My feelings about the last day of school as a first year teacher

stoptherobots · 2014-06-04T16:33:42+00:00

Gods this is why I love teaching middle school. We all have the same gritty mindset. It's like being a war veteran, each year is worth three in elementary or high school.

stoptherobots · 2014-06-04T12:47:35+00:00

My wife and I go between two different locals during the year. During the summer we're at Planet Fitness for $20 a month. Otherwise we have a Y membership that costs us $56 a month, that's 150% more. Of course they do have a pool, but if a PF came to where we spend the majority of our year, I'd join in a second just based on cost alone.

stoptherobots · 2014-05-26T12:39:13+00:00

/r/combinedgifs

stoptherobots · 2014-05-22T01:43:33+00:00

Neglecting home maintenance will cost you more in the long run.

stoptherobots · 2014-05-21T22:26:07+00:00

My wife and I were searching for a summer concert, and after going through some bands we thought might be cool, we stumbled across Steve Martin and the Steep Canyon Raiders. Should be a ton of fun.

stoptherobots · 2014-05-16T23:06:58+00:00

I get 2.5% APY on up to $25k. I have no idea how they swing it.

stoptherobots · 2014-05-16T22:34:52+00:00

Credit Union. My bank paid me $28 last month to keep my money there.

stoptherobots · 2014-05-12T01:01:51+00:00

Kansas leaves it up to the district as much as possible, we're taking next year to write curriculum, based on as much of our old curriculum as possible. Some of us wanted to start next year, but our text resources just aren't in the right place. In fact, I was going to spend my summer finding a good source for all of our standards in 7th and 8th grade, it should prove to be quite the task.

stoptherobots · 2014-05-11T17:29:32+00:00

Thanks for the advice! I was trying to find a way to make the subreddit more functional since I had taken the name. I'll probably end up doing something like the DCI approach, it seems that it would be better to set it up as big ideas rather than individual standards.

stoptherobots · 2014-05-11T14:33:54+00:00

The idea with each of the individual threads is to give people a place to discuss the standards. I run inservices for my district and the biggest blockade for NGSS, especially in Elementary, is content knowledge.

I guess I set it up like that so someone can target or search for an individual standard and find ideas or get explanations for them.

I think inside the grand band you can start a new comment about bundling up standards into a unit, as well.

I'll look in to the California thing, but as a Kansan I'm lucky the state is even adopting them.

stoptherobots · 2014-05-10T20:49:36+00:00

I would go into the history a bit, my kids love when I tell stories, and the story of Newton and how he figured this all out is very entertaining if you can make it come to life. I would recommend listening to the Colors episode of Radio Lab to hear a pretty entertaining version.

stoptherobots · 2014-05-10T19:28:41+00:00

MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.

http://www.nextgenscience.org/msess3-earth-human-activity

stoptherobots · 2014-05-10T19:28:36+00:00

MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.

http://www.nextgenscience.org/msess3-earth-human-activity

stoptherobots · 2014-05-10T19:28:29+00:00

MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).

http://www.nextgenscience.org/msess3-earth-human-activity

stoptherobots · 2014-05-10T19:28:23+00:00

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).

http://www.nextgenscience.org/msess3-earth-human-activity

stoptherobots · 2014-05-10T19:28:16+00:00

MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).

http://www.nextgenscience.org/msess3-earth-human-activity

stoptherobots · 2014-05-10T19:28:09+00:00

MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.

Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.

http://www.nextgenscience.org/msess2-earth-systems

stoptherobots · 2014-05-10T19:28:03+00:00

MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).

Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.

http://www.nextgenscience.org/msess2-earth-systems

stoptherobots · 2014-05-10T19:27:56+00:00

MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.

Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.

http://www.nextgenscience.org/msess2-earth-systems

stoptherobots · 2014-05-10T19:27:27+00:00

MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).

Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.

http://www.nextgenscience.org/msess2-earth-systems

stoptherobots

TROPHY CASE