week of June 17-21st - How can we slow down a phase change? Week of June 24-28th - How can we make a home energy efficient? Week of July 1-5th - What affects how hard an object can be thrown? Week of July 8-12th - How does the mass affect the amount of kinetic energy? Week of July 15-19th - *No Class this Week* More weekly topics will be coming soon! Structure of the Class: In my dynamic classroom, students dive into a myriad of learning experiences, from live debates and projects to intriguing educational escape rooms and enlightening lab sessions. But it doesn't stop there - we also incorporate games and direct instruction to ensure a well-rounded education. Each live session comes equipped with a set of slides and activity guidelines, readily accessible for students during and post-class. Plus, I've got a slew of pre-recorded videos at the ready to shed light on those trickier concepts and deepen your background knowledge. Student Requirements: Students will be required to keep their cameras turned on during class. This allows me to better interact with students and helps them to interact with their peers. My Teaching Style: My mission is to ignite a spark of scientific curiosity in my students, fostering lifelong learners who are scientifically savvy. I pour my energy into crafting lessons that aren't just informative, but also a whole lot of fun, ensuring students genuinely relish the learning journey. I'm a firm believer in connecting classroom knowledge to real-world experiences, encouraging students to view their surroundings through an exploratory lens. Prior Knowledge: Students will not be required to have any prior knowledge of life science to participate in this course.
Metas de aprendizaje
All learning goals, lessons, and assessments are based on the National Next Generation Science Standards & Utah Science with Engineering Education Standards
Matter & Energy Interact in the Physical World:
-Students can develop a model to describe the scale and proportion of atoms and molecules and describe how they make up all matter.
-Students can use valid resources to obtain information about the properties of matter.
-Students can evaluate how the properties allow them to be used for particular functions and communicate their findings.
-Students can plan and investigate changes in a substance's properties during a chemical reaction.
-Students can identify patterns in the data to determine if a chemical reaction took place.
-Students can obtain information to explain how synthetic materials are made from natural resources.
-Students can describe how the uses of synthetic materials are based on their functions.
-Students can create a model of what the molecules are doing while adding or removing heat energy.
-Students can make graphs that illustrate the cause and effect relationships of particle motion, temperature, density, and state of a pure substance when you add or remove heat.
-Students can develop a model that shows the total number of atoms does not change in a chemical reaction.
-Students can engineer a device that affects the rate of a phase change.
-Students can analyze data from the tests to modify and improve the device.
Energy Storage & Energy Transfer:
-Students can use numerical data to identify the relationship between mass of an object and its kinetic energy.
-Students can use numerical data to identify the relationship between speed of an object and kinetic energy.
-Students can develop and test questions that demonstrate how distance affects the amount of potential energy of an object.
-Students can engage in an argument using evidence to support the claim that an object in motion can change or transfer its energy.
-Students can draw a model that shows the patterns of how a wave’s amplitude is related to the energy of the wave.
-Students can develop a model to show the structure of a wave.
-Students can use a model to demonstrate how waves get reflected, absorbed, or transmitted through various materials.
-Students can research different ways that waves can be used for communication.
-Students can evaluate the reliability of digital vs analog signals.
Life Systems Store & Transfer Matter & Energy:
-Students can conduct an investigation and provide evidence to explain how photosynthetic organisms use energy to change water and carbon dioxide into sugar and oxygen.
-Students can develop a model to show how the food (matter) organisms consume is changed through chemical reactions to form new products, release energy and support growth.
-Students can find information to answer questions about the cycling of matter and the flow of energy in an ecosystem.
-Students can ask questions, find information, and evaluate how specific changes to the environment affect the stability of the ecosystem.
Interactions with Natural Systems & Resources:
-Students can construct a scientific explanation based on evidence that explains why the earth’s resources are unevenly distributed.
-Students can use evidence to support an argument that per-capita consumption of natural resources can affect the availability of resources that may be non-renewable.
-Students can design a solution to monitor or control the effects of the use of natural resources.
-Students can evaluate how well the design solutions that others have created help resolve the problem of overuse of natural resources.
-Students can analyze and interpret data on factors affecting changes in global temperatures and regional climates.
-Students can analyze data and identify patterns in the occurrences of natural hazards to predict future catastrophic events.
-Students can obtain information on how data can be used to develop new technologies to limit the effects of catastrophic events.
Otros detalles
Orientación para padres
Climate Change adn use of Natural Resources - We will be talking about how human action has changed the global climate.
*If you would like your student to skip certain weeks due to concern over the topic of the week, please message me and reach out with any questions.
Lista de útiles escolares
1 pencil with an eraser 1 notebook, lined 1 pack of colored pencils, colored pens, markers, or crayons
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Experiencia y certificaciones del docente
Utah Certificado de Docencia en Ciencia
2 Grado
Maestría en Ciencia desde University of Utah
Licenciatura en Educación desde Brigham Young University
I have a masters in Earth Science science and I have taught integrated science at the middle school level as well as high school Biology, Wildlife Biology, and Zoology.
During the last two years, I have worked as a Science Specialist for a large school district in Utah, supporting teachers and administration in science education.
Reseñas
Clase grupal
20 US$
semanalmente1x por semana
50 min
Completado por 2 alumnos
Videoconferencias en vivo
Edades: 12-15
2-6 alumnos por clase