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The following are examples of projects completed in Mr. Rademeyer's classes. The work posted here represents exceptional quality. Please use this page to see examples of what is expected, or to just enjoy other students' work!

Choice Writing Piece: Writerly Life
During this unit, students review the writing process and revise, edit, and publish a piece from a genre that they have selected. Read Kristin's piece which was selected by my Communication Arts class as their favorite. Notice the changes Kristin made while editing and revising her draft.

To move Kristin's piece to your iPod, open this link save it to your desktop, and then drag it to your iTunes library.

Kristin's Piece


Element Personal Ad
For this assignment students began by researching an element on the periodic table. After creating a concept map of basic information about the element (uses, chemical symbol, reactivity and physical properties) they created a "personal ad" for the element. Each ad included an illustration and a description of the element. Check out Sammy's ad! Page 1 Page 2
Pollution Solution
For this assignment, students analyzed a water pollution problem and identified its individual parts. They then created a concept map demonstrating their understanding of the problem. Finally, they described the best possible solution based on their research. Tess' solution was chosen by our team as the best.

Example Concept Map

Tess' Proposal 

Bird Inquiry Web Page
In this investigation, students developed research questions that focused on bird diversity. They created a question, designed an experiment, collected data, and shared their results with other 6th grade students on a web page. Check out Jake and Gregory's page, Anna and Audra's page, or Cooper and Gabriel's page!

Jake and Gregory's Web Page 

Anna and Audra's Web Page

Cooper and Gabriel's Web Page 

Aurelia/ Blue Moon Organisms and Timeline
For this assignment students were asked to apply their knowledge of plant and animal adaptations to create brand new organisms. They were shown the conditions on the hypothetical planets of Aurelia and Blue Moon. The challenge was then to create a plant and an animal adapted to the conditions that exist on that planet. When they were finished they created a fossil record for the organism. Check out all these different organisms and Andrea's timeline!

Bridget's Animal 

Bridget's Plant

Brennen's Animal

Brennen's Plant

Kurt's Animal

Cassie's Plant

Zach's Animal

Donny's Animal

Claire's Plant

Gina's Animal


concept map
Organism Concept Map
 For this project, students were assigned to study either Plants, Animals, Protists or Fungi.  The big question that students were trying to answers was: How do (plants, animals, protists, or fungi) survive?  Students then researched the characteristics of life (MRS NERG) for their organism and presented their understandings in a concept map. Look at Sarah's concept map to see how she has organized her information about the survival of Fungi. Sarah's Concept Map on Fungi
Bacteria & Fungi Inquiry Investigation (Experimental Design)
During this investigation, students learn the basic principles of experimental design and apply them in their own investigations. Students develop a research question based on where and how bacteria/ fungi survive at South Middle School, design an experiment, collect and organize data and then share the results. The end product of the investigation is a PowerPoint presentation of the investigation. Check out the authentic research by Ben and Zach and the great reflection section of Hailey and Hannah. Note: You must have PowerPoint (or Keynote for Mac users) to view these presentations.

Ben and Zach's Presentation

Hailey and Hannah's Presentation

Living Together
In this unit, students investigated how water use affected water quality.  They also studied how water quality affected the plants, animals, and humans in a community.  At the end of the unit, students were presented with a real-life challenge.  They were asked to help a town make an important decision on whether to allow a new factory to be built next to their river.  Students were asked to examine the pros and cons of this decision from the perspective of an individual that lived in the town.  They then presented the ideas and concerns of the person they represented to the class.

Asha's Point of View

William Water's Point of View