Friday, December 20, 2013

Week of December 16

Happy Holidays!  We had a great day!


  • Thank you to all who brought in food for this mornings Voyager House Breakfast.  The students really appreciated it!!
  • Stocking Stuffers?  Pencils, erasers, calculators!


Gingerbread Challenge


Look at these words of art!  Wow to our newest architects!






Field Trip
Voyager House will be heading to the Flynn Theater downtown Burlington Wednesday morning, January 8th.  Permission slips will go out when students return in January.  They will be taking buses and returning by 11am.



2min). Share it with your students




Mr. Merrill’s ⅚ Humanities Wrap Up
Reading Cafe - After reading for 30 minutes, students wrote a letter of advice to a character in the book that they are reading.  This letter is one of many reading strategy assignments in the Reading Response Notebook.


Westward Expansion - We completed 2 excellent primary document activities this week.  With the first activity, students (in small groups) had to translate (it is tough to read a 19th century document!) a peace treaty between the Cheyenne and US Government from 1868.  Students then considered the implications of that treaty for the Cheyenne.  We then took a look at a how a Manifest Destiny T-Shirt by GAP created a big controversy last year, ending with GAP pulling the shirt off the shelves.  We looked at tweets, responses, and images from various viewpoints on the use of this term.  Students then wrote their own “tweet” response (paper only), using 140 characters or less.  We then completed our Westward Expansion Graphic Organizer in preparation for a January writing assignment on the topic.


Ms Q’s Corner
CMP8
This week students prepared to take the Looking for Pythagoras with a rousing game of jeopardy.  We completed this unit and we will be moving onto  Frogs, Fleas and Painted Cubes, a unit which introduces quadratic functions.  


CMP7
We completed our Stretching and Shrinking Unit Test and have moved onto our “Shrink it down and Blow it Up” scaling project.  Students have selected cartoons, action figures and logos to create facsimiles of the original.  They will also create a distorted image that follows a rule like 2x, y. Students will then compare the perimeter, area and angles to prove that they are similar. We will be working on these projects when we return from break.


Science 7th/8th
We shifted our thinking from the water cycle to our oceans and the issue of plastic garbage in the five world gyres.  We researched where the plastic is residing, where it is coming from and how it affects sea creatures and the food chain.  Students created informational posters on the issue and what we can do to help our ocean ecosystem.  We began to place our posters around school near trash cans, recycling bins and areas in where we throw things out.  After break we will focus more on ways to prevent and reduce pollution in the ocean.


The Week in Ms. O’s Class


Math 5:  Wow!  We are building our geometry language and all talking like mathematicians!  We spent the week talking about congruence and practicing our translations, rotations, and reflections to prove congruence.  We also reviewed big ideas from the unit:  properties of polygons, angle relationships and measurement, and area of rectangles and triangles.  We will move on to other ideas after break including symmetry, perimeter, and area of other polygons like trapezoids and parallelograms.


Math 6:  Students completed the final ideas of Comparing Bits and Pieces this week by building percent bars and using fraction understanding to find percents of a number and the percent when two other quantities are known (what percent is 14 of 40).  We took our unit assessment this week and those scores will be posted on Jupiter Grades after break. We will take a short detour into an integrated unit on natural resources and statistics (that use fractions, decimals, and percents). Students will be building a collaborative Globopoly game on four natural resource topics:  what we do with our garbage and waste, water resource management, deforestation, and global climate change.  Game pieces will include fraction, decimal, and percent understanding.


Science ⅚:  Students built very strong electromagnets using their understanding of electrical current and have really begun to solidify the ideas in this unit.  We built word maps of our learning, have done several investigations, including one that involved data collection and graphing (we have some work to do in this dept!), and are moving toward a big research project on the telegraph.  Our resident engineer, Dan, has been an amazing link to the real world and what a gift he has been to me in my own understanding of electricity and magnetism.  Students will have a chance to enter the world of motors and generators the next time we meet and to ultimately learn about morse code and the mechanism used to send it!  


The Week in Ms.Wesnak’s Room
7/8 Humanites: This week students took part in independent reading, and we also took time to catch up on current events and discuss events happening around the world. As the week continued on we played around with our work on sentence diagramming and sentence variety by taking on the role of a movie critic and writing movie reviews! Students had a lot of fun with this, and I think we may have even seen a glimpse into the future with some of our own Voyager students becoming Movie Critics! During our PM Humanities classes students were given time to work on their Vermont Impact projects. These were based around Vermont tourism and attracting tourists to our state through its rich history, variety of products, and famous people. Some of our final products included a Vermont tourism video, an ABC Book, placemats for local restaurants, educational posters, and even a book about the adventures of Senator Leahy. I can’t wait to read through these and put them up in our own “Welcome to Vermont” display, which will be coming to Voyager House in 2014. Wishing everyone a Happy Winter and Happy New Year! See you in 2014!!

Friday, December 13, 2013

Week of December 9

Voyager Family Night!  Thank you to all who organized, donated food and participated in the Voyager Family Night!  It was a great success as a fundraiser for Voyager and for FUN!  The students did a terrific job and a great time was had by all!  We raised some money too. Thanks to all who made donations that evening.  And congrats to the prize winners.
Stocking Stuffers?  Not sure what to stuff the stocking with???  How about pencils and erasers, a calculator, or some fine tip colored pencils?  We have noticed our stash is dwindling fast, stuff for school!
Literature Group:  Reading children's books and rewriting chapters for young adult version of the book.
Mr. Merrill’s ⅚ Hummanities Wrap Up
This week, as part of our Westward Expansion Unit, we focused on the plight of Native Americans as settlers moved west.   We used the Mission US resources and the interactive game to consider what strategies the Cheyenne and other Plains Indians used to survive and adapt to the expansion of the United States.  We used a variety of primary resources (pictures, and documents) in a jigsaw activity,  to better understand the Cheyenne culture and the conflicts they faced.  Students also had a vocabulary quiz on the Westward Expansion (key words) today.
In Mission 3: “A Cheyenne Odyssey,” players become Little Fox, a Northern Cheyenne boy whose life is changed by the encroachment of white settlers, railroads, and U.S. military expeditions.  As buffalo diminish and the U.S. expands westward, players experience the Cheyenne's persistence through conflict and national transformation..
The Week in Ms. O’s Class
Math 5:  We have been working our way through basic geometric principles like angles, congruence, symmetry, and the properties of circles. It is really important for students to learn the properties of polygons and know the names of different kinds of polygons.  A lot of upper level geometry relies on this understanding (Pythagorus, finding area) and so building the language of geometry is important.  We will be taking a quiz next week on the first part of this unit to assess current understanding.
Math 6:  Students have been productively working on understandings that relate fractions, decimals, and percents.  Percents seem to be a stumbling block for students, but the percent bar (which consequently looks like the fraction bar, yippee) has been helpful to students.  When we have numbers out of 100, percent renaming is easy, but what happens when the whole is 30, 80 or oh no, 213!  Students are working on applying the same strategy to harder to compute numbers.  New learning for sure!  Unit Assessment next week to complete the Comparing Bits and Pieces unit.  
Science ⅚:  Playing with electric current is fun.  Oersted and Ampere did it and so did we!  What is so great about electric current anyway?  Well, yes lights and all, but if you didn’t know, electric current is magnetic.  A compass moves when passed under a closed circuit and magnets attract to the wire in a complete circuit!  We will be doing more quantitative analysis next week of the strength of electromagnets and the looking at the insides of motors and alternators.  We have a generator too and an electromagnet that rings a bell (really a telegraph of sorts).  After the holiday break we will build a telegraph and learn about its use to the world!  It’s been really fun!
Ms. Q's Corner
CMP8 This week students used a proof to explore the Pythagorean Theorem.  Students took a series of right triangle and square puzzle pieces and fit them into two congruent squares. The square puzzle pieces all had a side length that correlated with the two legs and the hypotenuse of a right triangle.  Through our investigation we found that when the square of each leg was added, it had the same area as the square of the hypotenuse.  Students began reviewing for the Unit Test by creating a public record of our understanding of square roots and their meaning, methods for finding area and perimeter of irregular polygons and how to find the legs and hypotenuse of a right triangle.  Next week students will take the Looking for Pythagoras Unit Test.
CMP7  This week we created height-o-meters, a handheld device  that allows you to record the angle of elevation of different objects.  Using these devices we were able to use triangulation to find the height of objects around school. We also used similar triangles to find the distance across an unknown river and the heights of  various objects. We reviewed ratios and proportions and cross multiplication.  Next week we will have the unit test for Stretching and Shrinking.
Science 7th/8th
This week students explored the forces below, above and beyond the planet Earth.  We watched a National Geographic  video on Tectonic plates, explored Wegener’s theory of  Continental Drift and used puzzles and models to investigate Pangaea, convergent and divergent plate movement and transform boundaries. We completed our week with creating cartoons on the water cycle.
The Week in Ms.Wesnak’s Room
7/8 Humanities: Our week started off with independent reading or research in the library, and current events with CNN Student News in the afternoon. As the week swiftly continued on our mornings were filled with journal writes of a wide variety! We also completed and put closure to our work on sentence diagramming, where our main focus was on identifying the subject, verb, adjective, and adverb in a sentence. Once we completed our sentence diagramming work we moved into working on verb tense consistency. We started off by reviewing the 3 main verb tenses: past, present, and future tense. We practiced identifying and using these tenses correctly in class, and for homework. We are also putting all of this practice to the test in our current writing piece for PM Humanities. Students have been trying to answer the question: How has Vermont made an impact on our world and/or our history? This topic is providing us with a great bridge between our global unit and our 20th century history unit. Students have been researching and writing an informative piece about ONE person, place, event, or product that has helped Vermont make an impact on the global community. No matter what topic students have been researching they have had to learn a bit about our state’s rich history and its people! This week students have been given class time to work on this piece, along with time to have their writing peer edited. Students were also introduced to Part 2 of this Vermont mini-unit, which includes working in small groups to produce a piece of advertising that could be used for Vermont Tourism. Groups are completing projects along the lines of ABC Books, video advertisements, educational posters that could be found at Vermont Informational Stops or Rest Areas, a children’s book about Vermont, or even a brochure. Students seem really excited about this project and are taking a variety of routes to complete it. I’m really excited to see the final outcome! We’ll be working on this all next week.

Friday, December 6, 2013

Week of December 2

REPORT CARDS:  1st trimester report cards and a folder of student work are coming home today.  Please empty all materials from folders and envelopes and return!   

Dear Voyager Families,
Voyager has over $4,700 worth of field trips and house activities planned throughout the year.  In addition, we just received a grant from FAP to purchase 60 copies of, “A Young People’s History of the United States”.  This translates into more than $55 of FAP per Voyager student.
Team Building at Oakledge $1,480
Team Building at Sandbar $915
Adams Orchard $215
Rokeby Museum $510
Flynn Theater- Aladdin and the Arabian Nights $1,000
Miscellaneous House Activities (house play) $600
60 copies of history book $840
This money is not included in the regular school budget.  In past years we would have asked for several small checks throughout the year to cover the cost of all activities.  For the last three years field trips and activities have been paid for though FAP by your once a year, tax deductible, contribution to the Williston Schools Annual Fund (formerly Williston Wins).  Voyager is currently at a 31% participation rate for Annual Fund contributions this year.  Your $45 per student contribution, in addition to some funds we receive from dance proceeds, will cover the cost of your child for all activities we have planned above.  If you haven’t made a contribution yet, please click here to continue on-line or fill out the form and send in a check through Katie Fieldsend.  
Thank you!


Voyager Family Night and Talent Show at WCS - Tuesday, December 10th, 6:30 - 8:30 pm!
Voyager Family Night and Talent show at WCS is a wonderful gathering where students and families of Voyager get together to share snacks and conversation in the cafeteria, then move to the auditorium to share some fun open-mike performances.  Students can sign up for a performance spot with Ms. Quatt if they are interested. In the past, performances have included small-group singing/dance, poetry recital, playing a song on the piano, reading a short story, demonstrating magic tricks or a guitar performance.  It is a fun family night and great way to meet all the awesome kids and families who are part of the Voyager community.
There is a suggested $10 donation at the door -- at the end of the evening we will hold a door raffle of prizes that include movie tickets, pizza gift cards and other fun family gifts.  This is a major fundraising opportunity for the house, so if you are feeling generous, please make any-sized donation you'd like!  The money will go directly towards the end-of-year field trip fund for all students.  This fund will greatly reduce the amount asked of parents to pay for the field trip.
We do ask that families bring a small snack to share, based on the core class your child is in.  This year, Mr. Merrill and Ms. O'Brien's class are asked to bring 'savory snacks' which should be hand-held.  We do not have access to the kitchen, so everything must be 'ready' and 'easy to eat.'  We will have plates and napkins, but no knives or forks.  Ms. Wesnak and Ms. Quatt's class are asked to bring 'sweet snacks' or hand-held deserts.
Here is a link to the Voyager wiki where you can sign up!
We look forward to seeing you there!!!!
Voyager FAP


CHARITY CHALLENGE
The Charity Challenge is the week of December 9th and is an extension of our Peace One Day school wide unit. Each Upper House grade will compete to raise money for selected charities.
Charities include Williston Food Shelf, Red Cross, Habitat for Humanity, and COTS.  Discussions around charities and giving will occur at the House level.   Each house will need 4 volunteers for one day of the challenge.  Voyager House is looking for 4 volunteers to help out with the charity challenge on Thursday, December 12 from 12:30 - 1:10 (during the 5-8 lunch time).  
Volunteer Responsibilities
  • Supervise the table and buckets as people donate money in the cafeteria and total money collected.
    • Coins will need to be taken to a bank and turned into cash
    • IT IS IMPORTANT TO KEEP EACH GRADE SEPARATE
  • Return money, by grade, to the house TA
    • NEFCU does not charge to count coins if a person has an account


Please contact Mr. Merrill (amerrill@cssu.org) if  you would be willing to help out on Thursday, December 12 from 12:30 - 1:10.
Thanks!


Mr. Merrill’s ⅚ Humanities Wrap Up
This week we continued our study of Westward Expansion.  Mini lessons using power points, informational text, primary resources, and video on Mountain Men, Pioneers, The Gold Rush, Trail of Tears, and the Transcontinental Railroad will be taught over the next two weeks in preparation for a writing assignment on the Westward Movement.  Students are expected to understand the motivation, problems and results for each of the mini lessons.   
A new round of literature groups started this week.  Students are mixed in 5th-8th groups.  We are reading classic short stories and picture books aloud and students will use these books and story ideas to write their own creative versions of the stories.
Ms. Q’s Corner
CMP8
This week we began a new book called “Looking for Pythagoras”.  We practiced finding areas of closed figures using what we know about squares and triangles.  We investigated the relationship between the area of a square and its side length.  We practiced estimating the value of square and cube roots between two whole numbers.


CMP7
This week we explored the relationship between scale factor, perimeter and area of  triangles and rectangles.  Students began to use their understanding of similar figures and scale factor to find unknown side lengths of triangles and rectangles.  


Science 7th/8th
We completed watching and taking notes from student’s Educreation, Haiku Deck and Google  presentations on geological topics.  We investigated the rock cycle in greater detail during our “Rock” lab by observing the three main groups of rocks: Igneous, metamorphic and sedimentary. Students compared the characteristics and composition of each rock group.  We moved onto a lab on Mineral identification.  Students performed streak, acid, scratch and density tests on the mineral samples.  With our observations and  information, we used a dichotomous key to figure out what minerals we had.  


The Week in Ms. Wesnak’s Room:


7/8 Humanities
This week began just like any other with a morning of independent reading and an afternoon of catching up on current events. As the week continued on our mornings were filled with grammar work, specifically around sentences and sentence structure. We started off the week by learning about sentence variety, and as the week went on we started dissecting sentences and diagraming sentences. We did this by breaking the sentence apart and identifying the subject, verb, adjective, and adverb. We did this with sentences found in children’s books, our own writing, and just simple sentences. This work is really allowing students to put a magnifying glass to their own writing and focus on how they structure their sentences. They’re also able to try their hand at editing, and are becoming great self-editors. Students are asking themselves: Is this a complete sentence? What am I trying to say, and are my words being conveyed correctly? What type of sentence is this, and is it grammatically correct? This sentence work is going to come in handy with our new mini-unit in Social Studies. We’re coming out of our global unit and moving into our next large unit on 20th Century history. To build the bridge between these two units, we are asking ourselves: How has Vermont made an impact on our world and/or our history? Students are focusing on people, places, products, or historical events that have made Vermont famous outside of just our home state. Some topics include the Von Trapp Family, Burton Snowboards, John Deere, the Battle of Bennington, and the Local Food Movement/Farm to Table Movement. This is allowing our class to learn a bit about our own history, while still connecting it to the bigger picture. We are still in the research stage of this project, and so far students are overwhelmed with how much has come from Vermont and impacted the world outside of our small state! A few students have even said, “I am so proud of our little state!”.


News from Ms. O
Math 5:  We spent this week making new discoveries about geometry!  We looked at properties of polygons, discovered generalizations about the area of triangles based on understandings of rectangles, and learned about angles, what they represent and the different kinds of angles.  We will take these baseline understandings to dig deeper into geometry.
We took a practice speed assessment today for the x 6, 7 and 8 facts. It was not a very productive meet!  We will continue to work on this kind of skill, as it will be important that we improve automaticity of these facts, often the ones that students do not remember.  Please continue to practice math facts at home for speed.  Knowing them and knowing them fast are different skills that require a great deal of practice.

Math 6:  Sixth graders have been working specifically on seminar style learning this week.  We held 3 seminars two in Kiva and one standing to try and make more intimate our math talk.  Seminars allow us to pollinate ideas quickly which can help move the group along and it increases accountability because you ask students to talk and talk and talk.  Our talk this week has been about fractions and decimals.  Some of this work is review, but takes these ideas to the deepest level, a depth that might be new to students.  We have been cutting up pans of lasagna (ridiculous) and using them to understand decimals.


Folders were not completely filled this week to send home.  There is a pile of unfiled things.  Please send folder back and we will fill and send Monday.  It was a rush!

Science 5/6:  It has been an exciting week.  We began our week learning about magnets by engaging in a 6 station circus doing focused learning about the properties of magnets.  We had a scientist meeting to talk about claims students have about magnets and then did some reading about them.  Today, we made a magnet straw motor.  Students used their understanding of opposing pole to force the straw motor into motion.  It was fun!  We are moving on to circuits and then electromagnets.  Thanks to Dan Fleming, a retired electrical engineer of 31 years, has been in our classroom every day bringing his engineering expertise and helping me stay on my toes.  He is really great!

Friday, November 22, 2013

Week of November 18

Friday Fun Day!!!!
Students today enjoyed a change of pace with a variety of fun activities, many of which were lead by our fabulous 8th graders. The day started out with academics. When students transitioned back to Voyager house they enjoyed stations, some with brain teasers like the puzzle room, trivia and tennis ball challenge, where teamwork enabled students to dump a milk carton worth of balls into buckets. Students also enjoyed the panache of Paris by entering into the transformed project room. They enjoyed hot chocolate served by waiters and waitresses, enjoyed some coloring time, and were all soothed by the soft lighting. Physically, students were challenged by trick shots on the basketball court and relay turkey challenges. In the afternoon, the students found even more fun with the rooms set up with two different movies, a craft room with Thanksgiving themed fun, a work room for students to catch up, and our new, yearly tradition on Voyager house: The Thankful Wall. The Thankful wall was a family tradition of the Sherman household and will hopefully be a reoccuring tradition on house. Ask your son or daughter what they were thankful for today… A big thank you to all the students and staff who helped put on today. It was great fun.    

Voyager Family Night and Talent Show at WCS - Tuesday, December 10th, 6:30 - 8:30 pm!
Voyager Family Night and Talent show at WCS is a wonderful gathering where students and families of Voyager get together to share snacks and conversation in the cafeteria, then move to the auditorium to share some fun open-mike performances.  Students can sign up for a performance spot with Ms. Quatt if they are interested. In the past, performances have included small-group singing/dance, poetry recital, playing a song on the piano, reading a short story, demonstrating magic tricks or a guitar performance.  It is a fun family night and great way to meet all the awesome kids and families who are part of the Voyager community.
There is a suggested $10 donation at the door -- at the end of the evening we will hold a door raffle of prizes that include movie tickets, pizza gift cards and other fun family gifts.  This is a major fundraising opportunity for the house, so if you are feeling generous, please make any-sized donation you'd like!  The money will go directly towards the end-of-year field trip fund for all students.  This fund will greatly reduce the amount asked of parents to pay for the field trip.
We do ask that families bring a small snack to share, based on the core class your child is in.  This year, Mr. Merrill and Ms. O'Brien's class are asked to bring 'savory snacks' which should be hand-held.  We do not have access to the kitchen, so everything must be 'ready' and 'easy to eat.'  We will have plates and napkins, but no knives or forks.  Ms. Wesnak and Ms. Quatt's class are asked to bring 'sweet snacks' or hand-held deserts.
Here is a link to the Voyager wiki where you can sign up!
We look forward to seeing you there!!!!
Voyager FAP
Mr. Merrill’s ⅚ Humanities Wrap Up
This week students were introduced to the concept of Manifest Destiny.  Using the painting “American Progress”, students created a list of factors that made up the westward movement and then wrote a definition for manifest destiny.  We then looked at a list of different events of the 19th century that contributed to westward movement and started to identify the motivations, problems, and results of the period.  We wrapped up the week with a JIGSAW activity.  In groups, students researched and became experts on a person from the westward movement and then put together a short presentation to teach other students about that person.  Ask your student who they researched and what he or she learned.
Ms. Q's Corner
CMP8  
Students were challenged this week to consider integral and rational exponents in relation to exponential growth and decay.  We practiced with the rules governing  exponent use and the connection between radicals and fractional exponents.  We reviewed  major concepts of decay and growth and rounded out the week with the Growing, Growing, Growing Unit Test.  After Thanksgiving Break we will begin our unit on the Pythagorean Theorem.
CMP7
Students began constructing similar figures from coordinate  points on a coordinate grid.  We created the Wump family of cartoon characters and discovered what happens when you change the coefficient in  front of the x and y coordinate or add/ subtract numbers to the x and y coordinates.  We investigated scale factor and explored what happens to the side measurements of a geometric figure when you scale up or down and what change occurs to the area of the figure.  
Science 7/8
This week we investigated the ipad app "Educreations".  This presentation application allows students to import pictures, diagrams and drawings, along with the recorded explanation of their work.  We found some success and failure with this application, but all students were flexible in finding an application that would allow them to communicate their  earth science concepts.  These concepts included:  Formation of the earth, the rock cycle,  constructive and destructive forces, plate tectonics and more.  After break we will begin delving into geology with rock identification and lab experiments.


News from Ms. O
  • Math 5 - This week students reviewed assessments and split off into two groups.  Some students received additional instruction on the concepts we worked on over the last few weeks and others did extension tasks and enrichment.  We had some zinger problem solving pieces that really pushed students.  We also began our investigation into Geometry by looking at the terms that are geometric in nature  and began to look at attributes of polygons.  We will continue this work through the next winter break.

  • Math 6 - We took a sidebar from the ratio and fractions unit to discuss and practice multi-digit multiplication and long division.  Some students practiced taking numbers to the thousandth place value while others were just making sense of a remainder.  The standard algorithms are not tested, but they can be really valuable when working on deeper math concepts (so I say right?). Students seem to love mastering this and, well, mastery breeds confidence.  We’ll get back to Comparing Bits after the break.
  • Science ⅚ - We ended our geology/earth systems unit with two days of study review and an assessment designed to measure a student’s ability to apply the concepts we learned.  You can see these results on Jupiter Grades.  We will dip into electricity and magnets after the Thanksgiving break, a series of opportunities that will lead to an engineering task challenge.
The Week in Ms.Wesnak’s Room
7/8 Humanities: This week we took some time to do a variety of journal writes ranging in perspective and topic. We also got into some great challenges using our subscription to Jr. Scholastic Magazine! We started off our week with our usual Independent Reading Mondays and Current Events in the afternoon. On Tuesday, Wednesday, and Thursday our morning class was filled with a variety of timed journal writes ranging in topics and time limits. A large variety of students shared their work this week, which really brought new voices to our classroom. Students also were asked to write a poem about what they are thankful for. I encouraged students to write something that could be shared with their family at Thanksgiving, so some of your kids may be bringing home a piece of writing to be shared! We also tried writing from a variety of different perspectives! This proved to be a bit of a challenge for some students, so we will continue our work with perspective writing in the 2nd trimester. In the afternoon students took on another global challenge using only 1 issue of Jr.Scholastic. They had to answer questions and clues that took them on a trip across the world testing their global geography! They also had to learn the capitals of many countries, and then apply all of this knowledge to decode a secret message! On Thursday we got into the most recent issue of Jr. Scholastic and put our new knowledge to the test in a very exciting game of Jeopardy. Students were allowed to take notes while they read, which proved to be quite important for their team during our Jeopardy game. Students really enjoyed this activity and the use of the interactive materials that Jr. Scholastic provides online, so we will continue with this in the 2nd trimester. Thank you for a WONDERFUL 1st trimester, and for going on this global adventure with the 7th and 8th grade community! Happy Thanksgiving :)

Week of November 11


Mr. Merrill’s ⅚ Humanities Wrap Up
O the Joy!  We completed the westward journey of Lewis and Clark, noting the changing landscape (Great Plains, Rockies, Coastal Range and Columbia River area) and the incredible story of Sacagawea and her impact on the journey.  We will be moving on to part 2 of this lesson next week - Westward Expanision.
Students also selected a favorite writing piece from their Writer’s notebook to post on our Kidblog.  Students self and peer edited, and commented on other witing once published.  Students will be wrapping up their mystery and spook literature group round next week.  A final constructed response will be written based on our big question:  How does the setting of your book create a story of mystery and spook?


Ms. Q's Corner
CMP8
This week student's grappled with exponential decay, decay factors and rates.  We explored how medication loses it potency over time and that the decay factor is less than 1.  We reviewed positive and negative exponents,  rules of exponent use, and became more familiar with square and cube root tabs on our graphing calculator.  Next week we will review exponential growth and decay in order to prepare for  our Growing, Growing , Growing Unit Test.

CMP7
Becoming more fluid with utilizing positive and negative integers with all mathematical operations was the name of the game this week.  We introduced the distributive property and practiced moving from factored form to expanded form.  We played positive/negative integer bingo and reviewed for our unit test that took place on Thursday.

Science 7/8
We were eggcited to perform our eggcellent egg bungee on Monday.  Using the app "Fast Camera" we captured the bounce of our bungee jumping eggs to see which egg came the closest to the ground without touching.  Many jumpers didn't make it and that's no yolk.  On Tuesday and Wednesday we began our engineering task write-up.  We began our study of Earth science with exploring the app called "Educreations".  Students will be utilizing this tool to explain major concepts to their classmates.

The Week in Ms. Wesnak’s Room

7/8 Humanities: In conversation with a few students at the end of the day on Friday, we summed up our week as quite puzzling! This week our main focus was wrapping up our global studies unit. As usual we started off the week by doing some Independent Reading and writing in our Reading Journals, followed by current events in the afternoon. As the week continued on, we started tackling our BIG question for this unit which was: Who am I in the global puzzle? Students began tackling this question in the morning by doing a “Who Am I” or “About Me” poem. This poem had a pretty strict format, but still gave room for students to be creative. It motivated and encouraged students to do a lot of reflection on themselves as members of not only the Vermont community but the global community. Some students even shared their work with the class on Friday morning. In the afternoon our time together was spent on a table challenge. Students were asked to work with their table group (their “family” from the global village) to put together a 550 piece jigsaw puzzle without the cover and without talking. At the end of the class period they would have to break down the puzzle, so the next class would have to start from scratch. This challenge was to symbolize a number of things, but most importantly it was to symbolize how the world has to work together to solve problems. Sometimes when solving a problem you don’t know what it’s going to look like at the end, so you have to guess. Sometimes you won’t be able to communicate with everyone you’re working with, so you have to figure out new pathways in which to communicate. Sometimes after many minutes, hours, or days of hard work you have to break it all down to start from scratch. We had some great discussion in class about the symbolism of this puzzle project, and as a class we really made some deep, big picture connections. To wrap-up the week, on Friday the students put together their own puzzle. Each student was given a blank puzzle piece that they had to decorate to symbolize themselves. At the end of the day the students had to find the remaining pieces to their puzzle by working with all of the 7/8 community to put all of the pieces together. The outcome was several beautifully collaged puzzles with each student of the Voyager community being represented by the their own piece. As students were leaving on Friday I asked a couple students how they would sum up this week. Some words or phrases they used were “big picture”, “mind puzzling”, “lots of reflection”, “gained perspective”. It was a great week in Humanities, and by Friday we had really put together all of the pieces of our global unit.

News from Ms. O

The Hot Zone Literature Group: Students in this literature group are working towards finishing a very long and detailed book on the Ebola virus.  I have extended the deadline for the project to the Monday after break.  The book should be finished upon returning from Thanksgiving break and the Public Health Announcement on a contagious disease of their choice will be due the Tuesday after break.  

Math 5:  Students completed Unit 2 today with an end of unit assessment. This culminates our intensive work on multiplication and just touched the surface of our division work for the year.  We will come back to division when we pick up fractions in a couple of units. We will begin geometry next week and continue this until December break.  

Math 6: We are in the midst of ratio understanding...BEWARE!  We are not all there yet, in understanding ratios that is, but are moving in the direction of deeper understanding of proportional reasoning.  We will pick up this work again next week, by introducing integers (positive and negative numbers and absolute value).  This will help students understand more about bits and pieces of numbers (some fraction, decimal and percent work) and how to compare their magnitude.

Science ⅚:  We ended our week of looking at constructive and destructive forces with a Demonstration Fair.  Students presented models that demonstrated a constructive and destructive force that could apply to the forces acting on the Earth’s surface. We had sedimentary sandwiches, exploding ketchup volcanoes, converging cookie plates, sandy dune construction, gravity riddled eroding embankments, and stream beds among others.  It was crazy!  Sometimes I wonder if having all this fun can also be called learning!  Many students did an excellent job researching a simple constructive/destructive force and can now see, perhaps what they may not have had I just told them, what makes the Earth’s crust changeable.  Yet another piece of evidence of the changing Earth!  We have a test on Wednesday.  We will spend Monday building our study guide, Tuesday doing active review, and Wednesday taking an assessment.  It