Cluster 4 Monthly Update
January 24th, 2024
REMINDER: students need to organize their binder every weekend!
Public Art with Josh Winer
On Friday, January 5th, 2024, all WMS Social Studies students participated in a session with artist Joshua Winer to brainstorming ideas for the renewal of the Peter Clough Memorial in our lobby. See some of the images below for their engagement and ideas. Current 8th-12th grade students will be involved in the making of the actual art. For more information, please contact Ms. Jennifer Chen Fein or attend one of the community meetings.
REMINDER: Restock binders with pencils and looseleaf paper!
SCIENCE with Ms. MacAulay
Science students have just completed their element “Superhero / Supervillain” projects on a specific element. The projects enabled students to research one particular element and then create a superhero or villain based on that element’s properties. The results are interesting, entertaining, and enlightening! Check out the images!
Now students are distinguishing between elements, compounds and mixtures to help them understand what a “pure” substance is in chemistry terms. Students use pictures, formulas and examples as they work through these distinctions. In addition, we will learn some basic chemical reactions and how to express these in chemical equations.
Chemistry Learning Targets:
1) Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter.
2) Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).
3) Give basic examples of elements and compounds.
4) Differentiate between mixtures and pure substances.
5) Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample.
6) Differentiate between physical changes and chemical changes.
Students looking at one another's work proves to be a powerful motivator!
Students during the Project Exhibition
One Pager Superheroes!!
Cluster 4 Math w/ Mr. Martin
Hello Cluster 4 Families,
Last week we finished our Proportional Relationship and Percentages Unit 4 with a test. The end of this unit brings us to the midway point of the school year.
We are now moving into Unit 5, Operations with Positive and Negative Numbers. In this unit, students extend what they learned in Grade 6 to add, subtract, multiply, and divide positive and negative numbers. We will continue to have weekly homework, mid-unit quizzes, end of unit practice days, and end of unit assessments in Unit 5.
Please see the breakdown of this unit below:
Section 1: Adding and Subtracting (Lessons 1–5)
Students use a variety of strategies and mental models to add and subtract negative numbers.
Lesson 1 builds on students’ intuitions as they explore how the position of a submarine changes if you add and remove floats and anchors.
Lesson 2 bridges from adding or removing individual objects to movement on a number line. Students also notice that starting at `4` and removing `3` anchors (`4-(-3)`) has the same value as starting at `4` and adding `3` floats (`4+3`).
Lesson 3 introduces decimals and fractions into the number line context as students complete a series of challenges that involve moving a bumper a specific distance in order to make a ball hit a star.
Lesson 4 asks students to create their own number lines to reason about and notice patterns in numeric expressions like `7-4` and `4-7` and variable expressions like `x+y` and `x-y`.
Lesson 5 is an opportunity for students to practice everything they have learned as they solve a series of puzzles.
Section 2: Multiplying and Dividing (Lessons 6–10)
Students extend what they learned in Section 1 to make sense of multiplying and dividing positive and negative numbers. Sections 1 and 2 prepare students to solve equations with positive and negative numbers in Unit 6.
Lesson 6 uses the context from Lessons 1 and 2 to interpret expressions like `3(-5)` as three groups of `5` anchors.
Lesson 7 introduces students to a new context for making sense of multiplying with negative numbers: distance, rate, and time on a number line. Students answer questions about what a turtle’s position would have been in the past (negative time) or if a turtle is moving to the left on the number line (at a negative rate).
Lesson 8 extends the context of distance, rate, and time to introduce division with positive and negative numbers.
Lesson 9 asks students to reason more generally about the sign and value of expressions that involve each of the four operations. Students order different expressions from least to greatest based on values for different variables.
Lesson 10 incorporates a similar puzzle element to Lesson 5 as students aim to use positive and negative integers to create the greatest possible value of an expression.
Section 3: Applying Operations (Lessons 11–13)
Students apply what they have learned to understand issues in society.
Lesson 11 asks students to use what they know to solve problems about how temperatures have changed across the world and how the amount of sea ice is changing in Greenland.
Lesson 12 continues to focus on sea ice as students use positive and negative rates to make predictions about the levels of sea ice in the future and the possible impacts on seaside communities.
Lesson 13 combines everything students have learned to explore the financial and environmental impact of solar panels and other choices individuals and institutions make to reduce carbon emissions.
Social Studies with Ms. Lorigan
We are wrapping up our study of South and Central Asia! The essential questions -- which truly connect across geographic region and historical time period -- are as follows:
How does where you live influence how you live?
How do belief systems reflect and influence society?
How much influence do leaders have over the success of a society?
We are just about finished with section IV. Kingship in Ancient India focuses on comparing and contrasting leadership philosophies within the Mauryan Empire. Students are continuing to practice and develop their vocabulary, information reading. and writing skills. They are experimenting with the language of compare and contrast to show what they know.
Please encourage your kids to read independently at home. It helps them understand what they’re reading in Social Studies class.
The four sub-sections of this unit are as follows:
I. Geography of South and Central Asia ✅
How do geography and climate influence the development of societies and the lives of people in South and Central Asia?
II. Harappan Society ✅
If you were a curator, which three artifacts would you choose to communicate what is most important about Harappan society?
III. Post-Harappan Developments in South Asia ✅
What are the origins and essential beliefs of the religious traditions that developed in ancient South Asia?
IV. Kingship and Golden Ages in Ancient India and Central Asia ✅
How did the Mauryan Empire use philosophical ideas and belief systems to guide its leadership? Who created the Golden Ages of India and Central Asia?
The two subsections of our upcoming East Asia unit are as follows:
I. East Asian Geography
How do maps and images reveal information about human geography and development? What are some possible limits of these sources?
II. Early China in Context
What do artifacts and texts tell us about people’s lives in early China?
What kind of government did the Chinese feel would best keep order and harmony?
What were the foundational belief systems and innovations of China, and why did they spread across the region?
In Social Studies class, students are also expected to work on their written communication skills. To that end, they are always expected to use the free, embedded spell check tool in the Google Suite of tools. Last week, we reviewed common vs. proper nouns and when to capitalize them appropriately. Please encourage your children to push themselves in their writing. Basic written communication skills are essential for success in all realms of work.
NOTE on GOOGLE CLASSROOM in SOCIAL STUDIES:
In Social Studies class, we depend on Google Classroom as an essential organizational tool for success. On the opening page -- the “stream” -- I post the daily class agenda. On the “classwork” page, I post all of the materials needed for class: slideshows, videos, handouts, forms, and reference materials. If a student is absent from class for any reason, they may check our Google Classroom and catch up pretty easily. I also categorize work by “Must Do,” “Should Do,” and “On 🔥” to work toward more self-pacing and differentiation. There are many larger assignments that are scored directly in Google Classroom and then re-entered into PowerSchool.
Students worked together in small groups...
to identify the key philosophical beliefs of...
Ancient Indian Mauryan Kings and powerful advisor to the Kings.
Afterward, students experimented with...
using the language of compare and contrast to...
write effective sentences showing similarities and differences between Kings.
English Language Arts with Ms. McDonagh
Upon the return to school in January, we began our “Social Issues Book Clubs” unit. Students are be learning in small groups with each group reading different realistic fiction novels. All of the novels focus on similar themes to “The Outsiders” but in modern settings with diverse and varied characters, settings, and conflicts.
Our goal for our book clubs is to build independence as readers and thinkers and to transfer the learning from the whole group novel. As students read, they will notice and discuss the characters, point of view, conflict, setting, symbolism, and theme and how these elements influence each other in the story.
Another goal is to practice engaging in collaborative, student-led discussions with the aim to prepare thoughts to share, express ideas and build on each other’s contributions. It’s a valuable way to build lifelong skills and experience the joy of learning from each other.
Students are really enjoying our social issues book clubs! The books are very engaging and many students are loving their book choices. Week 1, we focused on noticing characterization and setting and put their ideas into a writing assignment on character. This week, students will ask questions such as, “Is the narrator telling the story from their perspective? If yes, how does this influence the story? What might be missing?”. We will also focus on conflict and how conflict shapes character’s choices, development and ultimately how they grow and change. Throughout, we are discussing themes and reading from an equity lens. Students are continuing to progress in engaging in collaborative discussions. Bravo!
Learning Targets:
RL1 Cite several pieces of textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. RL2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of a text. RL3 Analyze how particular elements of a story, poem, or drama interact (e.g., how setting shapes the characters or plot). RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, tone, or mood, including the impact of repeated use of particular images. RL5 Analyze how aspects of a literary work’s structure contribute to its meaning or style RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.
W2 2. Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information in paragraphs and sections, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension .b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing). f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
SL1 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and clearly expressing their own a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Social Issues Book Groups have begun!
Ask your kids about what they're reading!
Ask your kids about what they're learning!
English Language Arts (LB) with Mrs. Sullivan
Learning Targets
RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriately for 7th grade.
RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text.
RI.5 Analyze the structure the author uses to analyze a text, including how the major sections and text features contribute to the whole and the development of ideas.
The study of nature writer and the author of Silent Spring, Rachel Carson, connected directly with the informational reading of “Coming Clean About Toxic Pollution. Through individual and partner activities students explored the article’s structure, mainly bold and italics letters, critical vocabulary, and cause and effect. Individual and pair presentations of informational paragraphs focused on text knowledge, audience engagement, and questions and feedback from the class.
With the new year, the class has researched the culture and history of Afghanistan in preparation for the reading of The Breadwinner by Deborah Ellis. Based in Kabul, students refer to their writing journals for note-taking based on character traits, setting, point-of-view, and theme. With the use of sticky notes, students are accountable for keeping track of novel events and of the protagonist, Parvana, as she makes her way through a tumultuous time in the city of Kabul. Students are engaged and will continue to take on more independent reading and writing as this term continues.
If you would like to join in on this reading the audio chapters are located on your student’s Google Classroom.