Science Case Studies For Middle School Students

Science Case Studies For Middle School Students-77
Each case study will consist of 2 to 6 pages, including an overview of relevant research, clear easy to read diagrams, uncluttered maps and relevant activities written for easy comprehension by senior high school students.The chapters address minerals, fossils, geological time, plate tectonics, geohazards, energy, resources and the 3 rock types but also embrace soils, water, weather, climate change, human activity, ecosystems and biodiversity.

Each case study will consist of 2 to 6 pages, including an overview of relevant research, clear easy to read diagrams, uncluttered maps and relevant activities written for easy comprehension by senior high school students.

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Teresa says they get excited when she shows up in their classrooms, and some have even asked her to help their teachers adopt a specific tool they learned about from their peers.

Now, heading into her second year of technology coaching, Teresa draws inspiration from the positive anecdotes and appreciative remarks she hears from students and teachers alike.

“I've seen the staff sharing ideas, working on projects collaboratively, showing interest in what others are doing, and teaching one another how to use new tech tools and devices.

We've always worked well together, but there is a true camaraderie among us now.” When she isn’t meeting with teachers to hatch new lesson plans or help them achieve their Google for Education certification, Teresa finds herself back in the classroom, witnessing the impact that her coaching has had on students.

After three decades in the classroom, Teresa Engler couldn’t picture herself anywhere else.

But she yearned for more time to spend helping fellow teachers harness digital tools, a task she’d savored in her role as Mc Guffey Middle School’s technology leader.“To be involved in a research program that uses technology tools to bridge the digital divide in rural communities across the country was seriously a dream come true for me.” From the very start of the 2017-2018 school year, Teresa noticed that Mc Guffey’s staff members greeted the DLP with enthusiasm.Many teachers invited her into their classrooms on the very first day of school, eager to learn.Consequently, if you think you have material that does not fit the ESWA EES chapter headings do not be discouraged.The content touched upon under those headings is wide ranging and many less obvious connections can be made as a result.“The most rewarding part of being involved with the DLP is seeing how much of an impact it's made on the staff.I also feel as though I'm helping to bridge the digital divide for our middle school students.” Like all new programs, the DLP generated a certain amount of skepticism: some Mc Guffey teachers were initially unsure about integrating technology in their classrooms.Teresa won them over by observing their unique teaching challenges and recommending tools that could solve real problems they faced.For example, she showed a math instructor how to speed up the grading process using Google Forms, and she helped a veteran science teacher post differentiated lessons to Google Classroom.But even more so, she’s galvanized by concrete data on the Mc Guffey community’s widespread support for the DLP.In the spring of 2018, when it was announced at a faculty meeting that the school board approved her position for another year, the entire room burst into applause.

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