science4middles

Goal setting worksheet for upper elementary, middle, and high school students. This worksheet prompts students to set a goal using the SMART goal framework: specific, measurable, attainable, relevant, time-bound. Use this to guide students in setting goals for themselves consistently throughout the school year (ex: before or after every grading period). By setting goals, students actively practice growth mindset and grow a greater sense of self-efficacy.This worksheet can be used in advisor

Grades and behavior reflection AND goal setting for middle school and high school students. Before grades are due for report cards (~every 5 weeks), I have my middle schoolers complete these two worksheets. It's great to do this consistently as it sets an environment where students regularly reflect on their behavior, grades, and work habits in class. By answering reflection questions, students become more self-aware as they process whether or not they are proud of their current behaviors and

This completely editable file on Google Docs has a total of 3 printable worksheets (15+ practice problems) students can complete to demonstrate understanding of vocabulary words related to genetics. The vocabulary words and their definitions are listed at the top of each worksheet so that students can refer to them as they work on each problem. Answer keys for each worksheet are provided. Vocabulary words included: 1. Genes 2. Allele 3. Phenotype 4. Genotype 5. Homozygous 6. Heterozygous 7. Do

Start the school year by reaching out to parents/guardians! Every year I introduce myself to our parents with a Parent Letter, and I ask parents to fill out a questionnaire about their child, which leads to insightful and useful information about the student. Product Includes:Parent Questionnaire that gives parents a chance to share insightful information about their child (questions for parents written in English and Spanish)Parent Letter to introduce yourself and set a foundation for collabor

Behavior Reflection for middle school and high school students! Give students independent time to think through their choices and behaviors, and have them identify how they can rejoin the class as a positive member. The questions are meant to guide the student in identifying their behavior, how their behavior affects themselves and others, and what they can do to rejoin the class as a positive member. It should give them about 10 minutes to cool down and reflect. As the teacher, you can read the