My apologies for the awful appearance in the text below - several frustrating hours have been spent editing and removing lines, spaces, oversized fonts etc. and have failed, along with cutting and pasting attempts from Word.

Please endure reading the first piece then scroll down to the particular class your son or daughter has for specific information.

Thanks,

Scott Tracy

What students need to do in order to succeed

I have recently added these considerations to my school notes in order to address issues of growing concern among incoming freshmen.  Most of the “issues” are a matter of maturity and responsibility and certainly do not apply to every student.

1.  Students must learn to assume responsibility for their own learning.  In high school much information is conveyed by lecturing.  I have many activities in my classes, but students must not only pay attention, but ASK QUESTIONS.  Students too often assume that all they have to do is go over their notes before a test, and then it is too late.  Notes must be reviewed at home EVERY DAY.  When I ask students in their next class to discuss what we covered, and they cannot, then they are unprepared for class.  In high school we do not reinvent the wheel.  We use it to move forward.

2.  Students must write down ideas which they feel will be difficult to remember or understand.   What I or any teacher writes on the board is partial information.  It is not complete.   I am too often asked “is the test just on the notes?”   The answer is always “no.”

3.  Students need to PARTICIPATE in class.  The only way a teacher can assess how students understand a topic or idea is to ask the students.   In science this is usually in the form of an application of an idea.  Sometimes students are divided into groups to solve common problems, and I can judge by their interaction the level of mastery.

4.  If difficulty continues, students need to find time to come in for extra help, either during the school day or after school.   I am always here for this, and I respect that transportation issues may be a concern, but with out any dialogue then no correction can occur.

Parents are free to email me for progress reports or concerns (students may email me as well – many do for assignments, makeup, etc.)

If you feel your son or daughter is not performing at their level of ability and you wish to meet with me, that is fine.  Please arrange this through the Guidance Office.  I will ask you to be prepared to discuss the following questions:

1.  Is the student reviewing material covered on a daily basis?

2.  Is the student coming prepared to class? (see #1 above section).

3.  Is the student asking questions and participating in class on a daily

     basis?

4.  What has the student asked me to provide in the way of extra help?

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A Note on Helicopter Parenting

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Yes folks, this is the latest trend in "feel good initiatives" in parenting which ultimately stifle child development and self motivation.   I encountered this concern during orientation of parents of college freshmen when we dropped my daughter off at college.  It is on the rise in the high school.

If your son or daughter begins to experience some difficulty, by all means seek clarification of the situation by contacting me - when a strategy is discussed or a plan worked out, present this to your son or daughter and then ask "what are you going to do about it??

Sadly (and alarmingly) there is a trend toward hovering over students and contacting the teacher at every opportunity.   What then, is the motivation on the part of the student to improve if Mom and/or Dad will be there to "solve" their every problem?   Falling is part of the process in learning to walk.   Let's not forget that the rest of us have all been there.   We want our kids to develop into independent adults, not perpetually dependent adult children.

Course Guidelines

Level I Integrated Science A / Earth Science:

 

This class is the first component of a two part integrated science course.   It covers various topics which fall under the category of earth science.  These topics vary from the forces which change the surface of the earth to the earth’s place in space.  

Students are required to come prepared to class daily with (covered) textbook, 3 ring notebook, and pen and pencil for writing.  Note taking is an essential part of the course. 

Tests:  Each chapter concludes with a comprehensive test, 80% of which is based on class notes.  The remainder is based on concepts developed during class discussion, activities, and demonstrations.  Students are provided with a concise study guide for each chapter.  Parents may wish to assist students by reviewing with this sheet.  If a student receives less than a 50 on more than one test each quarter, a 0 will be recorded for each test.  If a student is absent only on the day of the test, then the test will be made up on the day of return.

Homework:  This will count for about  25% to 30% of each quarter’s grade.  Homework is to be done in ink or printed.  Homework is due when class begins on the due date.  Late homework is not accepted for any reasons other than illness, absence, or parental note.  On average, there are two assignments per week.  It should be understood by each student that when no written assignment is assigned, at least 20 minutes should be spent every evening reviewing the notes or material from that day.  Pop quizzes will be given.  Students who miss any assignments will not be eligible  for extra credit.

There is no substitute or make up for missing assignments.

Current topics:  students are encouraged to bring up for discussion any newsworthy topics, e.g. hurricanes, meteor showers, volcanic eruptions, earthquakes, etc., regardless of current topic of study. 

Final Exams:  These tests typically consist of 150 short answer questions, diagram labeling, and 5 essay questions.  Most of the questions are based on previous tests, so it is essential that students retain their corrected tests to use as a study guide.  There is no formal review for these exams (this has proven to be a waste of time); students are to look over these tests and ask questions (at any time) as they feel necessary prior to the exams.  The final exam covers the entire single semester.

A study guide in the form of a compilaton of vocabulary and ideas covered is handed out two weeks before each exam.

Two main obstacles need to be dealt with in order for reasonable test performance to occur.

1.  Students must do more than memorize.  They must understand.  This means that they should be able to utilize learned concepts and apply them to circumstances closely related to, but not necessarily discussed or recorded in their notes.  For those who have an education background, the term “understand” is now an accepted behavioral objective deemed measurable in concrete terms.

2.  Students need to ask questions well ahead of exam time.  Questions will be answered in class or if students wish to meet with me individually, that is easily arranged.   However, class time will not be set aside for the sole purpose of review.  This has proven to be unproductive.  The point is that the students need to look over their materials and bring questions to class.   I will take what ever time is necessary to achieve understanding, but I will not just set review time aside if students have no questions. 

Parents are encouraged to help with review, however they have a disadvantage.  They are not familiar enough with the topics covered to understand the depth of understanding required by their sons or daughters to demonstrate proficiency.    Not all topics covered are in the textbook, particularly as apply to examples of tectonic crustal deformation and the rock cycle as found in Connecticut.

Classes vary in students’ achievement from year to year.  Unfortunately freshmen usually score low on exams, because they are overconfident and unprepared.  Hopefully the above will serve to maintain a higher level of concern and awareness which will better equip students for success.

Cheating:  Students caught cheating will receive a 0 for the test and a phone call home is made.  In school suspension may be assigned (as per Student Handbook).

Historically, the class average in a Level One earth science class is 83.

There are no major projects which will be assigned,  but there will be an occasional essay assignment at the end of a unit.

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Level 2 Integrated Science A / Earth Science:

This class is the first component of a two part integrated science course.   It covers various topics which fall under the category of earth science.  These topics vary from the forces which change the surface of the earth to the earth’s place in space.

 

Tests:  Each chapter concludes with a comprehensive test, 80% of which is based on class notes.  The remainder is based on concepts developed during class discussion, activities, and demonstrations.  Students are provided with a concise study guide for each chapter.  Parents may wish to assist students by reviewing with this sheet..  If a student is absent only on the day of the test, then the test will be made up on the day of return.  Additional study time will only be granted if the chapter review is missed.

Homework:  This will account for about 40% of each quarter’s grade.  Homework is to be done in ink or is to be typed.  It is due when the late bell rings.  No late home work is accepted, unless it  is the result of  illness, absence, or parental note.  On average, there are two assignments per week and/or weekends.  It should be understood by each student that when no written assignment is assigned, at least 15 minutes should be spent every evening reviewing the notes or material from that day.  Pop quizzes will be given.  Students who miss any assignments will not be eligible  for extra credit.  Students who are absent are responsible for their own makeup work; they must ask for it.  I am available for help most days after school.

There is no substitution for missing assignments

Final Exams:  These tests typically consist of 150 short answer questions, diagram labeling, and 5 essay questions.  All of the questions are based on previous tests, so it is essential that students retain their corrected tests to use as a study guide.  There is no formal review for these exams (this has proven to be unproductive); students are to look over these tests and ask questions (at any time) as they feel necessary prior to the exams.  The year end final covers the entire semester.

A study guide in the form of a compilaton of vocabulary and ideas covered is handed out two weeks before each exam.  See additional exam concerns near the bottom of this page.

Historically, the class average in a Level  2 earth science class is 74.

Cheating:  Students caught cheating will receive a 0 for the test and a phone call home  will be made.

A personal note:

My major concern in conducting this course is that it is a one semester course.  This means that there is no room for less motivated students to “slide.”  A significant number of incoming freshmen figure that there is no urgency for taking high school seriously until the middle of the year,   If this happens, an additional semester of science will have to be made up.  Their status next year may be that of  "freshman." If scheduling in junior or senior year does not permit this, an entire year of another science may be the only option.  On the other hand, freshmen who enter the high school may have a satisfactory first semester and decide that they can slide their second half.  This would be of equal consequence.

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Level III Integrated Science A / Earth Science:

 

This class is the first component of a two part integrated science course.   It covers various topics which fall under the category of earth science.  These topics vary from the forces which change the surface of the earth to the earth’s place in space.   

         

Students  are to come to class prepared every day, with (covered) textbook, a note book for recording notes and holding handouts, and pen or pencil.  Continued requests by a student for a pen, paper, or lost copy, or textbook to borrow, seriously interfere with instruction time in addition to causing interruption and distraction.

 

Homework:  This will account for about 65% of each quarter’s grade.  It is due when the late bell rings.  No late home work is accepted, unless it is the result of illness, absence, or parental note.  On average, there are two assignments per week and /or weekends.  It should be understood by each student that when no written assignment is assigned, at least 20 minutes should be spent every evening reviewing the notes or material from that day.  Pop quizzes will be given.  Students who miss any assignments will not be eligible for extra credit.

Tests:  Each chapter concludes with a comprehensive test, 90% of which is based on class notes.  The remainder is based on concepts developed during class discussion, activities, and demonstrations.  Students are provided with detailed study and review guides for each chapter.  Parents may wish to assist students by reviewing with these sheets.  If a student is absent only on the day of the test, then the test will be made up on the day of return.

Final Exams:   These tests typically consist of 150 short answer questions, diagram labeling, and 4 essay questions.  All of the questions are based on previous tests, so it is essential that students retain their corrected tests to use as a study guide.  There is no formal review for these exams (this has proven to be unproductive); students are to look over these tests and ask questions (at any time) as they feel necessary prior to the exams.  The final exam covers the entire year.

Historically, the class average in a Level Three earth science class is 73.

Cheating:  Students caught cheating will receive a 0 for the test and a phone call home may be made.

There is no substitution for assigned work.

 

My major concern in conducting this course is that it is a one semester course.  This means that there is no room for less motivated students to “slide.”  A significant number of incoming freshmen figure that there is no urgency for taking high school seriously until the middle of the year,   If this happens, an additional semester of science will have to be made up.  If scheduling in junior or senior year does not permit this, an entire year of another science may be the only option.  On the other hand, freshmen who enter the high school may have a satisfactory first semester and decide that they can slide their second half.  This would be of equal consequence.

 

Level III Integrated Science B / Physical science:

 

This course covers the topics of general physical science - basic concepts of matter and chemistry, laws of motion, gas laws, and other topics.   There are two state mandated labs to be conducted in a semi lab environment.

The constructs and mechanics of the course are very similar to the Integrated Science A.   Tests, homework etc. all accomplished along the same lines, so refer to the above information for Integrated Science A.

  

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The following is a summary of basic procedures designed around Ellington’s expectations for student learning, which in science include the following:

 

1.      Student’s will learn to reason effectively, think critically, and solve problems.

2.      Students will develop the ability to communicate effectively in speech and writing.

3.      Students will demonstrate knowledge, understanding, and the applications

      of science and mathematics.

4.      Students will acquire historical and contemporary knowledge in order to

      recognize and examine society’s issues.