April 29- May 6
Waterslide Project in Makerspace
To translate this newsletter, click on it then use the link to the right. (English
Para traduzir este boletim, clique nele e use o link à direita. (Portuguese)
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لترجمة هذه الرسالة من المدرسة ، اضغط عليها ثم استخدم الرابط الموجود على اليمين. (Arabic)
Այս տեղեկագիրը թարգմանելու համար կտտացրեք այն, ապա օգտագործեք աջ կողմում գտնվող հղումը: (Armenian)
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Bu bülteni çevirmek için üzerine tıklayın ve ardından sağdaki bağlantıyı kullanın (Turkish)
Cluster News & Announcements
Wednesday, May 18 - EARLY RELEASE DAY - 12:30 pm Dismissal
Thursday, May 19 - MCAS - MATH #1
Friday, May 20 - MCAS Math #2
English- Ms. Fitanides
Classes are in the middle of researching, writing about their chosen topics (whaling, zoos, fast food/junk food or screen time), and practicing the same skills that we worked on with our full class argument essay. It is time for them to show what they know with the following skills:
Completing research notes from designated sources
Finding information on both sides of an issue
Determining what position can be best supported by evidence
Writing a 5 paragraph essay following an outline
Interesting readers with an engaging hook
Developing arguments with multiple claims
Using evidence to support claims
Providing persuasive reasoning and explanation
Acknowledging counterclaims and refuting them
Citing sources correctly
Writing a well-developed and convincing argument
Math- Ms. Spicer
This week in math we did some more practice with solving equations that involve more complex steps. Next week we will start thinking about using inequality symbols and graphing inequalities on number lines. We also made connections to the hanger models and compared how hanger models can be used to model and solve inequalities. We will also start to prepare for Math MCAS coming up in a few weeks on May 19th and 20th!
Solve equations that involve adding and expanding expressions.
Draw and label a graph on the number line that represents an inequality.
Determine and graph the solutions to an inequality with only positive numbers.
Write an inequality to represent a context.
Solve an inequality in context using its corresponding equation.
Use substitution to determine the direction of an inequality when solving.
Write and solve an inequality to answer a question about a situation with a constraint.
Science- Ms. Smith
We are currently learning the 3 types of Thermal Energy. Students are working on a virtual lab, manipulating different slides to figure out what type of Thermal Energy is being depicted.
Students will understand that…
Thermal energy transfers or transforms, and drives Earth’s systems. (Geological, meteorological, etc).
Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total heat energy of a system depends on the types, states, and amounts of matter present.
Kinetic energy transfers to different types of matter in a system.
7.MS-PS3-6. Explain how thermal energy is transferred out of hotter regions or objects and into colder ones by convection, conduction and radiation.
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. 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.]
Social Studies- Mr. Kirkcaldy
Just before vacation we finished up our Silk Road Journals (which came out awesome!) and started our next unit on Government and Leadership. We started out by considering three possible approaches to handling discipline in a school, each approach loosely following the principles of three Chinese philosophies: Confucianism, Daoism, and Legalism. This week we’ve continued studying these three philosophies and their ideas about how to run a stable and orderly society. Each day, I’ve run class in a slightly different way to demonstrate the basic teachings of these philosophies. When we learned about Confucianism, students worked in groups with the oldest student leading. For Daoism, students could choose how they wanted to complete the notes, using whatever method worked best for them. Finally, for Legalism, we had strict rules with “harsh” punishments and rewards for good behavior. (Students enjoyed this day the most.) We’ve also been talking about how these three philosophies show up in our culture and in modern times. We’ll continue this discussion as we learn about Emperor Qin and consider whether or not he was an effective ruler.
* I can describe the fundamental teachings of three Chinese philosophies: Confucianism, Daoism, and Legalism
Resource- Mr. Dayton
This week in Resource students continued looking into what it means to advocate. Students have practiced meeting with teachers individually to ask for support, and have drafted emails to express their concerns. Students also review positive test-taking strategies in preparation for MCAS
Standard APL1: The child will demonstrate initiative, self-direction, and independence
Standard APL2: The child will demonstrate eagerness and curiosity as a learner
Standard APL6: The child will seek multiple solutions to a question, task, or problem
Standard APL7: The child will demonstrate organizational skills
Standard APL8: The child will be able to retain and recall information
Mr. Jim Kirkcaldy (Ancient History) firstname.lastname@example.org
Ms. Ellen Fitanides (English) email@example.com
Ms. Heather Smith (Science) firstname.lastname@example.org
Ms. Cristina Spicer (Math) email@example.comMr. Patrick Dayton (Special Education) firstname.lastname@example.org