Cluster 4 Update
May 12, 2023
Math with Mr. Martin
Hello, Cluster 4 Families!
5 Weeks to go! We just finished our Algebra unit on Equations, Expressions, and Inequalities with a Unit test on Wednesday, May 10th. On May 15th and 16th, Monday and Tuesday we will take our math MCAS. Get a good night's sleep and come in with your laptop charged!
We have 5 small units we are going to try to get through before the end of the year which center around angles and probability. We will also be working on an interdisciplinary ‘Future Cities’ project where students will explore and create model cities in an effort to build a futuristic city.
Section 1: Angle Relationships
Determine unknown angle measures using facts about complementary, supplementary, and vertical angles.
Write and solve equations for unknown angles in a diagram.
Section 2: Drawing Triangles
Draw triangles given three measures of side lengths or angles.
Determine whether it is possible to draw a unique triangle, more than one triangle, or no triangle given a set of measurements.
Section 3: Solid Geometry
Describe, compare, and contrast cross-sections of prisms and pyramids.
Solve real-world and mathematical problems involving the volume and surface area of right prisms.
Section 1: Probability
Determine the probability of unknown events, comparing the results of repeated experiments and the expected probability.
Section 2: Sampling
Explain the purpose of sampling and which methods of obtaining a sample tend to produce representative samples.
Use measures of center and measures of variability from random samples to draw conclusions about and compare populations.
Science with Ms. MacAulay
We continue to explore energy in science class and students have practiced observing and naming various types of energy. We have been exploring simple energy systems with an input, transformer, and output to identify energy changes and understand how humans manipulate energy for our own purposes. Students are finishing their energy transformation diagrams this weekend and they will showcase them on Monday in class. For our project exhibition, students will lay out their work and have the chance to walk around, observe and comment on each other’s work.
Students had a quiz this week on energy transformations. Please check Power School this weekend for updates on your student’s progress.
Physical Science Learning Standards
7.MS-PS3-1. Construct and interpret data and graphs to describe the relationships among kinetic energy, mass, and speed of an object.
7.MS-PS3-2. Develop a model to describe the relationship between the relative position of objects interacting at a distance and their relative potential energy in the system.
7.MS-PS3-3. Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.*
7.MS-PS3-4. Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
7.MS-PS3-5. Present evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
7.MS-PS3-6(MA). Use a model to explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction, and radiation.
7.MS-PS3-7(MA). Use informational text to describe the relationship between kinetic and potential energy and illustrate conversions from one form to another.
8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.
8.MS-PS2-2. Provide evidence that the change in an object’s speed depends on the sum of the forces on the object (the net force) and the mass of the object.
Potamosia Impromtu Mayoral Speeches
Water Class Moderators Running the Mayoral Election
Candidate Speeches
Potamosia Mayors from the Water Class
Social Studies with Ms. Lorigan
Unit 4. Government
Near the end of the 7th grade, WMS students study ancient Greek and Roman governance structures, focusing on them as the roots of American democracy. In the unit, students compare and contrast societies and the structures of their decision-making, as well as inquire about the possibility, limitations, advantages, and shortcomings of different governance structures such as monarchy, oligarchy, tyranny, democracy (direct vs. representative), and empires.
I can explain how different ancient and modern civilizations made decisions about how to live together.
I can compare and contrast government structures in ancient and modern civilizations.
Students begin with short decision-making simulations and “wishes for the world” -- these included a clean environment, equality amongst all people, food and housing for everyone, a living wage, better gun control laws, and others. They followed with learning about four types of government in ancient Greece. They read a primary source from Herotodus, entitled “Persians Discuss Three Types of Government” where they analyzed the content, as well as the structure of these ancient orators. This week, we will begin simulations that include a debate -- maybe students will employ some of the techniques they identified in Herotodus!
Just a small smile...
Everyday Awesomeness
Just a small smile...
Language-Based English Language Arts with Mrs. Sullivan
Guided and independent practice reinforced the students’ ability to write questions to deepen their comprehension of “Coming Clean About Toxic Pollution.” Infusing content studied vocabulary, students completed breaking down the reading by paragraph, recalling information through oral explanation, and choosing a “direction” word (who, what, where, when, why, how) to write a question based on their reading. Both student and teacher presented the informational article by reading aloud.
The class stepped back from Language Live to write their personal Haiku. Following the 5-7-5 syllable pattern, students completed a graphic organizer by emulating a teacher example. This mini-project provided students with a creative space to write poetry and illustrate their final draft. Reading fluency assessments based on words and phrasing continue to show increased improvement.
Language Standards
RL.5 Analyze how a drama or poem’s form and structure contribute to its meaning.
RI.4 Determine the meaning of words and phrasesas they are used in a text, including figurative, connotative, and technical meanings;analyze the impact of a specific word choice on meaning and tone.
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 7th-grade reading and content, choosing flexibility from a variety of strategies.
Friday Afternoon Painting Session
Friday Afternoon Painting Session
Friday Afternoon Painting Session
English Language Arts with Ms. McDonagh
In ELA, we just finished our argument writing unit. After researching a topic of choice, students constructed an argument essay, applying skills such as using a hook to capture readers’ attention, forming a claim, integrating evidence to support key points, constructing a counter-claim, and writing a satisfying conclusion. Students did outstanding work! Overall, the cohort has raised the bar for writing thoroughly with voice, sophistication, and skill.
The final argument essay is due by today, May 12.
Next, we launched our fiction reading unit of The Giver, by Lois Lowry. This week we engaged in a four-corners activity to begin thinking about some big themes in our book including: knowledge vs. ignorance, safety vs. freedom, individuality vs. conformity, and the importance of memories. A critical exploration of different cover art was an engaging way to begin the book with some visual images to spur predictions. Students are ready to wade into the unfamiliar world of this riveting novel.
Reading Fiction
RL1 I can 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.
RL4 I can identify words in context to show understanding of word meanings, nuances of words and word connotations.
RL5 I can analyze characterization, conflict and theme in a short story.
RL5 I can explain how elements of a story influence each other, such as how setting shapes the story.
RL5 I can analyze how characters change and grow through the arc of the story.
Independent Reading
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.
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.
Language Standards
L1
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
a. Use phrases and clauses to communicate ideas precisely, with attention to skillful use of verb tenses to add clarity.
L2
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
a. Use a comma to separate coordinate adjectives (e.g., a fascinating, enjoyable movie).
b. Spell correctly, recognizing that some words have commonly accepted variations (e.g., donut/doughnut).