Background 

Dear Students, Parents and/or Guardians:

My name is Randy Monroe. I am a California State University East Bay alumni with a Multiple Subject Teaching Credential, Science Authorization, Earth and Planetary Science Single Subject Teaching Credential and a Masters of Science in Education Technology Leadership. My thesis was titled: "To Trip or Not to Trip" showing the value of informal (outside classroom) vs formal (classroom) education.

This is my 22nd year teaching - 1st year, Intermediate 4/5 Special Education in Antioch USD and the past 21+ years in the Mt. Diablo Unified School District teaching my passion, science. I spent 5 years at Title-One site Glenbrook Middle teaching all levels, languages and abilities (mainstream & Structured English Immersion and GATE) in Earth, Life, Physical sciences and was the GATE Coordinator. I was also a district facilitator in the former "Talents to Go" GATE Summer School Program through my early tenure at Foothill Middle School. This is my 16th year at FMS and I teach 6th & 7th grade levels of middle school. As we continue our focus on the Next Generation Science Standards, I am excited to teach the full breadth of Earth, Life & Physical sciences with a renewed emphasis on project-based learning, critical thinking, problem solving and scientific inquiry at FMS.

I am an Education Fellow on the NASA & Johns Hopkins Applied Physics Lab: New Horizons mission to Pluto. My father Jim Christy discovered Pluto’s binary companion Charon in 1978; naming it after my mother Charlene. 2018 marked the 40th Anniversary of the discovery- https://www.youtube.com/watch?v=OkAWfomqC7E I was at the launch in 2006, the “Close Approach” to the Pluto/Charon System in 2015 and New Years 2019 for the Kuiper Belt Object (KBO) 2014MU69; aka Arrokoth. Your students will be learning about the New Horizons mission. http://pluto.jhuapl.edu/index.php 

I am also an Educator for the NASA & Lawrence Berkeley Space Sciences Lab: MAVEN mission - the Mars Atmosphere Volatile EvolutioN- which launched in November 2013 also on a Lockheed Martin Atlas V rocket. http://www.nasa.gov/mission_pages/maven/main/index.html#.UhvaH9LihAJ 

I have worked through Industrial Initiatives for Science and Math Educators (IISME) now referred to as “Ignite” at Lockheed Martin Space Company in Sunnyvale in the area of missile defense; particularly infrared (IR) technologies, which I embed in the classroom curricula when we study climate and green-house gases. I was also adjunct faculty with the Department of Energy’s Joint Genome Institute (DOE JGI) in the Microbial Ecology Department studying extremophiles (extreme- living bacteria). I participated in cutting-edge genomic research and was sent to Yellowstone on a sampling mission to find these novel bacteria; also found at hydrothermal vents deep in the oceans discovered by famed oceanographer and explorer and another acquaintance Dr. Robert Ballard. I have been developing curricula in the areas of astro-biology and cryo-volcanism, particularly for the icy bodies of Jupiter’s moon Europa, Saturn’s moon Enceladus and the amazing Pluto/Charon system; as I am friendly with Europa Clipper Mission Principal Investigator Dr. Robert Papplardo.

While in Yellowstone through DOE JGI, I met and began collaborations with Dr. Douglas Smith and Rick McIntyre lead biologists for the 1995 Wolf Reintroduction. I collaborate with a variety of leading environmental organizations to provide flora & fauna and ecosystems stronger protections.

For 20 years, I worked with Chris Miller from Contra Costa County Vector Control and Mosquito Abatement rearing and raising many species of threatened native fish in the B-7 classroom. Through California Fish & Wildlife, I housed a number of native ectotherms or cold-blooded animals in my home classroom; approximately 20 local species representatives - reptiles (turtles, snakes & lizards), amphibians (frogs, toads & salamanders), tarantula & wolf spiders (arthropods), crustaceans, Sacramento Perch & Rainbow Trout (fish). I also had many specimens of macro and benthic invertebrates. Unfortunately, everything changed in March 2020 and sadly, I no longer have any "live" animals in the classroom.

I was part of the MDUSD's last middle school adoption over a dozen years ago; Pearson/Prentice-Hall Focus On Science. I studied Wildlife Biology and Environmental Science initially at the University of Arizona in the mid-80s; which was 1 of only 2 schools in America offering the programs at the time. When becoming a science teacher in 2001, I went back and re-took all science lower division coursework (Physical & Historical Geology, Biology, Oceanography, Physics) to align our middle school curricula with lower division coursework in college.

In 2020, I urged the MDUSD to secure both Mosa Mack https://mosamack.com (in-class and online science investigative lab platform) and Explore Learning Gizmos https://www.explorelearning.com (in-class and online science simulations lab platform) for middle schools. I am excited to learn that MDUSD is finally beginning the process to formally adopt a new science curriculum.

In 2016, I served on the Earth & Planetary Science Editing Team for the California Commission on Teacher Credentialing overseen by the CCTC and Pearson for the single subject secondary educational Credentialing Subject Examination Test (CSET) and was also on the MDUSD's NGSS Middle School Leadership Team.

I am a member of the American Geophysics Union (AGU), American Association for the Advancement of Science (AAAS), Northern California Geologic Society (NCGS), National Earth Science Teachers Association (NESTA), National Science Teachers Association (NSTA), and California Science Teachers Association (CSTA), Sierra Club, Defenders of Wildlife, Earth Justice, Center For Biological Diversity, Greenpeace, World Wildlife Fund, Save Mt. Diablo and a great many leading environmental organizations.

Throughout my tenure, I have specialized in numerous (60+) standards-based science field study trips that now take place on holiday breaks through Monroe Science Educational Services (MSES) that have been put on hold since the Spring of 2020 through the pandemic of SARS CoV-2. Field/study trips are open to ALL middle school students "on a first come, first served basis and chaperones are always FREE.  

                         CURRENTLY, ALL TRIPS ARE POSTPONED

•       Monterey Bay Aquarium & Marine Mammal Watching on Friday

•       SF Science Day at the California Academy of Sciences & Exploratorium

•       Camp Monroe, 3 day/2 night trip to the Lassen Volcanic National Park area

               *Further trip details are available at www.MonroeScienceEd.com.

Procedures and General Philosophy

I believe that a child’s image and imagination should be nurtured in a positive environment. I will work with your child to develop a strong understanding of science, critical thinking and inquiry. I provide the structure; trust, consistency and earned praise/reward, so that your child will know when s/he has done their very best and knows that mistakes are an essential part of the learning process and the scientific method.

An orderly classroom environment is essential for learning. The following classroom rules will be observed:

• Students will be in their seats ready to go when the bell rings. No gum in class or at FMS.

• Students will bring the required materials on a daily basis (i.e. assignments, binder/lab manual, unit packet, pencils, colored pencils, etc.). 

• Students will respect the rights and feelings of others by neither interfering with instruction nor disrupting learning.

Discipline: I treat all students with courtesy and respect, and I expect them to treat me in the same manner. I make every effort to create and promote a healthy, safe environment for your children. With a large class size, it is often difficult to provide discipline in the classroom without taking away from the other students. I need your help in this area. Please respond to notes, emails and/or telephone calls as soon as possible, and I will do the same.

Academic Honesty Policy: Students are expected to do their own work, including partner and group work. Just copying 1 answer is still cheating as is using another’s words without citation. Copied work will be confiscated, you and the student you are copying from may lose a lunch and will receive a 0 until the completed late work is turned in the following day with a parent’s signature. Please review Academic Integrity section of the student handbook.

SOAR Expectations - Success Ownership Attitude Respect 

SUCCESS                                                                                             OWNERSHIP                                                                                                                       

Active participation in class activity                                           Come prepared with materials                    

Best effort and on-time completion of assigned work                Use your planner to track assignment

Be on time to class                                                                     Communicate with teacher

ATTITUDE                                                                                            RESPECT

Use positive and supportive words for all                                 Quiet voice and calm body

Be ready to listen and learn                                                      Remain quiet when requested

Use all learning opportunities                                                    Follow directions

Never give up                                                                            Respect the space and belongings of others

You are welcome to contact me via e-mail at FMS monroer@mdusd.org or by phone at (925)939-8600 x5727 and after hours at Randy@MonroeScienceEd.com.

Grading Policy

As we continue the shift from the Standard Grading Scale to a Mastery Scale, I grade with a blended version of both. Students accrue points for some assignments and for others will demonstrate their mastery of the Next Generation Science Standards (NGSS ) through the performance expectations (PE's) from classwork & homework, labs & projects and assessments; done independently, with a partner and with small group practice. Many assignments are graded using a basic grading rubric (scoring guide). Students are already familiar with this from 6th grade science.  A few students will receive "1s"  and some "2s" as they progress in their learning journey; while most students including high performing score "3s" or "proficient". Only the most advanced students that go above and beyond expectations receive "4s". Grading is categorized and in terms of your student's rubric grade in Homelink, this approximately equates to: 

Catagory                                                                      Standard Grade                             Mastery (Rubric) Scale  

                                                                                           A+ = 100%+          Exceeds Mastery or Advanced 4 = 95% - 100%+

Class & Homework & Form Assess Quizzes        30%      A  = 90 - 100%      Mastered or Proficient 3 = 85% - 95% ; shown mastery  

Mastery Task Labs & Projects                              35%      B = 80 - 89.99%     Almost Mastered or Almost Proficient 2.5 = 75% - 85% ; shown mastery  

Mastery Summative Assessment Quizzes/Tests  35%      C = 70 - 79.99%     Almost Mastered or Developing 2 = 65% - 75%; approaching mastery

Extra Credit                                *                                       D = 60 - 69.99%    Not Mastered or Emerging/Incomplete 1 = 50% - 65%; does not meet criteria

                                                                                            F = 0.0 - 59.99%   Not Mastered or No Effort  - 0 = 0% - 50%; unrelated

*Mastery Tasks encompass Labs & Projects and Summative Assessment Quizzes & Tests and account for 70% of the student's overall science class grade.

A majority of 7th grade science including classwork, homework, labs projects, quizzes & tests are Mastery Tasks; which are activities that can be mastered by all learners in a short period of time regardless of their prior learning. This allows weaker learners to succeed.  These science unit assignments take the students on a learning journey with "assistance" in concept, topic and process basics to working "on their own" with depth and understanding through scaffolding; a teaching method that enables a student to solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside assistance 

*Also to note, students will not receive lab credit for missed labs. When a student misses a lab, I can usually provide them a day or two to make up the lab during Lunch Bunch or after school, but I DO NOT GUARANTEE IT.  In a majority of academic settings when a student misses a lab for whatever reason, most teachers will not allow them to make it up. We all have varying schedules and sometimes a student will miss a class for a variety of reasons such as an untimely illness, doctor's appointment, vacation or family event, it is always a good idea for the student to cushion the grade with other learning opportunities; see the teacher.

I am looking forward to teaching your students and I will discuss the Foothill Science Program in more detail at "Back to School Night" Monday August 23.

7th Grade Parent Letter/Course Description/Syllabus

Our 7th grade integrated science course is designed to provide the necessary skills for a smooth transition from elementary science curricula to high school science curricula. It is guided by the connections between Earth, Life, and Physical Sciences and their applications in engineering. This is accomplished through learning, investigating, and performing hands-on, group-oriented lab investigations and designing problem-solving solutions about the world around us. 

Students will explore and learn about how macroscopic patterns are related to the nature of microscopic atomic-level structure. To facilitate their investigations, they will rely on research and instruments, tools and devices used to make quantitative measurements and learn to work in collaborative groups that communicate with the larger scientific community. Students will learn basic chemistry, geology and ecology.

Using the "relevance of science" to students’ lives will help to foster and maintain an interest in science; while also expanding their knowledge to help them make well-informed and evidence-based decisions about their health, behavior and the world around them. Content will follow the California Science Framework and Next Generation Science Standards (NGSS) with the overarching concept: Natural processes and human activities cause energy to flow and matter to cycle through Earth's systems. 

Begin the academic year with MDUSD's Project Alert - Substance Abuse Prevention *a mandated Extra Program

1st Quarter: Chemistry: States of Matter, Atoms & Molecules, Physical Changes & Chemical Reactions, Conservation of Matter 

California Science Framework Instructional Segment 1: Organisms and Nonliving Things (Matter) are Made of Atoms.

*How does matter in living and non-living things differ?

*How does adding or removing thermal energy affect physical states of matter?

*How do interactions at the atomic level help us understand the observable properties of organisms and non-living matter?

2nd Quarter: Earth Systems: Geologic Processes - Earth History & Geologic Time, Plate Tectonics (Earthquakes, Volcanoes & Igneous Rocks), Minerals & Mining, Natural Resources & Synthetic Materials

California Science Framework Instructional Segment 2: Matter Cycles and Energy Flows through Organisms and Rocks.

*How do rocks and minerals record the flow of energy and cycling of matter in the Earth?

*How are hot objects different from cold objects? What changes when they heat up or cool down?

3rd Quarter: Earth Systems: Geologic Processes - Weathering & Soils, Nitrogen & Phosphorous Cycles, Erosion & Deposition (Sedimentation), Sedimentary Rock, Metamorphosis & Metamorphic Rock, Rock Cycle, Living Systems: Photosynthesis & Cellular Respiration (energy), Oxygen & Carbon Cycles

California Science Framework Instructional Segment 3: Natural Processes & Human Activities Shape Earth's Resources and Ecosystems.

*How can we use interactions between individual rocks to understand systems as big as the whole geosphere?

*How can we use patterns in geosphere interactions to predict the location of resources?

Guiding Questions IS2: Matter Cycles and Energy Flows through Organisms and Rocks

*How do we get energy from our food? 

4th Quarter:  Living Systems: Ecology, Food Webs, Organism & Ecosystem Interactions and Patterns, Biodiversity,  Human Impact: Renewable & Nonrenewable Resources, Fossil Fuels & Renewable Energy, Resource Extraction, 9 Planetary Boundaries

California Science Framework Instructional Segment 3: Natural Processes & Human Activities Shape Earth's Resources and Ecosystems.

*How can we use interactions between individual organisms to understand systems as big as whole ecosystems?

*How can we use patterns in ecosystem interactions to predict how organisms compete and share resources to determine its health?

California Science Framework Instructional Segment 4: Sustaining Biodiversity and Ecosystems Service in a Changing World.

*What natural processes and human activities threaten biodiversity and ecosystem services?

*How can people sustain biodiversity and ecosystem services in a changing world?

End the academic year with Human Reproduction & MDUSD's Positive Prevention - A comprehensive evidence-based sexual health and teen pregnancy prevention curriculum; *mandated Extra Program

Office hours: email to schedule please monroer@mdusd.org

M, T, W, Th   2:15-3:00 & Wed    1:15-2:15

Contact: Randy Monroe - 7th Grade Science Teacher monroer@mdusd.org  (925) 939-8600 x5727