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First day of school power point2

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First Day Presentation

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First day of school power point2

  1. 1. Welcome to Science
  2. 2. • Shortly after you enter class, I will ask for your attention. I will expect… – To see every student sitting in a chair ready to learn. – Absolute silence throughout the room. – Every student with the proper materials for learning. – Student journals open to the next available page.
  3. 3. • Shortly after you enter class, I will ask for your attention. I will expect… – To see every student sitting in a chair ready to learn. – Absolute silence throughout the room. – Every student with the proper materials for learning. – Student journals open to the next available page.
  4. 4. • Shortly after you enter class, I will ask for your attention. I will expect… – To see every student sitting in a chair ready to learn. – Absolute silence throughout the room. – Every student with the proper materials for learning. – Student journals open to the next available page.
  5. 5. • Shortly after you enter class, I will ask for your attention. I will expect… – To see every student sitting in a chair ready to learn. – Absolute silence throughout the room. – Every student with the proper materials for learning. – Student journals open to the next available page.
  6. 6. • Shortly after you enter class, I will ask for your attention. I will expect… – To see every student sitting in a chair ready to learn. – Absolute silence throughout the room. – Every student with the proper materials for learning. – Student journals open to the next available page.
  7. 7. • Welcome to another school year: • My name is __________ I would appreciate being addressed as _______. I am looking forward to teaching this year’s curriculum. I hope that we can build a community, incorporating all the students at ________. • “Where we go one, we should go all.”
  8. 8. • Welcome to another school year: • My name is Timothy Joseph Welsh I would appreciate being addressed as Mr. Welsh.
  9. 9. • Welcome to another school year: • I am looking forward to teaching this year’s curriculum. I hope that we can build a community, incorporating all the students at BrainworX.
  10. 10. • Welcome to another school year: • “Where we go one, we should go all.”
  11. 11. • Outside of the classroom… – I go to workshops, conferences, in-service meetings, college classes, and seminars.
  12. 12. • Outside of the classroom… – I go to workshops, conferences, in-service meetings, college classes, and seminars. – I also read professional journals and work together with my fellow teachers.
  13. 13. • Outside of the classroom… – I go to workshops, conferences, in-service meetings, college classes, and seminars. – I also read professional journals and work together with my fellow teachers. – As a scientist I have conducted research.
  14. 14. • Outside of the classroom… – I go to workshops, conferences, in-service meetings, college classes, and seminars. – I also read professional journals and work together with my fellow teachers. – As a scientist I have conducted research. – I am telling you this to let you know that I am up to date as a professional.
  15. 15. • You are going to have one of the greatest educational experiences of your life this year. You will met new friends, explore the outdoors, stand up in front of your peers, conduct your own science research, play games, and experience nature. Welcome to our classroom, and I look forward to getting to know you more. Sincerely, ___________
  16. 16. • You are going to have one of the greatest educational experiences of your life this year. You will meet new friends, explore the outdoors, stand up in front of your peers, conduct your own science research, play games, and experience nature. Welcome to our classroom, and I look forward to getting to know you more. Sincerely, ___________
  17. 17. • You are going to have one of the greatest educational experiences of your life this year. You will met new friends, explore the outdoors, stand up in front of your peers, conduct your own science research, play games, and experience nature. Welcome to our classroom, and I look forward to getting to know you more. Sincerely, Mr. Welsh
  18. 18. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut windows and lights off when we leave.
  19. 19. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut windows and lights off when we leave.
  20. 20. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut windows and lights off when we leave.
  21. 21. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut windows and lights off when we leave.
  22. 22. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut the windows, doors, and turn off the lights when we leave. • Why do we shut the windows and doors?
  23. 23. • In the event of a fire drill, we… – We travel out the door single file and go down the hall toward the nearest exit. – We are absolutely silent. – Remain silent as attendance is taken. • Try and shut the windows, doors, and turn off the lights when we leave. Why?
  24. 24. • Answer: Because fire requires oxygen to burn during combustion.
  25. 25. • Answer: Because fire requires oxygen to burn during combustion. – Shutting the windows prevents oxygen from flowing through the building.
  26. 26. Shutting the windows and fire doors limits oxygen flow to the fire.
  27. 27. • Combustion: A process in which a substanceCombustion: A process in which a substance reacts with oxygen to give heat and light.reacts with oxygen to give heat and light. Copyright © 2010 Ryan P. Murphy
  28. 28. • What goes in? What comes out? Copyright © 2010 Ryan P. Murphy
  29. 29. • Answer! Copyright © 2010 Ryan P. Murphy
  30. 30. • Answer! Gas and Oxygen in Copyright © 2010 Ryan P. Murphy
  31. 31. • Answer! Gas and Oxygen in  Combustion (heat and gases released) Copyright © 2010 Ryan P. Murphy
  32. 32. • If candles are burning, they must be using oxygen for combustion.
  33. 33. • If a jar is placed over a candle what will happen to the candle?
  34. 34. • Once the oxygen is used up during combustion the flame will go out.
  35. 35. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  36. 36. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  37. 37. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  38. 38. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  39. 39. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  40. 40. • My Responsibilities – To Treat you with care and respect and care as an individual. – To provide you an orderly classroom environment. – To provide you the necessary discipline. – To teach you the required content. – To provide the appropriate motivation.
  41. 41. • Which of the pictures below looks like what our classroom should look like?
  42. 42. • Which of the pictures below looks like what our classroom should look like?
  43. 43. • Which of the pictures below looks like what our classroom should look like?
  44. 44. • Which of the pictures below looks like what our classroom should look like?
  45. 45. • Which of the pictures below looks like what our classroom should look like? Answer…
  46. 46. • Which of the pictures below looks like what our classroom should look like? Answer… Our room should be clean and organized at all times.
  47. 47. • Which of the pictures below looks like what our classroom should look like? Answer…
  48. 48. • Which of the pictures below looks like what our classroom should look like? Answer… You will need to show me respect at all times.
  49. 49. • Which of the pictures below looks like what our classroom should look like? Answer…
  50. 50. • Which of the pictures below looks like what our classroom should look like? Answer… This is amazing, but maybe a bit much for us right now.
  51. 51. • Which of the pictures below looks like what our classroom should look like? Answer…
  52. 52. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  53. 53. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  54. 54. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  55. 55. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  56. 56. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  57. 57. • Your Responsibilities – To treat me with care and respect as an individual. (Your peers as well). – To attend classes regularly. – To be cooperative and not disruptive. – To study and do your best (success = effort) – To learn and master the required content.
  58. 58. • Activity! What 3-5 items should you bring to class from the pictures below?
  59. 59. • Activity! What 3-5 items should you bring to class from the pictures below? Answers…
  60. 60. • Activity! What 3-5 items should you bring to class from the pictures below?
  61. 61. • Activity! What 3-5 items should you bring to class from the pictures below?
  62. 62. • Activity! What 3-5 items should you bring to class from the pictures below?
  63. 63. • Activity! What 3-5 items should you bring to class from the pictures below?
  64. 64. • Activity! What 3-5 items should you bring to class from the pictures below?
  65. 65. • Activity! What 3-5 items should you bring to class from the pictures below?
  66. 66. • Activity! What 3-5 items should you bring to class from the pictures below?
  67. 67. • Activity! What 3-5 items should you bring to class from the pictures below?
  68. 68. • Activity! What 3-5 items should you bring to class from the pictures below?
  69. 69. • Activity! What 3-5 items should you bring to class from the pictures below?
  70. 70. • Activity! What 3-5 items should you bring to class from the pictures below?
  71. 71. • Activity! What 3-5 items should you bring to class from the pictures below?
  72. 72. • Activity! What 3-5 items should you bring to class from the pictures below?
  73. 73. • Activity! What 3-5 items should you bring to class from the pictures below?
  74. 74. • Activity! What 3-5 items should you bring to class from the pictures below?
  75. 75. • Activity! What 3-5 items should you bring to class from the pictures below?
  76. 76. • Activity! What 3-5 items should you bring to class from the pictures below?
  77. 77. • Activity! What 3-5 items should you bring to class from the pictures below?
  78. 78. • Activity! What 3-5 items should you bring to class from the pictures below?
  79. 79. • Activity! What 3-5 items should you bring to class from the pictures below?
  80. 80. • Activity! What 3-5 items should you bring to class from the pictures below?
  81. 81. • Activity! What 3-5 items should you bring to class from the pictures below? Which three are most important?
  82. 82. • Activity! What 3-5 items should you bring to class from the pictures below? Which three are most important?
  83. 83. • What does it mean to come to class prepared ?
  84. 84. • What does it mean to come to class prepared ? – You will need to arrive on time, or…
  85. 85. • What does it mean to come to class prepared ? – You will need to arrive on time.
  86. 86. • What does it mean to come to class prepared ? – You will need to arrive on time. You would never get slapped like in the old days, but you will need to arrive on time to avoid some one on one student teacher time to figure things out.
  87. 87. • What does it mean to come to class prepared ? – You will need to arrive on time. – Materials to have everyday are the following:
  88. 88. • What does it mean to come to class prepared ? – You will need to arrive on time. – Materials to have everyday are the following: • Science Journal
  89. 89. • What does it mean to come to class prepared ? – You will need to arrive on time. – Materials to have everyday are the following: • Science Journal • Organizer including paper
  90. 90. • What does it mean to come to class prepared ? – You will need to arrive on time. – Materials to have everyday are the following: • Science Journal • Organizer including paper • Assignment book (Time to get organized)
  91. 91. • What does it mean to come to class prepared ? – You will need to arrive on time. – Materials to have everyday are the following: • Science Journal • Organizer including paper • Assignment book (Time to get organized) • Pens and pencils (tool-kit)
  92. 92. • Staying Organized
  93. 93. • Staying Organized – I expect you to save all your handouts, lab write-ups, and assignments throughout the year.
  94. 94. • Staying Organized – I expect you to save all your handouts, lab write-ups, and assignments throughout the year. – The easiest and neatest way to do this is in a binder.
  95. 95. • We do not use a textbook
  96. 96. • We make our own textbooks.
  97. 97. • We make our own textbooks.
  98. 98. • Student volunteer needed to read the next slide. – Each line that needs to be read will turn blue. The paragraph will unfold one line at a time.
  99. 99. • A science journal is a written record that you will be keeping of what you are learning in class. I find that thinking about what is being learned and putting it into your own words can really increase what you remember. You will be writing in your journals at the beginning of every class. Journals are 25% of your total science grade and must be taken care of.
  100. 100. • A science journal is a written record that you will be keeping of what you are learning in class. Thinking about what is being learned and putting it into your own words can really increase what you remember. You will be writing in your journals at the beginning of every class. Journals are 25% of your total science grade and must be taken care of.
  101. 101. • A science journal is a written record that you will be keeping of what you are learning in class. Thinking about what is being learned and putting it into your own words can really increase what you remember. You will be writing in your journals at the beginning of every class. Journals are 25% of your total science grade and must be taken care of.
  102. 102. • A science journal is a written record that you will be keeping of what you are learning in class. Thinking about what is being learned and putting it into your own words can really increase what you remember. You will be writing in your journals at the beginning of every class. Journals are 20% of your total science. grade and must be taken care of.
  103. 103. • A science journal is a written record that you will be keeping of what you are learning in class. Thinking about what is being learned and putting it into your own words can really increase what you remember. You will be writing in your journals at the beginning of every class. Journals are 20% of your total science. grade and must be taken care of.
  104. 104. • A short applause for our speaker.
  105. 105. • Activity – Looking at some science journals from some hard working students.
  106. 106. • At the beginning of class… – Come into class and take your seat. – Pull out your science journal and open it to the first available page. – Sharpen your pencil before class begins.
  107. 107. • At the beginning of class… – Come into class and take your seat. – Pull out your science journal and open it to the first available page. – Sharpen your pencil before class begins.
  108. 108. • At the beginning of class… – Come into class and take your seat. – Pull out your science journal and open it to the first available page. – Sharpen your pencil before class begins.
  109. 109. • At the beginning of class… – Come into class and take your seat. – Pull out your science journal and open it to the first available page. – Sharpen your pencil before class begins.
  110. 110. • A strong start to class = A good class for everyone.
  111. 111. • A poor start of class = A weaker class.
  112. 112. • A poor start of class = A weaker class.
  113. 113. • Even though there is no textbook, you still have homework.
  114. 114. • Even though there is no textbook, you still have homework.
  115. 115. • You are expected to work on science for 20 minutes of nightly homework.
  116. 116. • 80% of your homework will occur in the form of a bundled unit assessment.
  117. 117. • These assessments are your opportunity to demonstrate excellence.
  118. 118. • These assessments are your opportunity to demonstrate excellence. – It’s your opportunity to show me what you can do with almost unlimited time and resources.
  119. 119. • The rules are very different from a test you might take in another class.
  120. 120. • You usually have more than three weeks to complete.
  121. 121. • No multiple choice, No True-False
  122. 122. • You can use the following to complete the unit assessment Science Journal
  123. 123. • Activity! Using the internet to answer any Question.
  124. 124. • Activity! Using the internet to answer any Question. – Somebody give me a question that will have an answer about anything in the field of science.
  125. 125. • Family and relatives.
  126. 126. • Your strange Uncle Phil who was a scientist.
  127. 127. • Friends
  128. 128. • The one thing you cannot do is directly copy somebody’s answers.
  129. 129. • The one thing you cannot do is directly copy somebody’s answers.
  130. 130. • Is this picture an example of students cheating?
  131. 131. • Is this picture an example of students cheating? – No, the students are working together and helping each other.
  132. 132. • Is this picture an example of a student cheating?
  133. 133. • Is this picture an example of a student cheating? – Yes, This student will definitely be in trouble. Cheating isn’t worth it. It only cheats your hopes and dreams. See me, I’m paid to help you.
  134. 134. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  135. 135. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  136. 136. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  137. 137. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  138. 138. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  139. 139. • You can teach by… – Showing someone where in their science journal the correct response is located. – Point out, and walk students through examples in your journal. – Allow students to view your science journal. – Go online and show more examples. – Verbalize / summarize your answer.
  140. 140. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  141. 141. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  142. 142. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  143. 143. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  144. 144. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  145. 145. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall?
  146. 146. • Should the assessment be colored? – Answer, Yes and No. – If it is really neat and well written it does not need color unless a questions involves coloring. – Does it impress me if it is colored? Yes – Is coloring it a fun thing to do with a friend in a boring study hall? (Yes)
  147. 147. “All the coloring in the world won’t help an assessment that is poorly written.”
  148. 148. • The assessment shouldn’t be late! Why?
  149. 149. • The assessment shouldn’t be late! Why? – You are given a month to complete it.
  150. 150. • The assessment shouldn’t be late! Why? – You are given a month to complete it. – If you were absent a few days two weeks ago those don’t count because you have so much time.
  151. 151. • If you are absent...BE PROACTIVE! – See me when you get back, I won’t find you. – Get the notes from the computer or a friend. – If it was a lab, let me show you what happened.
  152. 152. • If you are absent...BE PROACTIVE! – See me when you get back, I won’t find you. – Get the notes from the computer or a friend. – If it was a lab, let me show you what happened.
  153. 153. • If you are absent...BE PROACTIVE! – See me when you get back, I won’t find you. – Get the notes from the computer or a friend. – If it was a lab, let me show you what happened.
  154. 154. • If you are absent...BE PROACTIVE! – See me when you get back, I won’t find you. – Get the notes from the computer or a friend. – If it was a lab, let me show you what happened.
  155. 155. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  156. 156. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  157. 157. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  158. 158. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  159. 159. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  160. 160. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  161. 161. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  162. 162. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  163. 163. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  164. 164. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  165. 165. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  166. 166. • Please guess the mystery street below as I slowly remove the boxes. – Raise your hand when you think you know.
  167. 167. • It’s Opportunity. – I am expecting every page to be answered in extreme detail. – Just getting it done quickly isn’t going to get you much more than D+.
  168. 168. • It’s Opportunity. – I am expecting every page to be answered in extreme detail. – Just getting it done quickly isn’t going to get you much more than D+.
  169. 169. • It’s Opportunity. – I am expecting every page to be answered in extreme detail. – Just getting it done quickly isn’t going to get you much more than D+.
  170. 170. • Grading Categories – 20% Unit Assessments – 20% Science Journals – 20% Major Investigations – 20% Classroom Investigations – 10% On-task / Behavior – 10% Quizzes / Other
  171. 171. • Do I count spelling? – Answer yes. I count the 100 everyday words and then all words in the environmental print. – Spell photosynthesis below. – __ __ __ __ __ __ __ __ __ __ __ __ __ __
  172. 172. • Do I count spelling? – Answer yes. I count the 100 everyday words and then all words in the environmental print. – Spell photosynthesis below.
  173. 173. • Do I count spelling? – Answer yes. I count the 100 everyday words and then all words in the environmental print. – Spell photosynthesis below.
  174. 174. • Do we know the eagle code? – 1) Always be Respectful – 2) Everyone is Responsible – 3) Make Good Choices – 4) Safety, First, Last and Always.
  175. 175. • Do we know the eagle code? – 1) Always be Respectful – 2) Everyone is Responsible – 3) Make Good Choices – 4) Safety, First, Last and Always.
  176. 176. • Do we know the eagle code? – 1) Always be Respectful – 2) Everyone is Responsible – 3) Make Good Choices – 4) Safety, First, Last and Always.
  177. 177. • Do we know the eagle code? – 1) Always be Respectful – 2) Everyone is Responsible – 3) Make Good Choices – 4) Safety, First, Last and Always.
  178. 178. • Do we know the eagle code? – 1) Always be Respectful – 2) Everyone is Responsible – 3) Make Good Choices – 4) Safety, First, Last and Always.
  179. 179. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  180. 180. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  181. 181. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  182. 182. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  183. 183. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  184. 184. • A few ground rules that need to be followed along with the class code. – Don’t shout out, please raise your hand. – One speaker at a time. – No cross-room conservations ever. – Movement with a purpose (academic). – Clean up after yourself and others.
  185. 185. • Discipline and Class Rules • All school wide expectations carry over into my classroom. • I will be focusing on the philosophy “If you break it, fix it,” as a logical consequence to students who have difficulties with school policies.
  186. 186. • Discipline and Class Rules • All school wide expectations carry over into my classroom. • I will be focusing on the philosophy “If you break it, fix it,” as a logical consequence to students who have difficulties with school policies.
  187. 187. • Discipline and Class Rules • All school wide expectations carry over into my classroom. • I will be focusing on the philosophy “If you break it, fix it,” as a logical consequence to students who have difficulties with school policies.
  188. 188. • Discipline and Class Rules • All school wide expectations carry over into my classroom. • I will be focusing on the philosophy “If you break it, fix it,” as a logical consequence to students who have difficulties with school policies.
  189. 189. • Discipline and Class Rules • All school wide expectations carry over into my classroom. • I will be focusing on the philosophy “If you break it, fix it,” as a logical consequence to students who have difficulties with school policies.
  190. 190. • Times we will work on your behavior • This will also occur after parent contact. – Break time – Lunch time – Afterschool
  191. 191. • You may require a letter of written reference from me at some point this year. – I would enjoying writing this letter for you. – That reference starts today. – I will always tell the truth about you good or bad.
  192. 192. • You may require a letter of written reference from me at some point this year. – I would enjoying writing this letter for you. – That reference starts today. – I will always tell the truth about you good or bad.
  193. 193. • You may require a letter of written reference from me at some point this year. – I would enjoying writing this letter for you. – That reference starts today. – I will always tell the truth about you good or bad.
  194. 194. • You may require a letter of written reference from me at some point this year. – I would enjoying writing this letter for you. – That reference starts today. – I will always tell the truth about you good or bad.
  195. 195. • Why You Will Succeed – What is taught in this class is important? – I believe in you. – You can Do it. – Never Give Up!
  196. 196. • Why You Will Succeed – What is taught in this class is important? – I believe in you. – You can Do it. – Never Give Up!
  197. 197. • Why You Will Succeed – What is taught in this class is important? – I believe in you. – You can Do it. – Never Give Up!
  198. 198. • Why You Will Succeed – What is taught in this class is important? – I believe in you. – You can Do it. – Never Give Up!
  199. 199. • Why You Will Succeed – What is taught in this class is important? – I believe in you. – You can Do it. – Never Give Up!
  200. 200. • Try and figure out the picture beneath the boxes. – Raise your hand when you know. You only get one guess. Copyright © 2010 Ryan P. Murphy
  201. 201. • Try and figure out the picture beneath the boxes. – Raise your hand when you know. You only get one guess. Copyright © 2010 Ryan P. Murphy
  202. 202. • Again, – Welcome to science, and I look forward to getting to know each of you.
  203. 203. • Activity! Coat of Arms
  204. 204. • Activity! Coat of Arms • A Coat of Arms has long been a symbol of a family's identity and values. Originally used to identify warriors dressed in armor, each knight chose symbols and colors to represent his family or clan.
  205. 205. • Activity! Coat of Arms • A Coat of Arms has long been a symbol of a family's identity and values. Originally used to identify warriors dressed in armor, each knight chose symbols and colors to represent his family or clan.
  206. 206. • Activity! Coat of Arms • A Coat of Arms has long been a symbol of a family's identity and values. Originally used to identify warriors dressed in armor, each knight chose symbols and colors to represent his family or clan.
  207. 207. • Activity! Coat of Arms – Please create a Coat of Arms about yourself to share to the class tomorrow.
  208. 208. • Activity! Coat of Arms – Please create a Coat of Arms about yourself to share to the class tomorrow. – I will first show you how to make your shield and then what needs to go on your shield.
  209. 209. Blank Piece of Paper
  210. 210. Blank Piece of Paper Fold in Half
  211. 211. F O L D
  212. 212. Cut along lines
  213. 213. Cut along lines Unfold
  214. 214. Interests, hobbies, a bit about yourself (Pictures, Cut-Outs, Colors)
  215. 215. My interests are Science, biking, boating, reading, chess, and hiking.
  216. 216. Goals- Hopes and dreams for your future this year and beyond. (Pictures, Cut-Outs, Colors)
  217. 217. To continue to learn in my field, help my students and community and travel.
  218. 218. People who support you in both of the above. (Pictures, cut- outs, colors)
  219. 219. My parents and my family as well as some friends.
  220. 220. How will this class help you in your future? (Text, pictures, cut-outs)
  221. 221. To improve my skills and understanding of the world, career, graduation.
  222. 222. Interests, hobbies, a bit about yourself (Pictures, Cut-Outs, Colors) Goals- Hopes and dreams for your future this year and beyond. (Pictures, Cut-Outs, Colors) People who support you in both of the above. (Pictures, cut- outs, colors) How will this class help you in your future? (Text, pictures, cut-outs)
  223. 223. • Coat of Arms Activity! Please answer the following questions in your journal. – How will my actions affect my hopes and dreams this year and beyond?
  224. 224. • Coat of Arms Activity! Please answer the following questions in your journal. – How will my actions affect my hopes and dreams this year and beyond? – How will the actions of others affect my coat of arms this year and beyond?
  225. 225. • Everyone’s future / hopes and dreams are important to me. – I will remember my responsibilities and I hope that you will remember yours.

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