Mr. Merrill’s Wrap Up 5/6
Students
were introduced to their book choice for our last round of literature
groups. Students will receive a copy of their book after the vacation.
We
continued to work on our science reports, writing first drafts, and
peer editing using a shared comment sheet. Student editors looked for
important elements of an introduction, topic sentences and details and a
conclusion that restates the thesis and includes a “so what” statement.
Students wrote their first drafts on a google document that was shared
with Ms. O’Brien and myself. They will be wrapping up their papers
and bibliographies once we return from break.
In
Social Studies, students imagined the winter at Valley Forge, using
primary documents from the period and watching segments of a PBS special
on the American Revolution. We also completed a group activity using
some of the most famous quotes from the revolution. Students had to
discuss and share reasons why the quotes were important and the impact
that they had on the war.
Math 7
We
began the week with a surprise Check-up. Students needed to create
accurate nets and compare and contrast surface area and volume of
different dimension boxes. This week we created triangular,
rectangular, pentagonal and hexagonal boxes and compared thier surface
area and volume. Students needed to rely on their understanding of
area to figure out how many cubic centimeters these boxes held.
Math 8
When
a ball is thrown does it fly at a constant rate? When does the ball
reach its fastest rate of speed? How can we relate that to our
parabola? Students considered and posed many of these questions in math
class this week as we looked at the relationship between our quadratic
equations, their graphs and the stories that they tell.
Science 7th/8th
Dear Zoton,
I have finally made it to the solar system that is within an arm
of the spiral galaxy, that the "Earthlings" call the "Milky Way". From
all of the chatter that I have intercepted from radio waves and space
probes, it seems that "Earth" is quite the happening place. You will be
getting dispatches from me as I travel in and around this solar system.
Don't worry, I have cleverly cloaked my ship so that no one knows I'm
watching. I've decided to get a close look at their star as my starting
point and then I will work my way to interesting locations and share
what I find. Give Yarp a big fluzzle for me.
Tuzo
The Week in Ms. Wesnak’s Room
7/8 Language Arts:
This
week we picked back up with our Independent Reading Mondays and jumped
back into learning about figurative language. We asked the questions
“What is figurative language?” and “Where can we find figurative
language?”. In order to answer these questions we had to learn about all
types of figurative language, not just similes and metaphors. In total
students were able to learn about and identify 6 different types of
figurative language including: similes, metaphors, alliteration,
onomatopoeia, hyperbole, and personification. We found examples of these
in songs, cartoons, comics, advertisements, and finished the week by
finding MANY examples of figurative language in the Disney film
“Wreck-it Ralph”. Students who have seen the movie many times told me
they never noticed how much figurative language was used; and students
who had never seen the movie laughed at the hilarious puns, adorable
characters, and found more than enough examples of figurative language.
The week has been full of fun, fantastic, fabulous, fresh, and funny
word play! The closing to our study on figurative language provided a
great send off for vacation! :)
7/8 Social Studies:
This
week we picked up with current events by watching CNN Student News and
reading an article about the growing economy in Africa from Jr. Scholastic Magazine.
After reading the article our classes got into some great discussion
about what would be some advantages and disadvantages to starting up
businesses in Africa, and what a growing economy would do for Africa.
Students had some really insightful responses which took us into our
first guiding question for our economy unit. Students were asked, “What
is the relationship between the economy and the environment?” and “Is
there a relationship between the economy and the environment?”. Without
knowing many economic terms (vocab soon to come!), students participated
in a great discussion about the impact the economy has on the
environment and vice versa. We discussed terms such as “Buy Local” and
materialism. We also brought up questions such as how do you save money
if you have to spend money to survive? Why are products that are good
for the environment and Earth more expensive than other products? With
all of this great discussion we let our questions and comments guide us
to watching the 1972 version of “The Lorax”. After finishing the film
students pondered what the “thneed” and “Once-ler” represent in the
story, what the quote “progress is progress and progress must grow”
means, and why the Lorax left the Earth with the word “Unless...”. Over
the vacation I asked students to think about the word “unless” and ask
themselves: unless what? Unless we as consumers and citizens do what will something or anything change?
Happy Vacation! Travel safe and have fun! Don’t forget to read for Literature Group :)
- Ms.W
News from Ms. O
Math 5:
This
week students began deeper investigation on fractions by looking
specifically at equivalent fractions and how we can tell when two
numbers in fraction form are equivalent. Students connected their work
with egg cartons to rulers and have now come to see equivalence even
when the whole is broken parts beyond twelfths. We will move from
fractions to decimals soon enough!
More fluent? I betcha you will be if you practice your facts! Get on it!
Math 6:
Students completed their fourth and final studio of the year following a retest on our Covering and Surrounding
learning. The Core Math Ideas in studio were: What does it mean to
find a fraction of a fraction? and How do mathematicians make sense of
the solution to a problem? The math ideas became priority when looking
at part of a part conversations around brownies. If you arrive at a
bake sale and the pan is only half full and your would like 1/3 of that,
what fraction of the whole do you actually get? It was fascinating
what students came up with and how they then justified their thinking
through models. I just have to say how appreciative I am that your
children have been so willing to be observed by a group of teachers. I
have gotten great feedback about their behavior, the richness of the
discussions amongst dyad partners, and the thoughtfulness and
respectfulness they show others in the math classroom. I will be sad to
see them go, but know they have some good training and that they are on
their way as mathematicians. After break we will continue work on
fractions and decimals and operations when numbers are in this form.
More fluent? I betcha you will be if you practice your facts! Get on it!
5/6 Science
Field Trip: Don’t forget permissions slips. I will post on Jupiter Grades in the event that you didn’t get the school copy!
We
wrapped up gravity this week with a collaborative task where students
could brainstorm ideas and then write explanation to questions. I have
posted these on Jupiter Grades and as I update assignments, you will see
if one is missing!
Students
worked really hard on writing reports on a space exploration and
technology. These written documents have been shared with teachers for a
final edit and then a recording in the Voyager Podcast Series, New
Frontiers! I will also update this information over break, in the event
that your child did not submit their written document.
