Download Middletown High School North Departmental Highlights February

Middletown High School North
Departmental Highlights
February 2015
JoAnn Cilmi
Literacy Supervisor, K-12
English teachers at High School North continue to support students’ acquisition of non-fiction reading
strategies by finding ways to pair informational texts with fiction novels. Pairing texts in this manner
allows students to gain a more in-depth understanding of characters and events through real-world
connections For example, students in grade 10 have completed research on topics such as organ
donation and freedom fighters in conjunction with their reading of Unwind by Neil Shusterman to
expand upon some of the main themes present in the novel.
Additionally, students in all grade levels continue to hone their discussion skills through debate
exercises and structured conversations like the Socratic Method. Advanced discussion methods such
as these allows students practice in maintaining academic conversation and furthers helps them
practice their argument skills by demanding them to support their ideas with evidence from text and
logical analysis to fully flesh out and connect their ideas.
Guidance Department
John Carmody—Assistant Principal
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Hosted the NCAA signing for Nicholas Banta who signed to play football at West Virginia
Wesleyan College and Troy Thompson who signed to play football at Marist College next
year.
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Attended the “Bang, Bang, You’re Dead” showing and discussion hosted by George Scott of
the Traumatic Loss Coalition.
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Hosted Naviance Night for all students and parents. Presented a tutorial about Naviance and
the resources available, including college and career exploration which can begin as early as
freshman year.
•
Visited all English classes to distribute the course selection guides for the 2015-2016 school
year. Discussed different programs in which the students can enroll and the importance of
maintaining good grades.
•
Began meeting with each student individually to schedule courses for next school year along
with making sure the student is registered and understands how to access Naviance. The
counselors reviewed the different resources that Naviance offers and discussed the college
application process.
•
Visited the 8th grade students at Thorne and Bayshore to discuss scheduling for next year,
the STEM and Government, Law and Public Policy Pathways and high school expectations.
•
Conducted a social skills group which focused on positive outlets, stress reduction,
introduction to others, and general interaction.
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Hosted a Freshman Parent Forum which discussed questions regarding Chromebooks and
the PARRC assessment.
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Promoted and gathered names for Cinderella’s Closet which is an event to provide prom
dresses for girls who cannot afford them.
Mathematics
Jennifer Martins – District Supervisor
The mathematics teachers continue to utilize technology to assist in enhancing instruction and
motivating students. Algebra I teachers have been using the virtual algebra tiles which are part of the
Algebra I Fuse application for the iPad so that students can make the geometric connection between
the area of a rectangle and multiplying polynomials. By using this virtual tool, students can easily
visualize the polynomials and how to multiply them. In addition Algebra I students have been working
with the Chromebooks in preparation for the PARCC assessments.
Geometry teachers continue to flip the classroom which takes the lecture out of the class and
provides more time for students to explore deeper geometrical questions and problem solve. They
continue to use the Geometry Fuse application for the iPad for formative assessment, as well as,
Geometer’s Sketchpad for animating geometrical constructions. Geometry students also have been
working with the Chromebooks to answer practice PARCC assessment questions in preparation for
the assessment in mid-March.
Mathematics teachers also continue to utilize the 3-Act tasks to engage students and bring a practical
application to mathematics.
Media Center
Lauren Stout
Media Specialist
Students in Ms. Ciccarelli’s and Ms. Brodeur’s 11th grade English classes are working towards the
conclusion of their multi-genre inquiry projects. After self-selecting topics of interest, students used
the open web, databases, podcasts and other information sources to gather research and narrow a
focus-this included a lively musical chairs peer review activity. Using a narrowed, focused topic, they
drafted research design proposals, and received individual feedback from both teachers and the
media specialist. They are now constructing multi-genre elements, including raps, LucidPress
magazine articles, Google Forms surveys, two voice poems, comic strips, fictional stories, Prezis, and
TED style talks, to reflect their new understandings and insights about their topics. The final step in
our process concludes with a reflection letter in which students will share what they did well in the
research process, in addition to what areas they believe they will continue to need to grow in and
improve upon in the future.
Science
Dr. Steven Trudell --Assistant Principal
Lynn McGimpsey - Biology
The students have been studying DNA and genetics by extracting DNA from strawberries and
observing its ‘stringiness’ structure. They also completed an interactive activity on their Chromebooks
in which a karyotype was made. The students used Quizlet (www.Quizlet.com.) to review information
with flash cards, memory games, etc.
Biology students have also been studying macromolecules and the monomers that make them up. A
Web Quest was completed, videos were viewed and online questions were answered for assessment
review. In addition, students used molecular model sets to build glucose.
Reinforcement and review of macromolecules was done by playing a game of www.Kahoot.com and
completing an imaginary new food, using the online graphic design site www.canva.com.
The Gizmo: Cell Energy was completed as a class. Students viewed the reactants and products of
photosynthesis and cellular respiration by completing this interactive.
In preparation for the PARCC assessment, students have been completing chapter assessments
using their Chromebooks. In addition, open-ended questions that incorporate common core key
terms, such as analyze, contrast, describe, identify, etc. have been provided for students.
Biotechnology students investigated the pros and cons of in vitro fertilization techniques by
completing a Web Quest. Students then worked together to complete a movie pertaining to IVF as
their final project.
They also compared and contrasted traits of bacteria and viruses by reviewing online informational
links, completing website interactives and making an informational pamphlet as their final
assessment.
Human blood typing and transfusion possibilities were investigated by completing two labs. Students
analyzed the blood types of several individuals and determined the possible transfusions they could
each receive. In addition, the parents of a child were determined by matching the blood types of
synthetic blood samples.
As a concluding assignment for the Biotechnology course, the students viewed the movie Jurassic
Park and wrote an essay pertaining to the science portrayed in the film, whether the techniques could
be possible and the ethics of various biotechnology techniques. Kahoot! games were played to
review for the second marking period quarterly.
As a new semester of Biotechnology begins, students reviewed basic lab supplies and completed a
lab that requires following directions and measurements. Students were surprised to see how easy it
was to make errors.
Students completed a Prezi, or PowerPoint, pertaining to DNA, RNA and protein synthesis and
presented their information to the class. A few links of their presentations are below.
1. https://prezi.com/aleaxfqt7grr/dna-presentation/
2. https://prezi.com/vts7w7o_y4kb/dna/
3. https://docs.google.com/a/middletownk12.org/presentation/d/1vjA6JwRnJvLUEQW8jHvo5
U0Lvqj1Cah4sd-kRu0E9ZQ/edit#slide=id.p
Students also built 3-D models of DNA and extracted DNA from strawberries.
John Marotta-Biology
Students extracted DNA from strawberries so that they could observe firsthand the DNA that is in
the food that they eat. They learned the simple method to extract DNA and why each step was
necessary due to the complex organization of DNA in cells. The students discussed why it is
important for scientists to extract DNA from organisms and about recombinant DNA.
The students were presented with slides of cells from the tip of an onion root to observe mitosis. They
had to classify each slide based on what phase of mitosis it was in. At the end, they had to count up
the cells found in each phase and use those numbers to predict how much time a dividing cell spends
in each phase. Their predictions were based on a total cell cycle of 24 hours.
Kathryn Connelly and Suzanne Matisoff
Students in Honors Biology classes ended their unit on Biomolecules
by adding digestive enzymes to different food components. Their task
was to identify any chemical changes and relate these observations
back to their new knowledge about organic compounds.
Kathryn Connelly, Suzanne Matisoff and Jennifer Woods-Biology
The students performed a lab on testing for organic molecules to learn how to identify and describe
different types as well as their monomers. The indicators used in this lab were:
Benedict’s Solution, Lugol’s iodine, Biuret solution and the Brown paper bag test.
During the lab on photosynthesis and cellular respiration, the students used Skittles to represent the
molecules found in photosynthesis and respiration reactions. The Skittles were used as a visual to
help demonstrate the law of conservation of matter. The students found that during photosynthesis
and respiration the number of atoms in the reactants was equal to the number of atoms in the
products. Using this process the students learned about the molecules that make up the reactants
and products for photosynthesis and respiration.
Richard Unterstein - AP Biology
The students embarked on a multi-lab adventure in which they attempted to determine which abiotic
factors influence two major biological processes: cellular respiration and photosynthesis. The
students ascertained that several factors such as temperature and PH play a role in optimal enzyme
activity. Results were linked to the overall concept of homeostasis – the steady state and
physiological condition of an organism.
Members of the AP Biology classes attempted to determine whether or not their favorite corn or soy
based snack was made with genetically modified corn (GMOs). By using the process of Polymerase
Chain Reaction (PCR), the students were able to isolate the 35S gene which makes plants resistant
to the herbicide Roundupc. The majority of students were able to find evidence that their corn/soy had
been genetically modified.
Michael Coppola – Chemistry
Using their knowledge of chemical quantities, CP Chemistry students calculated the number of moles
and molecules in several samples of different substances in the laboratory.
Honors Chemistry students figured out how to produce specific amounts of copper using the reactants
copper (II) sulfate and iron by applying their stoichiometry skills combined with their newly acquired
lab techniques.
John Midtgard and Jennifer Vought-Chemistry
The Flame Test lab demonstrated that when elements are heated to high temperatures, some of their
electrons are promoted to higher energy levels. These excited electrons can fall back to the ground
state and release the excess energy in packages of light called photons, or light quanta of a specific
frequency. The color of the emitted light depends on its energy. If that frequency is in the visible range
of the electromagnetic spectrum, the color that relates to that frequency is seen. When heated, each
element emits a characteristic pattern of light energies, which is useful for identifying different
elements. The characteristic colors of light produced when the substances are heated in the flame of
a gas burner are the basis of flame tests for several elements. The students tested 7 different
compounds. The students were to identify two unknown compounds from 2 known compounds.
Randy Kalman-Nutrition I – Students below are seen doing a protein lab where they denatured the
protein in milk to make glue. They also completed their study of vitamins and minerals with each
student doing a short presentation.
Kirsten Price - Anatomy and Physiology
The students made newspaper knights to estimate the surface area of the skin and apply to burn
injuries. They also conducted 2-point discrimination experiments to test accessory organs of the skin,
namely nerve endings.
In Forensics, the students dusted and lifted for fingerprints. In Med Lab Tech the students learned
how to use hemocytometers and conducted red blood cell counts and white diff counts. See my
twitter feed for more pictures, https://twitter.com/pricekscience
Eric Hoblitzell - AP Environmental Science
His classes studied tree biodiversity in Tindall Park this past month. The students measured the
species diversity of trees using Simpson’s Index, which is a statistical method for calculating species
heterogeneity and species richness. Simpson’s index is a scale ranging from 0 (no heterogeneity and
no diversity) to a maximum close to 1 (high heterogeneity or lots of diversity). The number of species
is known as the species richness; it is simply the number of different species of organisms in the
sample. Just count the species in your sample to calculate it. Measuring the relative abundance of
species or the ‘Species heterogeneity’ is a bit more complex. Species heterogeneity takes into
account the relative numbers of individuals of the various species in a community. The students
worked in teams and marked off a 400 sq. meter area in which they counted the trees and identified
each species. They calculated species richness and species heterogeneity using the formula:
The average species richness was determined to be 7.5, and the average heterogeneity of Tindall
Park was found to be .704, and therefore was determined to be on the medium to med-high side of
the scale.
Randy Kalman – Vision Science
Biology students participated in an Evidence for Evolution lab in which they studied the role of
Paleontoligists, Evolutionary Biologists, Developmental Biologists and Physical Anthropologists. They
also uncovered “What Did T. Rex Taste Like” through a web based activity. They also studied
classification and are now moving into genetics.
Below is a picture of Chemistry students making “elephant toothpaste.” The students also reviewed
the Law of Conservation of Mass using aqueous solutions of sodium carbonate, calcium chloride and
sulfuric acid. They also spent time studying the structure of the atom and the periodic table.
Environmental Science students each researched their own biome and presented them using
“thinglink” software where they added pictures and descriptions representative of their research.
Forensic Science students recently completed their fingerprint unit where they used balloons to
magnify and analyze their own prints. They also practiced other activities such as graphite and
superglue fuming techniques.
Technology Education
Neil Leone—Assistant Principal
Roberta Vega-Photography I
In preparation for their current project, students viewed and discussed the composition, use of visual
clues and props, excellent lighting and exposure, and story-telling qualities in a set of documentary
images created by Frances B. Johnston to promote the Hampton Institute. Next, students were asked
to think of themselves as visual historians and were given the task of photographing different types of
subject matter related to student life, events, or other activities at Middletown High School
North. They were instructed to use creativity and imagination to produce aesthetically pleasing and
original story-telling compositions. They were permitted to use any type of digital camera to complete
this assignment, including cell phone cameras. After completing the photo-taking part of the project,
students will use Adobe Bridge to create digital contact sheets and Google Presentation to create
slideshows to share their work in a class critique.
Photography II students are conducting research about artists who begin with photography and add
artistic “twists” to their work. After learning about the methods used by each artist, students create
their own original experimental artworks in the style of these master artists. As part of their
background research, students are asked to respond to questions that invoke higher order critical
thinking skills. For example, in the Kinesthetic Art unit they were asked (among other things) to write
an explanation of a kinesthetic / agamograph /polyphonic painting using their own words - what it
looks like and how the viewer and the artwork interact (i.e. explain what happens). For the Sabattier
Effect unit they were asked, “What kind of image would be best to use as a starting point for creating
a Sabattier effect image? When deciding how to answer this question, think about what makes strong
Mackie lines appear and what kind of picture would look interesting or mysterious if the parts that a
person expects to be light appear dark instead and the parts one expects to be dark appear
light?” For the digitally hand-colored image unit they were asked, “Why is it important to remember to
put each color on a new (empty) layer instead of on a duplicate layer or adjustment layer?”
Below is a list of the artists students have studied so far, and the techniques students have practiced.
1. David Hockney - Photo cubism
2. Yaacov Agam – Kinesthetic art
3. Man Ray / Lee Miller – Sabattier Effect
While many of these special effects really need to be experienced in person to realize the full effect,
the images below show the steps students used to create kinesthetic art projects.
1. Students used Photoshop grid, select, copy, cut and paste commands. They set up a
complex image by splitting two different photos into evenly placed vertical strips separated by
spaces that were equal in size to the image strips, then merging the two photos by putting the
image strips of one into the spaces of the other.
2. They used mountain-valley fold technique to fold the image.
3. The students mounted the folded image onto a black mat board so that when viewed from one
side, one picture appears and when viewed from the opposite side, a different picture appears.
1.
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3a.
3b.
Architecture & Spatial Design
During the past month, students have been engaged in three types of project work 1.) Conducting
Internet research; 2.) Presenting what they learned in their research to the rest of the class; and 3.)
Creating virtual 3-D models using SketchUp.
For the first part of each day’s class block, students work in small groups to conduct research in which
they gather information about architecture in ancient Egypt, Greece, and Rome. They organize the
facts they learn from their research and then create Google presentations to share with the rest of the
class.
During the “hands-on” part of their class time, students use SketchUp tools and commands to follow a
complex sequence of steps (explained and demonstrated by the teacher and outlined in Google
classroom assignments, written instruction sheets, and teacher-created video tutorials) to a step-bystep process to create a virtual model of an ancient “temple city.” Most parts of the project require
students to use precise shapes and dimensions, but after meeting those requirements, students have
full creative license with regard to other details and surface treatments.
Wes Cieśla-Television Production
Students who have exceptionally strong skills in a particular area of editing are assisting other
students who have experienced difficulty in embracing said concepts or who simply need a creative
suggestion. This practice also creates a collegial atmosphere among the students and allows them to
exchange ideas and solutions to final editing challenges.
Visual and Performing Arts
John Carmody—Assistant Principal
The Arts Department is proud to honor 23 North students at the Middletown Public Library on
Saturday, March 7 at 2pm. Students had their work framed and will be on display until March 23 in
the Community Room. The students will be recognized by Dr. Cartier and Central Office. This event
is open to the public.
World Languages
Chris Reginio – Assistant Principal