Longfellow Middle School Science Program Inspiring excellence and meeting the needs of all learners

Units of Study Ecology (Understanding our environment) Observing Living Things Heredity and Diversity Same curriculum for all levels of students

Through inquiry Qualitative versus Quantitative Observations Experimental design using metric system Analysis of real life situations and problems Guided and independent practice Depth and complexity for all students

Class meets every day with lab activities usually twice weekly Work in cooperative groups of 2 to 4 students Nightly homework usually started in class Grade based on assessments (formative and summative), lab work/projects and homework. No 7 th grade science SOL but there is a final test

Students will investigate the interdependence of life in an ecosystem. –Differentiate between populations, communities, ecosystems, and biomes. –Construct a model aquatic ecosystem. –Investigate limiting factors on a population. –Describe the processes of photosynthesis and respiration. –Trace the flow of energy from the sun through a food web. –Compare the water, carbon dioxide/oxygen, and nitrogen cycles. –Give examples of how a change in the population of one organism may affect the population of other organisms.

Student using microscope to observe protists from model aquatic ecosystem.

Integrating Technology

More flexibility with the scheduling of students into their first choice classes; More common student body demographics per team for data comparison, team teacher collaboration, and evaluation purposes; More opportunities for turnaround teaching; Greater breadth and depth of student discourse in lab groups that benefits all students due to their differing perspectives, foundational knowledge, & world experiences.

Students who are not yet ready to start the lab activity (beginner) will be given explicit instruction in strategies and skills so that they can successfully participate in the lab activity. Advanced students will be provided enrichment opportunities based on content or depth of focus. After the hands on portion of the lab activity, students may be grouped by learning style in order to better process and reflect upon what they have learned. Processing and reflection assignments are designed so that the process and/or the product would appeal to a variety of learning styles.

Students will analyze the structure and function of cells and tissues needed to conduct life processes. Using analogies to aid a high level of understanding

Differentiating Instruction and Projects Extracting DNA Project:

Students using Google Earth to research different community models for development

Development Dilemmas1”: Students working collaboratively to design a traditional city with standard development templates.

Using traditional templates to develop a community

AA students design without any set templates/ existing developmental constraints

Science Clubs Science Olympiad Rocketry Club Eco/Action Club