Initial Contact

What are you hoping the volunteer can share?

  • Information about their career so students can see how what they are learning applies to the real-world, and career opportunities.

What are you expecting the volunteer to include in the presentation?

  • Some visuals during presentation are helpful, and hands-on activities are ideal.

How long should it be?

  • Our daily schedule:
  • 8:30 - 9:20 - 6th grade science
  • 9:20 - 10:20 - Prep period and break
  • 10:20 - 11:10 - 7th grade science
  • 11:10 - 12:00 - 8th grade science
  • 12:00 - 12:40 - Lunch
  • 12:40 - 1:30 - 8th grade science
  • 1:30 - 2:15 - 5th grade science
  • A class period is about 47 minutes in length. A sample presentation would include:
  • 10 - 15 min introduction with visuals
  • 15 - 30 min for students to work on an activity together
  • 5 - 10 min for closure (students present, etc.)

What have your students been working on?

  • 6th - 8th grades follow the same curriculum. They have been studying matter and its interactions, including structure of matter, physical vs. chemical properties of matter, chemical changes, and chemical equations.
  • 5th grade has also been studying matter, but not to the same depth. They have studied that matter is made of particles to small to be seen, properties of matter, mixtures, and chemical reactions.

Get to know the students:

Do you have a special technique for quieting the students down and/or getting their attention?

  • 3 - 2 - 1 countdown: 3 hands are free, 2 eyes on me, 1 (whisper ‘one,’ and by now they should be paying attention)

Do any of your students have specific learning challenges or are learning English as a second language?

  • Yes, there are English Language Learners, and there is a student who has a cochlear device (type of hearing aid).
  • In the first period class, one student knows very little English, but we have an aide that helps translate for her. The student with the cochlear device is also in this same class. There is a microphone you will wear around your neck. He also reads lips.

Are there any students that have specific behavior modifications?

  • Yes, we have a student in 5th grade that can get frustrated easily. I will monitor his behavior, and off him a ‘time-out’ if necessary.

How do you normally seat students in the classroom? In groups? If not, do you have a special technique for getting them into groups?

  • Students are seated in rows of 4 in two desks of two seats each. They discuss with their partner that shares their table. They work in groups of four, and are able to gather around one of the tables to work on hands-on activities.

Do any of your students have allergies that they should be aware of? Only bee stings.

Get to know the Classroom/School

What resources/limitations about your classroom might be important to think about?

  • There is only one sink in the classroom. Pitchers of water can be filled ahead of time.
  • We have access to a class set of chromebooks
  • There is a HD doc cam, computer, and Smart TV for presentation. We also have a white board, lab carts, lab supply table, and wide floor spaces.
  • The room is fairly well stocked with a variety of science class lab equipment.
  • There are three windows, but the shades can be drawn to darken the room.
  • Students can wear name tags

Important details about your building, especially regarding parking or checking in at the main office:

  • Parking is in the gravel lot to the right of the main school building. If you have equipment to carry in, you may park to the left of the main building near the black gates. After you check in, I can unlock the gates for you and assist with equipment.
  • Check in at the main office, they will give you a volunteer badge.
  • You may order a school lunch if I know ahead of time. Lunch includes a salad bar.

Needs for presentation –

Any needed technology/materials/supplies?

Handouts?

Any supplementary materials?

Background information you would like me to share with students?