Applying for Jobs – Day 4

Day 1Day 2Day 3 — Day 4 —

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Summary:
Today marked our very last science class of the year. The Orange Cluster teachers were blessed, yet again, with a fantastic group of kids. They were hardworking, respectful, positive students from September all the way until June. And for that we are tremendously grateful.

In class today, we began by watching the end-of-year video (posted above) and then followed with the year’s-end awards. In addition to giving awards for the highest average, the best effort, the best participation, and the most-improved student in each class, we also found out which students were the winners of our Applying for Jobs project:

Aerospace Engineer – Ciara Hume
NASA Chemist – Noah Braunstein
Vaccine Developer – Maddie Healey
Biologist – Colleen McDonnell
Astronaut – Brooke Vallier
FEMA Officer – Caroline Larson
Environmental Scientist – Maggie Roderick

Congratulations to the students above, and to all of this year’s students, on a job well done. You will have a great year next year, of that I’m sure. And I hope you carry the lessons of 8th grade with you through high school and beyond.

Sincerely,
Mr. A

Resources:
June 25 – Example Resume.docx
June 25 – Job Signs.pptx
June 25 – Job Descriptions.pptx

Applying for Jobs – Day 3

Day 1Day 2 — Day 3 — Day 4

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Summary:
Today was the third day of the Applying for Jobs project. This was the last day students got to work on their resumes. After today, the assignment is homework. Tonight their resumes will be sent on to seven different real-world scientists, including a NASA employee, an MIT engineer, and a couple of Ph.D. holding biologists. Each expert will choose one winner from the bevy of resumes that were submitted. Tomorrow, the winners will be announced.

Resources:
June 25 – Example Resume.docx
June 25 – Job Signs.pptx
June 25 – Job Descriptions.pptx

Applying for Jobs – Day 2

Day 1 — Day 2 — Day 3 Day 4

AFJday2

Summary:
Today was the second day of our Applying for Jobs project. Students chose one of the seven positions that they wished to apply for. Then they got to work crafting their resumes and writing cover letters. The rule was that all of the information they listed must be 100% true. They listed the courses they have taken, their grades, their project experience, their test scores, etc. Of course, none of them are actually qualified to become a NASA chemist; that’s not the point. The goal of the project is to learn about the process of applying for jobs. And after today, the students are well on their way.

Resources:
June 25 – Example Resume.docx
June 25 – Job Signs.pptx
June 25 – Job Descriptions.pptx

Applying for Jobs – Day 1

— Day 1 — Day 2Day 3Day 4

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Summary:
Today, we began our end-of-year capstone project: Applying for Jobs. Students will have to choose between seven different science jobs: a Space-X engineer, a NASA chemist, a vaccine developer, a biologist, an astronaut, a FEMA staffer, and an environmental scientist. Of course, each job goes along with one of our seven units of study this year.

Over the course of the week, students will be writing resumes and cover letters and applying for one of the jobs above. On Thursday, their resumes will be sent to real science professionals in each of the seven fields. The experts will then choose one winner for each position. Winners will be announced on Friday, and prizes will be awarded!

Resources:
June 25 – Example Resume.docx
June 25 – Job Signs.pptx
June 25 – Job Descriptions.pptx

Unit 7 Test

U7Test

Summary:
Today we finished off our environmental science unit with the Unit 7 Test. It covered everything from global warming to deforestation to overpopulation. And of course, woven through it all, there was The Tragedy of the Commons. I haven’t had time to grade all of them yet, but at first glance, it looks like most of the students did well. Next week we will begin our final project of the year: Applying for Jobs.

Resources:
June 19 – Unit 7 Test (pg719).docx

Review Day

RD

Summary:
Students spent the day crafting their own study guides in preparation for the Unit 7 Test. They used their binders, went on Canvas, watched my YouTube video, and even spent some time on MrAscience.com. The goal was to go back through each of our five environmental issues (global warming, waste & litter, deforestation, dirty energy, and overpopulation) and review the problems and solutions associated with each. For a copy of the blank study guide that we used, click the link below.

Resources:
June 18 – Study Guide.pptx

Minus 109

The average American produces 109 lbs. of CO2 each day. For this project, we ask students to give one of those days back! Because it is the last unit of the year, and time is often short, this project can also be assigned for extra credit. Or it makes a great capstone project for Unit 7. Either way, I think it’s important for students to put what they have learned about environmental science into practice.

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Students begin the project by learning the term “carbon footprint” and discussing ways that they can reduce their pollution.
                  Click here to download the PowerPoint.

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On day two, students try to quantify the methods of pollution-reduction we have discussed. For example, how much CO2 does shutting off a light really save?
                  Click here to download the worksheet.

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On day three, students begin to keep track of their personal pollution reduction. Have them plan out the next 1-2 weeks. Set a clear deadline for the end of the project.
                  Click here to download the worksheet.

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m109-4

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On the last day, have the students calculate their totals and form conclusions. Did they accomplish their goal of “minus 109?” Which methods will they continue to utilize over the summer?
                  Click here to download the worksheet.