Brooke Haven Teacher
Our mission at Brookhaven Academy is to provide a Christian-based, college preparatory curriculum in which each student is challenged to achieve excellence and mature spiritually, intellectually, emotionally, socially and physically.
brooke haven teacher
Other scholars to be honored include several nontraditional students, including a previous college graduate who worked at a non-governmental organization before having three children and is now on track to become a high school mathematics teacher and a 20-year computer information professional who was laid off in 2009 and will be graduating this summer with his daughter.
The central aspect of the NGSS paradigm that allows for this shift grounded in providing students with authentic science experiences for students. This is achieved by teachers implementing Science and Engineering Practices (SEPs). The eight SEPs are designed to model the scientific inquiry process from questions to conclusions, and represent a multitude of opportunities to engage students in exciting and relevant learning. This process of engaging in authentic science aids students in developing the types of critical thinking necessary to understand why the right is answer is right, and perhaps more importantly, why the wrong answer is wrong. Another critical aspect of the NGSS framework is providing students with the opportunity to use common language and to recognize connections and bridge disciplinary boundaries. To that end, teachers use the Cross Cutting Concepts (CCCs) to provide this context for student learning and empower them to deepen their understanding and develop a coherent and scientifically based view of the world.55
The AP ES exam consists of eighty multiple choice questions and three Free Response Questions (FRQs). Students get plenty of multiple choice practice throughout the year on quizzes and unit exams. In order to prepare students for the FRQs, I combine frequent low-stakes practice and high-quality peer and teacher feedback through the use of FRQ notebooks. Students keep a notebook for the duration of the year with each FRQ prompt, their response, and a scored rubric. For students, this is beneficial because they can track their progress throughout the year and use it as a study tool at the end of each unit and before the AP Exam. For me, these notebooks serve as key benchmark data for determining how much exam preparation each student needs, as well as strong evidence of understanding. I use a combination of released exam questions from College Board, my own written questions, and in some cases, student-generated prompts. These questions ask students to integrate knowledge from different aspects of the course in order to assess their understanding of key course content. They require students to think critically, make determinations of cause and effect, identify patterns, analyze relationships, complete mathematical calculations, and propose and justify solutions. They are the ultimate combination of NGSS SEPs and CCCs.
In this activity, students use the knowledge from their stormwater modelling activity to develop a plan to manage the stormwater in the Southbridge neighborhood or along the Route 9 Corridor south of New Castle. Students are split into two groups, each tasked with studying one specific area. Since these groups are much larger than in the previous activity, each student must have one of the following specific roles: team leader, scientist(s), data processor, or communicator(s). The team leader is responsible for all communication with the teacher and moving the group along through each task. The scientist(s) is tasked with completing the scientific investigation (such as research into specific techniques, using ArcGIS, making predictions for specific variables in their model, etc. The data processor is tasked with using the information given to them by the scientist(s) to run the calculations in the stormwater model. The communicator(s) compiles the findings of the group and ultimately presents the findings of their group.
This is a broad-ranging resource that discusses many green infrastructure techniques and their functionality. It is a solid teacher resource for those hoping to read more about the topic and can easily be scaffolded for use a student resource. 041b061a72