APES + Suburban Ag Agriculture Video at Westmont High School

NCIS: Westmont - Forensic Science

“Everybody loves a good mystery. Mysteries can take us out of ourselves and lead us to explore the far reaches of our imagination.” ~Detective Science, Jim Wiese, p. 1

Welcome! NCIS: Westmont, an EPERIOD, developed and created to be an enrichment period where students will work in crime scene teams and use inquiry skills to develop an explanation for a crime. Students will:

• be introduced to new experiences and ideas
• work regularly with other students of similar abilities and talents
• learn the skills necessary to reach their goals as they pursue their interests and talents
• conduct in-depth investigations, participate in self-directed learning

Forensic Science means to investigate and establish facts of interest in relation to criminal or civil law.  

• Forensics offers students an opportunity to develop research, critical thinking, organization, persuasion, and oral communication skills.
• Forensics appeals to students with different goals and interests. It provides useful career preparation in law, education, politics, broadcasting, religion, public affairs, business, and other professions requiring critical thinking and communication skills.
• Forensics enables students to clarify their personal and social values through confrontation with the value judgments of others.
• Students learn respect for dissenting opinions and acquire knowledge and skills crucial to effective participation in a democratic society.
• Forensics provides students with an opportunity to develop social skills, including teamwork. Students develop realistic attitudes toward competition through competing responsibly and effectively in an intellectual environment.

As students goes through this enrichment learning experience, please look for messages via Message Center on Skyward and/or Blog Posts. . .some anticipated methods of communication.

Looking forward to working with your child as they experience Forensic Science!

GEMS. Girls Engaged in Math & Science.

GEMS. Girls Engaged in Math & Science.

Congratulations to 6^th grade students Lucy and Marianne!!  They applied for and have been accepted to participate in a week long STEM camp this June at the University of Illinois at Urbana-Champaign. Lucy and Marianne will join other 6^th and 7^th grade girls where they will learn about the science of computing, while at the same time investigate the role that computers play in our food systems. During this week, the girls will write simple programs that simulate garden growth, solve lots of food-themed puzzles, meet computing and food experts in the community, and be active, social, and simply have fun. We look forward to hearing their stories and experiences. Again, congratulations!!

More information can be found at http://gems.cs.illinois.edu.

STEM Event...For Middle School Girls Only!

What is S.T.E.M? Science.Technology.Engineering.Math.

Do you like building things with toothpicks, marshmallows, and straws? Would you like to design and construct a raft that will float to hold the most pennies? Then this is a learning opportunity for you. In April, there will be two after school STEM events for you to participate in. You can participate in hands-on activities and experiments. You can design, construct, and build cool stuff using everyday household items. You can learn the concepts of Newton’s Laws of Motion and build a balloon rocket car. You can utilize an iPad to dissect a frog.

Who is invited to participate?

Middle School students...girls only.

Why is this for girls only?

Women are generally underrepresented in the STEM fields and according to a 2011 report by the U.S. Department of Commerce, only one in seven engineers is female. Today only 27% of all computer science jobs are held by women. There is a need to create interest in the STEM fields with engaging, hands-on opportunities for girls.  At Westmont Junior High a learning opportunity has been created for girls.

When is the STEM event?

Thursday, April 4th and Thursday, April 18th from 3:30-5:00pm. STEM event sponsors. Mrs. Laura Riley and Mrs. Amy Jordan will meet with participants in Room 309.

What are the benefits of participating?

This is an opportunity to enhance their understanding of STEM career opportunities. Girls will learn skills that are needed in a high technology workplace. Girls will get to interact with other girls, test their ideas, meet new people, and learn about new careers.

Presenting @ Illinois Science Teachers Association Conference

Westmont Junior High School Science Teachers Present @ Illinois Science Teachers Association Conference

What makes learning so difficult?  What types of strategies would help your students be successful?  Vocabulary instruction is a great place to start!  Because science has its own language, presenters Mrs. Riley, 6^th grade, & Mrs. Goodell, 7^th grade, will share vocabulary strategies they have implemented in their classroom.  At the November 2^nd state conference for the Illinois Science Teachers Association held in Springfield, session participants will understand the importance of building vocabulary skills, moving from good to better to best practice.  Mrs. Riley & Mrs. Goodell will engage participants in creating an interactive word wall example aligned to Common Core State Standards which they can then take into their classroom and implement with their students.

Good Luck to Mrs. Goodell & Mrs. Riley!!

What are the Benefits of Parks in a Community?: A Problem-Based Learning Experience

Clip Board. Data Sheet. Field Guide. Pencil Case.  We are off to the pond!!  6^th grade science students spent several days making observations and collecting data at the pond behind Westmont High School. Students were presented with a hypothetical problem that was created in partnership with the Westmont Park District, which provided opportunities for students to explore, collaborate, learn to make real-world decisions, and to interact with their community.  They were working to answer the questions: What are the benefits of parks in a community?  What factors indicate to you that this is a healthy ecosystem?  What factors indicate that this is an ecosystem that is not very healthy? Should this land area be left in its natural condition or should the Westmont Park District develop the land into a neighborhood park with a walking path?  This problem-based pond study is designed to be student-centered, where students work collaboratively to solve real world problems, draw their own conclusions, and then reflect on their experience.  In PBL, learning is driven by challenging, open-ended “problems” where teachers take on the role as “facilitators of learning”.  In partnership with the Superintendent of Parks & Planning for Westmont, Mr. Bob Fleck introduced this problem-based unit to the students and asked them to “solve a problem”.  Utilizing technology to organize their solutions, students created a PowerPoint presentation to communicate their data to the Westmont Park Board. So. . . . .what are the benefits of parks in a community?  Ask your student!!!

Social Media Stirs Creativity into Student Projects

Today’s science lesson is about matter and atoms....the building blocks of life.  How can I make that relevant and interesting to students?  How can I get them engaged in the topic and understand the concept?  Bring social media into the mix!  

How can you incorporate the objectives?  I was looking for a project that would reinforce the differences in the information contained on the periodic table, while comparing and contrasting the names of the elements, their atomic number, chemical symbol, and location.  With an essential question such as What do the many types of matter have in common? I then created targets that students could focus on.  I wanted students to identify characteristics of an element, understand that elements are made of only one type of matter, and realize how elements are arranged on the periodic table.  

Why use social media?  Adolescents can easily relate to this web-based media as they quickly discover that it is an interactive, interesting, and convenient way to communicate.  Tie that into a student project and you have success! The web site www.teachersdiscovery.com has tools that provide ways to implement such a project.  There I discovered a blank “farce” book poster that I used as a template for the element project.  By assigning students an element on the periodic table and providing a rubric as an assessment tool, they understood the outcomes and instantly were engaged in creating their own Element Farcebook Page.  

What is the outcome?  A final project could include general information relating to the element such as its symbol, atomic number, melting and boiling point, state of matter, year discovered and by whom, classification, and applications.  Other important components students could incorporate would be illustrations that are connected to the element, correct spelling and grammar, and a final product that is neat, clean, colorful, creative, and readable.  Using their imagination, students could add a personal touch to their project with an element website, element activities and friends, and an all about me section.

How can you enhance the project?  As an extension, develop opportunities for students to create their Farcebook Page using software programs such as Publisher, Word, Pages, PowerPoint, or have them utilize google docs to design a document or presentation with their information.  Other options also include creating a Farcebook Page about a famous author or historical figure as a project in Social Studies, Literacy, or Art class.  Your options are limitless when you collaborate with your colleagues!

Success!! Everyday students continue to surprise me with their knowledge, creativity, and attention to detail on their final product. With effective instruction, straightforward directions, good role modeling, and a clear and concise rubric, student work will shine!!

media  (n.)  the main means of mass communication (especially television, radio, newspapers, and the Internet)