Elizabeth Molnar

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United States - Michigan - Grand Blanc
Elizabeth Molnar
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Students will understand motion graphs so much better after they cut out cards with distance vs. time and speed vs. time graphs, along with the vocabulary used to describe these graphs, and match them up. A student work page with pictures of the
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3.9
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Students are asked to consider why people hold some mis- or naïve conceptions about adaptation and evolution. This process shows students who hold these beliefs that they are not alone, while forcing everything to thing more deeply about the
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4.0
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Students strengthen their vocabulary skills when they write about elements, mixtures, and/or compounds. Students are given three RAFT (role, audience, format, topic) prompts to choose from. A rubric is attached on the second page.
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This product includes the names of 18 famous black scientists that are easy to research - information is readily available, and their research contributions are not so complicated that even middle school students can summarize the scientists'
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4.0
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The Next Generation Standard MS-LS1-4 is addressed here in a collaborative project that keeps each group member accountable for his/her own research. There is a group research sheet as well as an individual research sheet included in this prouct.
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4.0
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Students learn about how to use coefficients and subscripts to count atoms in chemical formulas by analyzing labeled models of molecules and compounds. Students record their observations and predictions on their student sheets. They have an
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Students will 'show what they know' about the history of Theory of Plate Tectonics through one of three prompts. Each RAFT prompt (role, audience, format, topic) notes specific vocabulary, such as subduction, density, and fossils, which must be
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This 4 page assessment can be used to see if students can apply their vocabulary to models of elements, mixtures, and compounds. Students are asked to provide labels (elements, compounds, mixtures of elements, mixtures of compounds, or mixtures of
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Do you begin a lesson on subatomic particles with Kathleen Crawford's (1994) 'Atoms Family Album' assignment? I have recreated characters from that story and used them to address several naive conceptions students carry about calculating subatomic
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3.7
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This document includes two prewriting CER graphic organizers - one for requiring three pieces of evidence, and one for requiring five pieces of evidence. The graphic organizers include a spot to brainstorm potential sources, and a requirement to
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A claim and evidence is provided. Students have to determine whether or not the evidence supports the claim. They then split into groups and try to write reasoning for the evidence from the perspective that it does support the claim, and then from
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Matching Vocabulary Section with 3 calculating subatomic particles application questions. The back side could be used with the front side or as a separate assessment. It gives three atom models, asks students to choose the correct model and justify
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Students brainstorm personifications for an experiment's independent variable, dependent variable and constant. Later students identify with one of the variables and provide evidence justifying their choices. They are instructed to write an essay
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Students are given a form for ranking up to 10 vocabulary terms. They are required to give a meaningful justification for their rankings. The next step is for students to meet in small groups of 3 or 4 students, share their ideas, and re-rank their
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Challenge students to show you deep understanding of their vocabulary by artistically representing their assigned term without drawing pictures! A special bonus is that you will have BRILLIANT student-created word wall pieces to post throughout your
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I created this vocabulary strategy to address the great linguistic diversity in my classroom and to create a classroom culture of respect. This has been the BEST strategy I have ever implemented to improve classroom culture! As a bonus, vocabulary
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Students are given several font types to choose from. They are asked to pair vocabulary words (of your choosing) to a style of font and provide a JUSTIFICATION for their choices. I have a couple of examples included on the document for students to
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Students are given descriptions of 5 biomes (ocean, arctic tundra, desert, prairie, and tropical rainforest) and asked to decide where each of their (up to) 10 vocabulary words should "live." Students are encouraged to think deeply and explain their
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This is a worksheet in which students are asked to consider who in their world (besides school staff members) might use their vocabulary terms. Students are asked to name and draw a different person (choice) for each word, and provide an explanation
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One of my professors once asked me how I get kids to see themselves as scientists in my class. I believe a powerful tool for encouraging students to identify with your subject matter is to challenge them to make connections between their vocabulary
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9 total vote(s)
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TEACHING EXPERIENCE

I worked as a lab instructor at Indiana University Northwest for 2 years, as an 8th grade science teacher at Center Grove Middle School Central in Greenwood, IN for seven years, and have been teaching 7th-12th grade science at Atherton Junior/Senior High School for the past 4 years!

MY TEACHING STYLE

Inquiry-based, Modeling, Collaborative, Student-Centered, Data-Driven

HONORS/AWARDS/SHINING TEACHER MOMENT

--> Summer Curriculum Development Grant from IU West European Studies department for my project: “Science and Society: The Curies and Lavoisier in Paris” ---> ETS Recognition of Excellence

MY OWN EDUCATIONAL HISTORY

I have a Bachelor's Degree of Science in Education. My primary area was biology with a secondary area in general science. I am currently working on a master's degree in literacy, and my Reading Specialist license.

ADDITIONAL BIOGRAPHICAL INFORMATION

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