Science With Mr Enns

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United States - Missouri - Kansas City
Science With Mr Enns
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By Science With Mr Enns
This is a 4-page unit test for a typical middle school chemistry unit on the structure of the atom, elements, and the periodic table. This test is designed to take the average science student 35-45 minutes to complete.Concepts Addressed in This
Subjects:
Science, Chemistry, Physical Science
Grades:
7th, 8th, 9th, Homeschool
Types:
Assessment
$3.00
6
Digital Download ZIP (1.97 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical 8th Grade physics unit on thermal energy (heat and temperature). This test is designed to take the average science student 35-45 minutes to complete. All of my tests follow a similar format and are divided
Subjects:
Science, Physics, Physical Science
Grades:
7th, 8th, 9th, 10th, Homeschool
Types:
Assessment
$3.00
8
Digital Download ZIP (0.64 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical middle school chemistry unit on chemical bonds. This test is designed to take the average science student 35-45 minutes to complete. Concepts Addressed in This Test: - What is a compound? - What is a
Subjects:
Science, Chemistry, Physical Science
Grades:
7th, 8th, 9th, Homeschool
Types:
Assessment
$3.00
6
Digital Download ZIP (5.31 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical 8th Grade physics unit on motion, speed, velocity, and acceleration. This test is designed to take the average science student 35-45 minutes to complete.All of my tests follow a similar format and are divided
Subjects:
Word Problems
Grades:
7th, 8th, 9th, 10th, Homeschool
Types:
Assessment
CCSS:
7.EE.B.3
$3.00
4
Digital Download ZIP (0.92 MB)
By Science With Mr Enns
This is a 4-page unit test product designed for a typical middle school physics unit on energy. Topics include: what is energy, kinetic and potential energy, types of energy, energy transfers, law of conservation of energy, GPE word problems and KE
Subjects:
Physics, Word Problems, Physical Science
Grades:
7th, 8th, 9th, 10th, Homeschool
Types:
Assessment
CCSS:
7.EE.B.3
$3.00
5
Digital Download ZIP (0.58 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical middle school chemistry unit on classification of matter. Topics include: nature of matter, pure substances and mixtures, elements and compounds, homogenous and heterogeneous mixtures, solutions, colloids and
Subjects:
Science, Chemistry, Physical Science
Grades:
6th, 7th, 8th, 9th, Homeschool
Types:
Assessment
$3.00
2
Digital Download ZIP (15.58 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical middle school science unit on the scientific method, graphing technique, and experimental design. This test document is designed to take the average middle school science student 45 minutes to complete.All of
Subjects:
Science, Basic Principles, General Science
Grades:
6th, 7th, 8th, 9th, Homeschool
Types:
Assessment
$3.00
1
Digital Download ZIP (1.60 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical 8th Grade physics unit on forces. This test is designed to take the average science student 35-45 minutes to complete. All of my tests follow a similar format and are divided into the 3 sections summarized
Subjects:
Physics, Word Problems, Physical Science
Grades:
7th, 8th, 9th, Homeschool
Types:
Assessment
CCSS:
7.EE.B.3
$3.00
4
Digital Download ZIP (0.83 MB)
By Science With Mr Enns
This is a 3-page unit test for a typical middle school chemistry unit on the topics of acids, bases, the pH scale, and neutralization. This test is designed to take the average science student 30-40 minutes to complete.Concepts Addressed in This
Subjects:
Science, Chemistry, General Science
Grades:
7th, 8th, 9th
Types:
Assessment
$2.75
1
Digital Download ZIP (0.69 MB)
By Science With Mr Enns
This is a 3-page unit test for a typical middle school chemistry unit on chemical reactions and rates of reaction. This test is designed to take the average science student 30-40 minutes to complete.Concepts Addressed in This Test:- Physical change
Subjects:
Science, Chemistry, Physical Science
Grades:
8th, 9th, 10th
Types:
Assessment
$3.00
1
Digital Download ZIP (1.09 MB)
By Science With Mr Enns
This is a 4-page unit test for a typical 8th – 10th Grade biology unit on evolution and natural selection. This test is designed to take the average science student 40 – 50 minutes to finish. All of my tests follow a similar format and are
Subjects:
Science, Biology, General Science
Grades:
8th, 9th, 10th
Types:
Handouts, Assessment
$3.00
1
Digital Download DOCX (0.26 MB)
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TEACHING EXPERIENCE

I have 20 years of teaching experience at the middle and high school level. I have taught a wide range of sciences, including high school biology and chemistry, middle school general science and computer science, and currently, 8th grade physical science.

MY TEACHING STYLE

I am fan of highly-structured notes and worksheets that make it easy for students to understand content and stay organized, but I primarily use these for intros and independent review assignments. I spend most of my time in class doing lots of fun activities to keep students engaged while practicing new science skills or synthesizing new knowledge. I am always trying to incorporate student-directed collaborative learning in my classroom, but it's not always easy or efficient in middle school. So instead of big student-directed projects, I try to do it in small bites. For example, I often present “real life” problems or situations that students use their existing knowledge to try to figure out. For example, for a unit on heat transfer, I ask my students why their feet feel warmer stepping out of the shower on a bath mat rather than a tile floor? The challenge is that both the mat and the tile are at the same temperature!

HONORS/AWARDS/SHINING TEACHER MOMENT

I acted as a science consultant for Gale Publishing and helped produce a science book/eBook entitled Ignition Science: Collaborative Projects that Inspire Learning. This 500-page, 2-volume publication features over 70 collaborative science projects for middle/early high school students. My own activities provided the basis for over 85% of the published activities, and I was able to write the 3000-word instruction guide, which focused on collaborative project learning in the science classroom.

MY OWN EDUCATIONAL HISTORY

I have been inspired by a number of other teachers in my life. I'd especially like to mention the professors whom I worked with as a student in the Biology and Pharmacology Program at McMaster University in Hamilton, Ontario. This innovative program was built around the Problem-Based Learning (PBL) model. Each PBL class was made up of six students and one professor and typically lasted three hours. Unlike most university classes where the professor gives a lecture to a mostly passive audience, each of our classes was planned, taught and evaluated by the students themselves. In many ways, each lesson followed a script like the hit TV show “House”. The professor would present us with an index card that outlined a patient’s symptoms and a modicum of background information. It was up to the students to choose the best course of action to solve the problem. We we would typically start by collectively determining what we knew and what we didn’t know. From there, we would divide ourselves into teams of two and head down to the medical library to research our chosen aspect of the problem. The team would reconvene after an hour and we would teach each other what we had found out. Once all of the new information was presented, the team would then determine if our findings allowed us to come to a conclusion. If we were unable to do so, the team would repeat the process until we were fully satisfied. One of the most interesting thing about those classes was that the professor never told us if we had correctly solved the problem. I distinctly remember the first time we asked our professor if we were right. He slowly took off his glasses, smirked and said, “Who am I to tell you that? I am only your teacher.” Surprisingly, it was my positive experience in the Biology and Pharmacology program that stopped me from becoming an actual pharmacologist. With each passing course, I came to the realization that I was becoming far more interested in the WAY the content was being taught rather than the content itself. In my final semester, I dropped out of the program so that I could pursue a career in education. As a teacher of middle school students, I realize that I won’t ever be able to duplicate those Biology and Pharmacology lessons. There are practical limitations of class size, resources and time. There are also pedagogical limitations due to the fact that middle school students are young adolescents and not university students. However, I believe that children of all ages are fully capable of the type of flexible, creative and collaborative thinking that my pharmacology professors tried to instill in us. Science is less a subject than a way of thinking. One doesn't LEARN/TEACH science as much as they DO science. In my view, one of the best things about science is that it can be messy, complicated, strange, challenging, fun, and exciting. What I see in elementary school science lesson is very young students approaching each topic with an incredible sense of wonder; every lesson offers something brand new for them to discover. The key to preserving that sense of wonder in older students is by presenting science as only one way of exploring the mysteries of life; mysteries where the teacher does not always have the answer.

ADDITIONAL BIOGRAPHICAL INFORMATION

Comments? Questions? Requests? Feel free to contact me at sciencewithmrenns@gmail.com.

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