Middletown High School North Departmental Highlights

October / November 2014 English JoAnn Cilmi--Supervisor The English teachers have focused their attention on the upcoming Performance Based Assessment (PBA) of the PARCC. The students have been taking practice tests, responding to survey questions and providing feedback during class discussions. The teachers have been gathering this data from students about their impressions regarding technology and question types. During the months of December, January and February, the English teachers are planning on giving the students in grades 9, 10 and 11 additional online practice and reinforcement in the tech tools and exposure to test language/question structures. Their goal is to eliminate the test obstacles so students can focus on the content as guided by the Common Core.

Family and Consumer Science, Technology, Visual and Performing Arts Chris Reginio—Assistant Principal Photography I Roberta Vega Students completed a “Composition Unit” in which they created a set of photos that illustrated 18 different composition guidelines. To accomplish this assignment, they had to learn how to learn to identify and apply specific guidelines including balance (rule of thirds, symmetry, etc.) leading lines (S-curve, Vanishing Point, etc.), point of view (eye-level, bird‟s eye, worm‟s eye, close-up, medium distance, etc.), tonal range (10 zone, high contrast, etc.), shapes, textures, and unity/variety. After completing the Composition Unit, students completed a “Photojournalism Unit” entitled “Academic Life at HS North.” For that unit, they created images that used visual clues to communicate information about aspects of academic life here at HS North. For each of these two units, after creating the images as a homework assignment, students brought the image files to class and transferred them from their digital cameras to a designated folder on the school computers. Next, they used Adobe Bridge to organize the images into sub folders and to create digital contact sheets. After that, they used Adobe Photoshop to create 72 dpi copies of their images and then inserted the copies into Google presentations for sharing in class critique sessions. Students completed mini units on Color Studies, Reflections, and Abstraction. For the Color Studies unit, students took pictures in which they deliberately limited the color palette in their images to specific color schemes: monochrome, complementary colors, analogous colors, and symbolic use of color.

As they completed the “Reflections Unit,” students discovered that reflections can lead to some amazing effects and beautiful images. They can completely alter the image from something fairly straightforward to something richer or abstract or otherwise more artistic. Students were given time in class to look for high quality images that featured reflective surfaces used creatively and effectively. Then they were required to take a set of twenty photos in which they captured reflections in a creative way. As an extra challenge, they were told that they could use water, windows, or any other reflective surface, but no mirrors. Students used Adobe Bridge and Adobe Photoshop to organize and optimize their images and then used Google Presentation to create slide shows to share their images in a class critique. Toward the end of November,

students began a “Portraiture Unit.” This is an extended unit that will continue into December. Students rotate through a series of roles. • “Lighting Techs” follow basic lighting setups to arrange studio lights to achieve lighting effects that are balanced yet dimensional. • “Stylists” assist the photographers and models by adjusting props or other details in the scene.

• “Photographers” use a gray card to determine correct exposure and use manual settings on

dSLR cameras (provided for their use in class) to take a specific set of pictures of the models in full body, ¾, body, head-shoulders, and group shots. • “Models” provide the subject matter for the images by posing for the photographers. To make this unit more fun, “Victorian” and “Old West” period costumes and props were provided. See the example below.

Architecture & Spatial Design Students generally work on two types of assignment: 1.) conducting internet research and 2.) creating virtual 3-D models using SketchUp. Students conducted research to gather information about features and characteristics that distinguish one residential style from another, found photos of each style in their assignment list, and then reported their findings in a Google document. During the “hands-on” part of their class time, students used SketchUp tools and commands to follow a complex sequence of steps (explained and demonstrated by the teacher and outlined in written instruction sheets) to create a model of an ancient “temple city.” Most parts of the project required students to use precise shapes and dimensions, but after meeting those requirements, students had full creative license with regard to layout and surface treatments. Below are screen shots of two examples of the completed project.

Screenshots of model created by Frank Pasciuta and Nick Donato

Architecture & Spatial Design students began work on a Ranch style house. This is an extended project. They began by drawing “raw materials” such as concrete blocks and 2x10, 2x6 and 2x4 lumber elements. Next, they created a new document in which they will “build” their houses from the ground up. They created a concrete slab and concrete block foundation on one layer of the document. They set up support columns and beams and then created a platform of floor joists. Next, they added floor decking material, and they created a new layer

and are currently in the process of building exterior wall framing that included precisely sized, correctly framed openings for windows and doors. The students will continue the project in December, adding interior wall framing, ceiling joists (+ ceiling material and attic deck), roof trusses and a roof.

Wes Ciesla TV Production The first step of film production is writing a screenplay. But how do you come up with idea for it? How do you verify which one has more potential with an audience than others? As a preparation for the brainstorming process, students browsed short films on YouTube, chose a few and wrote a breakdown analyzing the structure, type of dramatic conflict, and use of shot and angles. They brainstormed individually for narrative ideas and chose one for an in-class presentation. Their in- class presentation included pitching the story, explaining the main characters and answering questions from fellow classmates. Students then voted on what they were shown. The top four ideas will be turned into short films.

Gerry Mahoney Stagecraft The students have just finished working on their first school production. They were able to participate in the technical aspects of the production. Currently, the students are finishing up on painting techniques for scenery. They painted their hand-crafted flats in a base color with had two specific techniques (stippling and dry brush) and also had to create and use a stencil. Their next area will be stage lighting. Gerry Mahoney Theatre Ensemble On December 5th the students in Theatre Ensemble performed the play, “Sprucey, The Blue Christmas Tree” at New Monmouth School for the Kindergarten and First Grade students. The play was totally produced by the students in the class including publicity, costumes, props, scenery design and construction, sound and lighting effects and was directed by senior, Guy Rose. Casting has been completed for our next production” The Apple Tree” a full stage musical. This production will be presented to the public on Thursday and Saturday January 22 and 24 at 7PM. They will also be working with Mr. Peter Isherwood and some of the music students to provide live music. The director for this production will be senior Nichole Bemko, and the entire production will be student produced.

Library Media Center Lauren Stout – Media Specialist

Students in Grades 9-12 from multiple curriculum areas participated in the “Non-Fiction November” program. During the 80 minute block, students selected from over 75 high interest non-fiction selections after discussing how best to approach a work of non-fiction. They read for 30 minutes and shared their insights from the readings in a video response using Flipgrid. Video responses can be viewed at: http://hsnorth.middletownk12.libguides.com/nonfictionnovember by selecting the grade appropriate Flipgrid Discussions tab.

Mathematics Jennifer Martins – District Supervisor Flipping the classroom with technology seems to be the trend in the Mathematics Department this month. Algebra I and Geometry teachers “flip” the classroom and then have students use the Algebra 1 or Geometry Fuse applications for the iPads to do challenging guided practice problems and exploratory technology labs in class. Leslie Scott, an Algebra II teacher, is excited to be piloting the Algebra II Fuse application for the iPads where she is incorporating this innovative tool into her daily lessons. Rich Decker‟s Engineering students have been busy building bridges using a variety of trusses to make informed decisions about the strength of the trusses. These Engineering students will also be engaging in a bridge building exercise to test their bridges‟ strength. “Kahoot” a digital game based response system is another trend with all Mathematics teachers. Kahoot gives instant feedback to teachers as to whether or not their students gained an understanding of the concepts addressed in class, while having fun. In addition, John Kerrigan has facilitated workshops for AMTNJ and NCTM, while Dr. Patricia Giordano and Teresa VandeCreek have participated in Math Teachers‟ Circle in Toms River with Rutgers University professors. Principles of Engineering

Kahoot in Algebra

Physical Education and Health Neil Leone- Assistant Principal

Patricia Misciagna and Matt Sirchio

Freshman Academy Physical Education classes are currently playing tchoukball, a fast paced, high energy, team game. After completing a speedball unit, students are able to compare and contrast both the rules as well as strategies of speedball and tchoukball. Tchoukball incorporates aspects of multiple games, including handball, speedball, and volleyball. Tchoukball continues to build on the aspects of teamwork and sportsmanship, two themes of the ninth grade Physical Education curriculum.

On Tuesday November 25th the Middletown North Wrestling Team hosted its 3rd Black and Orange Dinner. The dinner organized by Coach Sirchio and Coach Rosner had over one hundred and fifty people in attendance, including over forty former wrestlers and alumni. Several wrestlers from the first season back in 1963 were in attendance, including

Middletown North‟s first ever wrestling coach, Dick Kelva. The event was a huge success as many community members had an opportunity to meet former and current wrestlers.

Science Dr. Steven Trudell --Assistant principal BSCS CP and Honors Biology/Biotechnology Lynn McGimpsey Biology students have been investigating the structure of DNA. Students build 3-D structures of DNA, completed an interactive in which they added the complementary base to a DNA structure, and reviewed links and interactives that provided DNA information. These links and interactives were uploaded onto www.edmodo.com to decrease paper use. Additionally, students have been completing assessments on edmodo, to increase their familiarity with online assessments in preparation for the PARCC state test and decrease paper use. To review content, students have answered polls, using www.polleverywhere.com The Chrome Books have been a terrific addition to the class! Without them, many of these activities would not be possible.

Biotechnology students made videos, using the site www.voki.com, pertaining to a genetically modified foods. Students viewed, and noted details, of their classmate‟s video. Below are a few of the students‟ video links. http://www.voki.com/php/viewmessage/?chsm=60749a5c1ef6f3f1f2c73acad51dfdf8&mId=2391914 http://www.voki.com/pickup.php?scid=10650726&height=267&width=200 http://www.voki.com/php/viewmessage/?chsm=b81bb803683cb80d6c8517f43de46eeb&mId=2392600 Paper chromatography was used to determine the color components of different markers, using 2 different solvents. Chromatography is a simple technique, but the concept is similar to that for separating various sizes of DNA segments.

Students also researched naturally occurring bioluminescent fish verses genetically modified bioluminescent fish. Students then randomly chose a piece of paper to determine if they needed to debate „pro‟ or „con‟ genetically modified „glofish,‟ which are being sold at local toy stores. The students‟ debates were thorough and energetic!

Biology

Katie Connelly, Suzanne Matisoff and Jennifer Woods

In their Biology class, the students started the unit on genetics. As an engage activity, the students looked at a pedigree of the royal Czarevitch family. The students discovered how the young Alexis suffered from hemophilia while his parents did not have the disease. As an activity, the students used different colored beans to represent the alleles that are passed from parent to offspring. The students worked in pairs and selected beans and then looked at the phenotype (physical characteristic) of the offspring. The students had used punnett squares to calculate their expected results and then compared them to their observed results.

Biology John Marotta During October, the students were given choice boards to help them gain a deeper understanding about Evolution. The students were required to complete a Gizmo about Natural Selection. After that, they had to pick 2 other activities to demonstrate their knowledge of Evolution. Some options were: to view a power point about Evolution & summarize the slides, play the Beak Game to demonstrate natural selection, to illustrate Darwin‟s four points, create a comic strip of Darwin vs. Lamarck‟s theory of evolution. The students enjoyed the freedom and flexibility of picking their own activities. During November we started our unit on Continuity. We began by comparing and contrasting reproductive strategies between various organisms. That was followed by cell reproduction. Next, students observed onion cells under a microscope. They applied what they learned during previous activities by identifying cells in each phase of the cell cycle.

John Midtgard Chemistry His chemistry class learned about an important industrial process, through the preparation of “sillyputty,” a polymer that uses the same chemistry as the formation of any plastic. Students performed the experiment using polyvinyl alcohol (PVA), sodium borate solution, and food coloring. Students learned about how the sodium borate causes a chemical reaction between the PVA molecules in order to produce a highly flexible, cross-linked polymer known as “sillyputty.” Students learned that polymers are formed like links in a chain; each molecule forms a chemical bond with another molecule and that molecule forms a bond with another molecule and this linking continues to create the polymer.

CP and Honors Chemistry Michael Coppola CP and Honors Chemistry students are exploring chemical equations. Students tested the theory behind balancing by using the atomic model kit. They assembled the molecule of the reactants and products and discovered that the atoms used for the reactants could also be used to assemble the products. The Law of Conservation of Matter was upheld. Students then performed experiments for each of the five reaction types. With their knowledge of reaction types, they were able to write complete balanced equations for each of the reactions they executed.

Brock Silvestri Fundamentals of Science This month students created 3-D models of primate hands and figures to be displayed in our science display case. Students compared the physical features and uses of the different primates hands and feet. This transitioned into looking at hominid evolution and humans ancestors.

Marine Science Brock Silvestri Students have been exploring the different ways to map and measure the ocean bottom depth and features. Students created their own bathymetric model and then used a plumb lining technique to survey each other‟s models.

Randy Kalman Science of Nutrition His students have been studying the macronutrients. The attached picture is of a lipid extraction lab where the lipids were extracted from potato chips, chocolate chips and sunflower seeds and examined. Vision

Forensic Science students spent time examining different types of physical evidence.

In chemistry, students participated in a separation lab using a mixture of salt, sand and water (I believe Dr. Trudell has pictures). Biology students looked at several different biological roles in providing evidence used for the study of evolution. Environmental Science students participated in a lab on “The Tragedy of the Commons” as well as studying various cycles and ecological succession.

Social Studies Tyniesha Douglas – Assistant Principal Economics and Entrepreneurial Literacy Doug Felegy His students completed the „Personal Budget‟ PBL which was designed to get students prepared for life on their own and how to construct a budget to manage their finances. Students chose the job they would like to have as an adult, and then used the Internet to research how much on average that job makes annually in order to create a personal monthly budget. Students had to include where they are going to live, who they are going to work for, how they are going to get to work every day, and every expense from rent, food, transportation, entertainment, insurance, savings, clothing, phone, etc. They used all of this information to compile a monthly personal budget spreadsheet and a Google Presentation. The students also presented their future personal budgets to the class.

World Languages Chris Reginio – Assistant Principal Spanish Lynn Zink Her Spanish 2 students learned about Mexico City. They studied the history, art, celebrations and geography of the capital of Mexico. The students made their own personal passports which illustrated all of the important places to visit and the important facts about Mexico City. Her Spanish 3 students worked in groups to write an advice column in the target language. Each group was given the letters from people with various problems and asked to resolve their conflicts using the new vocabulary from Unit 1. They presented their results to the class. All of her classes studied the culture of Mexico and learned about “El Dia de los Muertos.” They participated in activities related to the Day of the Dead. Each student made his/her own unique calavera or skeleton, which is a traditional custom for the celebration. These calaveras were displayed in the classroom. Italian Julia Fielding Her students learned vocabulary from Capitolo 1, places in a city or town. The classroom was used as the city of Rome for students to identify locations in the capital, popular streets to visit and places to see or purchase specific items. Students used Chromebooks, working in pairs, to take a virtual tour using google maps of a specific Italian street given to them. They had to walk down the street and write places they saw and what they could buy! Students were also introduced to subject pronouns at the "Thanksgiving table - Tutti a tavola a mangiare!" Each student was given a picture of a food item and expressed likes and dislikes.