Meryl Probst

NGSS Aligned: HS-LS1-4 To apply their knowledge of cells, organelles, cell specialization and cell differentiation, students must create their own specialized cell. Differentiated Instruction - Product: Students can choose how to present their product from five different options that vary based on multiple intelligences and learning style. This is a great assessment for a cell biology unit. In order to complete this task, students must have a good understanding of cells, organelles, how cells

Great tool for differentiating content and making the students accountable of their own learning. A graphic organizer that outlines the key points about the Geologic Time Scale. Students must use their own resources or resources that you have provided to complete the graphic organizer. Types of resources that can be used include, but are not limited to, textbooks, YouTube videos, PowerPoints, websites and interactive online activities. A great tool for differentiation as you can level the resou

Students design and build an aquatic or terrestrial self sustaining ecosystem. Students use the engineering design process to create their product. Initially project takes a week or two for the initial research, design and build, followed by 1 to 2 months of journaling to watch and document the mesocosm change over time. Students will complete the project by communicating their design process in a creative manner.

Tiered tectonic plates project in which students choose a geographical area that is affected by tectonic plate activity. Students choose various levelled tasks to achieve a final score of 100 points, while respecting given minimum requirements or ones selected by the teacher. Use of various learning styles and intelligences to discuss the physical and societal implications of plate tectonics on various geographical areas.

Video and demonstration project in which students plan and conduct an investigation of water's effects on Earth materials and create a short informative YouTube video of their demonstrations. High school Earth Science summative assessment and specially created to align to NGSS (HS-ESS2-5). Great project to get the students using everyday materials to demonstrate and model various processes on Earth such as erosion, deposition, shaping of valleys and canyons, and soil formation. Includes a detail

Semester long design project in which students design a solution to make their school more sustainable using the Engineering Design Process. Students will follow all the steps of the design process and document their work in a graphic organizer. They will communicate their design and prototype in front of a panel of students and teachers. The final step of the project involves a self-reflection of the process in the form of a Google Form. Includes the project handout with all the steps and a det

Are you looking for an engaging and educational project that promotes teamwork and a deep understanding of the human digestive system? Look no further! Our Collaborative Human Digestive System Poster project is an exciting and interactive way to explore the structure and function of the digestive system while fostering collaboration among students. Project Overview:In this project, students will work together to create a single, comprehensive poster that beautifully illustrates the intricate det

NGSS Aligned: Standards Assessed: HS-LS1-5, 7 & HS-LS2-4, 5. Differentiated Instruction and Higher Order Thinking Skills using Bloom's Taxonomy Terminology. Unit test contains 7 questions: for each question, students have a choice between two options. Types of questions: - Diagram analysis - Short answer - Long answer - Diagram creation - Diagram completion Topics assessed: - Food webs and chains - Energy: ATP - Photosynthesis - Cellular Respiration Sample long answer question: "Imagine yo

Use this form to evaluate students' progress in acquiring the International Baccalaureate Learner Profile attributes. You can use it to assess students during one class, one week, one month, one semester or one year. This form can also be used by students to reflect on their own assimilation of the IB Learner Profile or to assess their peers. Finally, teachers can use this form to assess whether or not their units incorporate the IB Learner Profile or not. Form contains descriptors for each

Poster that lets students know of expectations when completing classwork. Pushes students to reason and explain all of their answers. Can be used to assess blog entries, journals, entry and exit tickets, class discussions and practice problems. Great for progress monitoring and formative assessments.

2 slides describing the jigsaw instructional strategy. Can be applied to any type of scenario or activity, such as readings, videos, research topics, etc.