Email Updates Science – Vol. 4- Number 3 – November 16, 2009

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Greetings from Mr. Brewer,

You are receiving this mass email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School.

In this mailing you will find:

1). Reflections on the Thanksgiving Holiday

2). What have we been doing in the last few weeks?

3). What will we be doing in the next few weeks?

4).  The “Science Journal Take Home Quest” & “AfterTest” Assignments.

5). The Source and my Website.

6). Archived additions of the Email Update

7). My Contact Information

————

1). Reflections on the Thanksgiving Holiday

The holiday seasons are upon us and I wish everyone to enjoy the time together. Throughout the season consider ways to honor the many cultural values and experiences of the diverse friends and families that comprise our communities. Each year I am reminded of the importance of multiple perspectives surrounding the celebration of holidays.  In years past, Seattle School District Caprice D. Hollins, Director of Equity & Race Relations, Willard Bill, Jr., Program Manager Huchoosedah Office of Native American Educ., and Janine Tillotson, Consulting Teacher Huchoosedah Office of Native American Educ. sent a mailing about this theme. I want to share an excerpt from that letter that I find especially relevant and informative.

“Thanksgiving is a holiday which can be a particularly difficult time for many Native American students. The link below suggests some ways that might prove sensitive to their experiences and perspectives of this holiday and still make it meaningful for everyone.

“Myth #11: Thanksgiving is a happy time

“Fact: For many Indian people, “Thanksgiving” is a time of mourning, of remembering how a gift of generosity was rewarded by theft of land and seed corn, extermination of many from disease and gun, and near total destruction of many more from forced assimilation. As currently celebrated in this country, “Thanksgiving” is a bitter reminder of 500 years of betrayal returned for friendship.

“To learn more about deconstructing the myths surrounding Thanksgiving, visit the web site http://www.oyate.org/resources/shortthanks.html. Here you will discover ways to think critically, and find resources where you will learn about Thanksgiving from a Native American perspective.”

I share the Seattle School District goal of cultural competency in order to strive towards being inclusive and aware of the needs of all students. I, like the letter expresses, appreciate your willingness to think about the implications and impact of thinking about Thanksgiving in alternative ways.

It is my intent, as was the letter from the District, to inform about how we can celebrate holidays, while respecting and honoring the many ethnic and cultural backgrounds of the friends and families that comprise our communities. Thank you for your consideration.

————

2). What have we been doing in the last few weeks?

Since the last update we have explored of the importance of genetic variation among the population, completed a few different models of DNA in order to build our foundational knowledge about the importance of this genetic code in our bodies.

We also began to investigate bacteria in our classroom using agar cultures in Petri dishes and learn that bacteria always reproduce exponentially.  Students will write their results in a formal lab; this is to be turned in on Tuesday November 25, 2009. Please note your responsibility for the lab: [*Student Responsibility — Lab Plan* (25pts), Peer Edit* (25pts), Data Table/Diagram* (25pts)] for the lab and my responsibility [**Teacher Responsibility — Final Lab Graded w/ Rubric** (25pts)].

————

3). What will we be doing in the next few weeks?

We will investigate the reproductive processes of plants by dissecting several flowers and learning the names of each individual part.  Each student will be asked to make a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants.  Following that we will focus our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects.  We will conduct a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences.  We will conclude the quarter addressing ecology and human interdependence of the environment by focusing on the importance of native and invasive species throughout our environment.

—————-

4).  The “Science Journal Take Home Quest” & “AfterTest” Assignments.

Please expect two upcoming assignments that will ask students to go beyond the normal way of doing things:  (1) “Science Journal Take Home Quest” & (2) “AfterTest”.

Here is a bit more detail on each:

(1) “Science Journal Take Home Quest”:  This assignment contains two parts: one for the student and one for the family adults.  Students are expected to look reflectively at the assignment and journal together with an emphasis on how to improve the use of their journal.  Family adults are expected to look at the journal and have their young scholar teach them something from the journal.  This is your chance to observe the quality of the journal and express concerns that begins a dialogue of how best to improve performance and accountability of your young scholar.

(2) “AfterTest”:  This assignment requires students to look reflectively at the most recent test to address strengths and weaknesses about learning content rather than individual study skills.  Further it provides an opportunity for students to prove that they know the concept by creating a second problem that demonstrates mastery.  This assignment should be done in the journal.  This assignment emphasizes the why we know what we know to achieve mastery rather than simply knowing the facts to achieve mastery.

You should look for these assignments in the second and third weeks of December.  As always, please email with any questions that you may have.

—————-

5). The Source and my Website.

As grades are posted on the source, if ever you notice a mistake in your grade, please bring these to my attention and I will respond appropriately. Either I have mistakenly entered the student’s grade in the computer while transcribing from my written grade book or there is a mistake on the computer version regarding total points. Additionally, if I have listed an assignment as “missing” and you know that you (the student) know that you have turned it in and received a score, show me the evidence and I will correct your score accordingly.

All Assignments will be posted both on my website: http://mrbrewer.org/Pages/science7.php and the class calendar: http://mrbrewer.org/Pages/calendarSCI7.php.

You may find out if you are missing an assignment by checking your grade on the on The Source https://source.seattleschools.org.

I generally update my website every weekend. You can expect assignment for two week intervals to be available at all times. At times, however, I may need to amend the assignments that are posted with what is given in class depending, mostly, on student learning, comprehension and understanding. When in doubt, please email me and ask what the assignment is.

If you have any questions please be sure to email me for clarification.

—————-

6). Archived additions of the Email Updates

Archived additions of the Email Updates are available on my webpage. Please follow this link: http://www.mrbrewer.org/Pages/science7.php#emu

If you are in contact with other parents/guardians who have not received these updates, please direct them to the Source to locate the link above. Also please ask them to email me so that I may add them to the list.

————

9). My Contact Information

I can be reached/contacted several ways:

Real Mail:  3003 NE 75th St., Seattle, WA 98115

Web Page:  www.mrbrewer.org/

Email (best way):  mabrewer@seattleschools.org or brewermaj@gmail.com.

Telephone/Fax: (206) 252-5010 | (801) 665-5066

Thank you for attending to this email. If you have any additional questions and/or concerns, please do not hesitate to email.

I look forward to your continued correspondence throughout the year.

Warmly,

Matthew John Brewer

7th Grade Science Teacher

Eckstein Middle School

Seattle, WA 98115

Tel.: 206-252-5010

Fax: 801-665-5066

mabrewer@seattleschools.org

http://www.mrbrewer.org

Email Updates Science – Vol. 4- Number 2 – November 2, 2009

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Greetings from Mr. Brewer,

You are receiving this mass email because either you are a student or the parent/guardian of a student in one my Seventh Grade Science classes at Eckstein Middle School.

In this mailing you will find:

1). What have we been doing in the last few weeks?

2). What will we be doing in the next few weeks?

3). Bodies… The Exhibition in Seattle through March

4). The Source and my Website.

5). Archived Additions of the Email Update

6). My Contact Information

————

1). What have we been doing in the last few weeks?

We began the year with an exploration of general concepts about the nature of science, an exploration of living organisms through investigations with microscopes and experiments. We have been working to enhance our skills of finding microscopic organisms in order to better differentiate characteristics that define each kingdom of life.  We ended this unit with a treasure hunt, using the microscopes, to find as many of the organisms in each kingdom that we could.

————

2). What will we be doing in the next few weeks?

We will conclude the first quarter with our explorations of the importance of genetic variation among the population.  We will conduct an investigation about DNA in order to build our foundational knowledge about the importance of this genetic code in our bodies.

In the second quarter we will investigate bacteria in our classroom using agar cultures in Petri dishes and learn that bacteria always reproduce exponentially.  Students will write their results in a formal lab.

We will investigate the reproductive processes of plants by dissecting several flowers and learning the names of each individual part.  Each student will be asked to make a pollination story cartoon (either written or on computer) to explain the role of seed dispersal and the growth cycle of plants.  Following that we will focus our attention on the difference between several of the animal phylums — invertebrates, vertebrates, and insects.  We will conduct a dissection of one animal from one of these phylums in order to be able to compare and contrast the similarities and differences.  We will conclude the quarter addressing ecology and human interdependence of the environment by focusing on the of the importance of native and invasive species throughout our environment.

In the third and fourth quarter we will be our studies of the Human Body System by examining the circulatory system. We will have the opportunity to feel a sheep heart so that we could learn how the most important muscle in our body — the heart — looks and works.

We will focus our attention to the importance of the circulatory system and how it affects our overall health. We will examine how the field of bioengineering makes it possible to better treat heart diseases. We will simultaneously be examining the importance of how health effects the ability of the heart to function effectively.

At the end of this unit students will have the opportunity to try their own expertise at developing an alternative blood vessel in much the same way that a bioengineer would test common materials.  Students will write their results in a formal lab.

—————-

3). Bodies… The Exhibition in Seattle through March

Once again, Bodies… The Exhibition has come to Seattle.  I strongly encourage you to visit this exhibit between now and the end of March.  While, I cannot require you to attend this event I can offer some extra credit points for attendance.

In order to receive credit for this extension assignment I will require completion of two items: (1) student activity guide and (2) attached entry ticket.  All students will be given a half sheet of paper outlining this expectation.  Students and/or families who are not able to attend will not be penalized.  Extra credit points will be added to category (Test/Quiz, Journal/Performance, Homework, Lab/Project) of greatest need so that it is equitable for all students.

On my website home page (www.mrbrewer.org) I have placed a link to the student guide (http://www.mrbrewer.org/Classes/2009/Notes/Bodies_Student_Activity.pdf) and a page about ticket pricing and location information (http://ticketsforgroups.com/bodiesWA.html).  Below is some information as provided by the teacher guide to help inform you about the exhibit:

“In BODIES…The Exhibition, you will see full bodies dissected to show various systems throughout nine galleries. You will also see individual organs or parts—some healthy, some diseased. You will observe first-hand the effect that disease and unhealthy life choices have on the body—what happens to the lungs, for example, when people smoke. You will understand how positively amazing the body is—how the pulleys, fulcrums and levers we know as muscles, joints and bones let us function continuously without even thinking about it.

“BODIES…The Exhibition celebrates the human body and its inter-related systems and functions. By learning how the body works, we believe you can better care for your body and keep it healthy. By studying the systems of the body, you will come away with a new appreciation for life.

“BODIES…The Exhibition provides an unprecedented opportunity for learning human anatomy, physiology, and chemistry. BODIES …The Exhibition enables you and your students to speak with ease about the body, dispelling some preconceived ideas and fears.

“Please be prepared for what you will be seeing—real, preserved specimens of the human body. The specimens have been dissected to specifically illustrate each body system and function. Male and female reproductive organs are visible in most of the full body specimens. The fetal room is entirely optional. All embryos and fetuses died of natural causes in utero.”

—————-

4). The Source and my Website.

As grades are posted on the source, if ever you notice a mistake in your grade, please bring these to my attention and I will respond appropriately. Either I have mistakenly entered the student’s grade in the computer while transcribing from my written grade book or there is a mistake on the computer version regarding total points. Additionally, if I have listed an assignment as “missing” and you know that you (the student) know that you have turned it in and received a score, show me the evidence and I will correct your score accordingly.

All Assignments will be posted both on my website:

http://mrbrewer.org/Pages/science7.php and the class calendar:

http://mrbrewer.org/Pages/calendarSCI7.php.

A Master copy of all assignments completed in the Science Journal is available in the classroom at all times. Students may access this Journal during homeroom and/or after school. This is the first place to check if you are absent.

You may find out if you are missing an assignment by checking your grade on the on The Source https://source.seattleschools.org.

I generally update my website every weekend. You can expect assignment for two week intervals to be available at all times. At times, however, I may need to amend the assignments that are posted with what is given in class depending, mostly, on student learning, comprehension and understanding. When in doubt, please email me and ask what the assignment is.

If you have any questions please be sure to email me for clarification.

—————-

5).  Archived Additions of the Email Update

Archived additions of the Email Updates are available on my webpage. Please follow this link: http://www.mrbrewer.org/Pages/science7.php#emu

If you are in contact with other parents/guardians who have not received these updates, please direct them to the Source to locate the link above. Also please ask them to email me so that I may add them to the list.

—————-

6). My Contact Information

I can be reached/contacted several ways:

Real Mail

3003 NE 75th St.

Seattle, WA 98115

Web Page

www.mrbrewer.org/

Email (best way)

mabrewer@seattleschools.org or brewermaj@gmail.com.

Telephone/Fax

(206) 252-5010

(801) 665-5066

Thank you for attending to this email. If you have any additional questions and/or concerns, please do not hesitate to email.

I look forward to your continued correspondence throughout the year.

Warmly,

Matthew John Brewer

Eckstein Middle School

Seattle, WA 98115

tel.: 206-252-5010

fax: 801-665-5066

mabrewer@seattleschools.org

http://www.mrbrewer.org

Please be sure to register for a subscription via email by clicking on the following link:  Subscribe to 7th Grade Science Email Updates by Email.

You may also follow via a feed: feed://feeds.feedburner.com/mrbrewerscienceemailupdates.

Please email mabrewer@seattleschools.org or brewermaj@gmail.com with any questions and/or comments.

Email Updates Science – Vol. 4- Number 1 – October 9, 2009

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Greetings from Mr. Brewer,

You are receiving this email because either you are a student or the parent/guardian of a student in one of my Seventh Grade Science classes at Eckstein Middle School. This is the first edition of many update emails to follow. I will send regular updates about the class once a month throughout the semester.

In this first mailing you will find:

1). The Scope of the Class

2). Classroom Expectations and Classroom Consequences

3). Grading Policies & Homework Expectations

4). I Missed an Assignment: How Do I Find Out About Past Assignments?

5). The Source and my Website.

6). Missing Assignments & Labs and Late Homework Policy.

7). Thanks for the Donations!

8). My Contact Information

————

1). The Scope of the Class

Life Science is another word for Biology, the study of life.  We are going to stick close to the curriculum presented in these Kits:  Diversity of Life, The Human Body, Our Genes, Our Selves, and Youth Take Heart.  These are dynamic and exciting—they are all about inquiry science. “What is inquiry science?” you ask.  It means we will be doing lots and lots of hands-on investigations and experiments.  Roll your sleeves up and get ready to dissect, collect, draw, observe, design, test, document, hypothesize, and more.

We will first tackle the Diversity of Life and Our Genes, Our Selves kits.  Get ready for DNA, cells and microscopic life.  Did you know that if you added up the mass of every living thing on Earth that bacteria would be more than 50% of the total?  Amazing since they are almost impossible to see even in a microscope!  We will finish with a special project of your choosing, with presentations.  More about this as the time approaches.

We will end the semester with the mysterious, the miraculous, the incredible Human Body & Youth Take Heart (which hopefully will not be as mysterious when we finish, but still miraculous and incredible).  Do you know the importance of a system?

Assessment will be in the form of:

• Your teacher’s observations while you work in class.
• Peer Assessment
• Your science notebook (writing, reading, drawing, calculation)
• Participation and discussion
• Homework & Terrarium/Aquarium & Typed Formal Lab
• Quizzes (closed book) & Tests (open book)
• Regular Challenges

————

2). Classroom Expectations and Classroom Consequences

I understand that people process information in a variety of ways. To facilitate diverse learning styles, there will be a wide assortment of structured learning activities in class and as homework. You will participate in group work, conduct labs and field studies, read, take notes, create visuals, take part in discussions, produce materials, play games, watch slide shows and video clips, analyze case studies, engage in creative writing and much, much more! Expect homework several times each week.

My classroom rules fall into three categories:

1. Respect — for yourself, classmates, teacher, classroom property, & classroom environment

2. Reliability — for following classroom rules, guidelines, and agreements at all times

3. Responsibility — for being a responsible scholar at all times, coming to class prepared (with pencil, paper, and right attitude), & following classroom rules, guidelines and agreements at all times.

Additionally, the following classroom procedures are expected to be adhered to at all times:

STARTING CLASS

Be in your assigned seat when the bell rings

Have needed materials out and ready before the bell rings

Write the Purpose Statement in your Composition Book

DURING THE LESSON

Be ready to participate

Raise your hand to speak or ask a question

Be respectful of the person speaking and the people listening

Stay in your assigned seat

DURING WORK TIME

Work hard and try your best

If you have a question about a problem, ask your table partners first

If you still have a question, raise your hand and ask Mr. Brewer

Don’t be afraid to ask for help

Keep the noise at a reasonable level

Use your science work time constructively

Stay in your assigned seat

DURING TESTS AND QUIZZES

Work quietly until everyone is done

Keep your eyes on your own paper

If you have a question about the test/quiz, raise your hand to ask Mr. Brewer

Stay in your assigned seat

ENDING CLASS

Return all class materials (calculators, rulers, etc)

Personal clean-up and exit task stamping

When the bell rings, wait to be excused

Push in your chair

Failure to comply with these stated rules and expectations will be enforced in the following manner:

1). Verbal Warning

2). In Class Consequence (BMS) and Phone Call home

3). Assigned Detention and/or Bucket Duty and Phone Call home

4). Office Referral and Phone Call home.

During the first week everyone received a copy of the Expectations, Roles & Classroom Management Plan and Science Safety Contract. This document was to be returned for credit on Monday September, 8 2008. This document explains the rules that all students must follow during science laboratories and hands on investigations. Because it is imperative that our students are working in a safe environment, students and their parents/guardians must affirm their awareness and understanding of the rules and agree to support them by reading and signing this document.

————

3). Class Work and Homework Expectations

Everyday class begins with a written entry task in which students write a general purpose and objective statement of the days task. Students are expected to be actively working on this procedure when the bell rings; failure to do so will result in a marked tardy. This part of the day is important because it provides students with clarity about what will be done during the day and chance to focus on the class activities.

Homework is assigned to complete many of the projects that we begin in class. Homework usually consists of a short written assignment to review the day’s lesson and short readings or handouts to read and prepare for the following day. Homework is assigned toward the end of the class period and we begin the assignment together. Homework is due the following day unless otherwise indicated and is complete when a stamp is received in the journal.

Students are expected to record the assignment in their planner and ask any questions regarding the assignment.

As you work on your assignments please consider the following:

q          Neatness counts: pencil is preferred for written assignments, because we all make mistakes. Journals are stamped daily.

q          It is important that you do your best on every assignment.  If you do not understand get help.  See Getting Extra Help.

q          LATE WORK IS ACCEPTED FOR CREDIT (75%)! any day after the day that the work is to be turned in!

q          WORK WITHOUT A NAME OR PARTIALLY COMPLETED WORK IS CONSIDERED INCOMPLETE (60%) even if turned in on time.

q          WORK MISSED BECAUSE OF UNEXCUSED ABSENCES OR WORK NEVER TURNED IN WILL COUNT AS MISSING (50%).

q          Late work due to an excused absence or extension can be turned in for full credit under the following conditions:

q          Extensions on any assignment will be granted only if asked in person or email one (1) day prior to the day to be turned in!

q          Short-term assignments given out in your absence can be turned in late based on the number of days missed (for example if you were home sick for 3 days, a short- term homework assignment can be turned in 3 days after you return for full credit.

q          Long-term assignments will have the same due date as the rest of the class unless unusual circumstances arise and an agreement is arranged with me AHEAD OF TIME.

q          A test missed due to an excused absence must be made up in a timely manner- usually within a few days of returning.

Lab/Field activities must be made up within one week of your return.  One day a week (Tues. or Wed.), lab make- ups will be held during advisory/HR.  If you miss the make-up day, you can no longer get credit for the lab and the lab will count as missing.  
Note:  a few labs require perishable materials and cannot be made up.

————

5). I Missed an Assignment: How Do I Find Out About Past Assignments?

All Assignments will be posted both on my website:

http://mrbrewer.org/Pages/science7.php

and the class calendar:

http://mrbrewer.org/Pages/calendarSCI7.php.

A Master copy of all assignments completed in the Science Journal is available in the classroom at all times. Students may access this Journal during homeroom and/or after school. This is the first place to check if you are absent.

You may find out if you are missing an assignment by checking your grade on the on The Source https://source.seattleschools.org.

I generally update my website every weekend; you can expect assignment for two week intervals to be available at all times. At times, however, I may need to amend the assignments that are posted with what is given in class depending, mostly, on student learning, comprehension and understanding. When in doubt, please email me and ask what the assignment is.

If you have any questions please be sure to email me for clarification.

—————-

6). The Source and my Website.

As grades are posted on the source, if ever you notice a mistake in your grade, please bring these to my attention and I will respond appropriately. Either I have mistakenly entered the students grade in the computer while transcribing from my written grade book or there is a mistake on the computer version regarding total points. Additionally, if I have listed an assignment as “missing” and you know that you (the student) know that you have turned it in and received a score, show me the evidence and I will correct your score accordingly.

On The Source Class Page you will find links to the following pages on my Website:

– my home page, which includes some information about me (by clicking on “About” in the menu bar);

– the class assignment calendar, provided by Google Calendars;

– the class webpage, which includes information about assignments, class notes, and archives of email updates.

Please visit my webpage, http://mrbrewer.org, for more information about class information, assignments, readings, and me.

—————-

7). Missing Assignments & Labs and Late Homework Policy.

First and foremost, it is important that all assignments are turned on the day that they are due, otherwise credit cannot be earned.

Assignments that are completed in the Science Journal are not considered late until all ten assignments have been completed, which allows students to make up work that they may have missed and/or been unable to complete in class. Because the Science Journals are kept in class, it is the students responsibility to complete this work during homeroom or after school. I may occasionally issue a pass for this purpose, but a good student will advocate for themselves and responsibly complete the work.

Missing Labs that are completed in class will require at least one day after school to make up the lab or during homeroom.  Most likely this will be on a Tuesday because I also coach JV soccer on Monday and Thursday; later in the semester there will be more options.  Please plan this into your schedule as you make arrangements to miss school and make up work.  For your information, most teacher will require this time to make up work, as we cannot usually get this done in class time as we move forward and because homeroom is too short to complete, especially, a science lab (let alone get started).  Thanks for your understanding regarding this time.

—————

8). Thanks for the Donations!

Thank you for your generous $5 Lab Fee donations to the Science Department.  Your support will allow us to provide the best resources and opportunities that we can.  If you wish to donate in the future, please make checks payable to “Eckstein Middle School.”

—————

9). My Contact Information

I can be reached/contacted several ways:

Real Mail
3003 NE 75th St.
Seattle, WA 98115

Web Page
www.mrbrewer.org/

Email (best way)
mabrewer@seattleschools.org or brewermaj@gmail.com.

Telephone/Fax
(206) 252-5010
(801) 665-5066

Thank you for attending to this email. If you have any additional questions and/or concerns, please do not hesitate to email.

I look forward to your continued correspondence throughout the year.

Warmly,

Matthew John Brewer

7th Grade Science Teacher

Eckstein Middle School

Seattle, WA 98115

tel.: 206-252-5010

fax: 801-665-5066

mabrewer@seattleschools.org

http://www.mrbrewer.org

Please be sure to register for a subscription via email by clicking on the following link:  Subscribe to 7th Grade Science Email Updates by Email.

You may also follow via a feed: feed://feeds.feedburner.com/mrbrewerscienceemailupdates.

Please email mabrewer@seattleschools.org or brewermaj@gmail.com with any questions and/or comments.

Please be sure to register for a subscription via email by clicking on the following link:  Subscribe to 7th Grade Science Email Updates by Email.

You may also follow via a feed: feed://feeds.feedburner.com/mrbrewerscienceemailupdates.

Please email mabrewer@seattleschools.org or brewermaj@gmail.com with any questions and/or comments.

Some of you may use Instant Messaging or other forms of electronic “talk,” on a regular or semi-regular basis.

While you are using this blog, I want you to follow some guidelines because I view this site as a digital extension of our classroom. This means that any rules or expectations I have for you in the classroom are the same rules and expectations I have for you here in Cyberspace, with one main exception: Do Not Use Your Last Name on the Blog!

*First of all, please be aware that I will be able to identify you through your email address (I have the software available to do so). So think carefully about what you write and how you write.

*Second, be respectful. Please do not write anything that would make people frightened, angry, upset or embarrassed. It’s ok to ask thoughtful and provocative questions, even on sensitive subjects, but do so in tactful, polite manner.

*Third, keep it clean! Avoid swears and other topics that are inappropriate in a classroom setting. (Remember, this Blog is an extension of our classroom).

*Finally, if in doubt about writing what you’re thinking, leave it out!

If you have any questions/concerns please let me know right away. Write and post away! Enjoy!