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Academic Expectations and Demonstrators

Middle School

Goal 2:  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

2.1 - Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

Middle School Demonstrators
  • Design and conduct a controlled experiment based upon student-generated observations and hypotheses.
  • Identify significant variables that affect the outcome of an experiment and design controls for the experiment.
  • Formulate models to illustrate or predict phenomena.
  • Interpret data to infer relationships and apply to new situations.
  • Construct operational definitions to explain concepts or facilitate experiments/investigations.
  • Classify objects using multiple criteria.
  • Communicate measurements made with common and advanced technological tools.
Sample Teaching/Assessment Strategies
  • Collaborative Process: Peer Tutoring
  • Community-Based Instruction: Networking
  • Continuous Progress Assessment: Observation, Portfolio Development, Performance Events/Exhibitions
  • Graphic Organizers: Mapping/Webbing, Venn Diagram
  • Problem Solving: Inquiry, Formulating Models,  Simulations
  • Technology/Tools: Computers,
  • Manipulatives
  • Whole  Language  Approach
  • Writing Process.

2.2 - Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

Middle School Demonstrators
  • Investigate the relationships and interactions of two or more patterns.
  • Investigate the existence of small-scale variations within a large-scale pattern.
  • Formulate a pattern that represents an observed set of occurrences (e.g., data tables, equations).
  • analyze collected data to discover patterns and predict outcomes.
  • Identify causes of observed patterns.
Sample Teaching/Assessment Strategies
  • Collaborative Process
  • Community-Based Instruction: Networking, Field Studies
  • Continuous Progress Assessment: Portfolio Development, Performance Events/Exhibitions
  • Problem Solving: Inquiry, Formulating Models, Research, Interviews, Surveys, Polls
  • Technology/Tools
  • Whole Language Approach
  • Writing Process

2.3 - Students identify and analyze systems and the ways their components work together or affect each other.

Middle School Demonstrators
  • Design a new system or modify an existing one. Analyze the effects and limitations.
  • Evaluate the effects of subsystems and their components on a system.
  • Investigate the role of energy flow in systems.
  • Demonstrate how a single system can have multiple functions and applications.
  • Investigate and illustrate a system; identify its components and interrelationships with other systems.
Sample Teaching/Assessment Strategies
  • Community-Based Instruction: Field Studies, Service Learning
  • Continuous Progress Assessment:  Portfolio Development, Performance Events/Exhibitions
  • Graphic Organizers:  Heuristics, Venn Diagrams
  • Technology/Tools
  • Whole Language Approach
  • Writing Process

2.4 - Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.

Middle School Demonstrators
  • Investigate properties that change or remain constant with changes in scale.
  • Evaluate the functions, behaviors, and limitations implied by a model.
  • Formulate multiple perspectives through the use of a model.
Sample Teaching/Assessment Strategies

Collaborative Process: Cooperative Learning Community-Based Instruction: Field Studies Continuous Progress Assessment: Conferencing, Self-assessment Graphic Organizers: Advance Organizers, KWL   Problem Solving: Heuristics, Case Studies, Debate Technology/Tools: Distance Learning, Telecommunications Whole Language Approach Writing Process.

2.5 - Students understand that under certain conditions nature tends to remain the same or move toward a balance.

Middle School Demonstrators
  • Apply constancy concepts to make hypotheses and predictions.
  • Investigate the characteristics and effects (e.g., nature, size, frequency) of a disruption to a steady state system.
  • Analyze the relationship between scale and the appearance of constancy.
  • Analyze the relationship between change and constancy.
Sample Teaching/Assessment Strategies
  • Collaborative Process
  • Community-Based Instruction: Service Learning, Networking, Mentoring
  • Continuous Progress Assessment: Anecdotal Records
  • Problem Solving: Investigation, Simulation, Formulating Models
  • Technology/Tools
  • Whole Language Approach
  • Writing Process

2.6 - Students understand how living and nonliving things change over time and the factors that influence the changes.

Middle School Demonstrators
  • Evaluate the impact of a disruption on the evolution of a system.
  • Predict the future state of an evolving system.
  • Investigate evolutionary change, and evaluate factors (e.g., random and predictable) responsible for change.
  • Illustrate evolution in a variety of contexts (e.g., biological, physical, social).
Sample Teaching/Assessment Strategies
  • Collaborative Process: Reciprocal Teaching
  • Community-Based Instruction: Service Learning
  • Continuous Progress Assessment:  Portfolio Development, Anecdotal Records, Self-assessment
  • Graphic Organizers: Flowchart, Storyboard
  • Problem Solving: Brainstorming, Future Problem Solving
  • Whole Language Approach
  • Writing Process

 

 

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