Cluster 3
It's Where You Wanna Be!
End of March Update
To Parents, Guardians, and Caretakers,
It was great being able to meet with almost all of you during student led conferences the last 2 weeks! As Term 2 has finished, we are all looking forward to starting Term 3 with a fresh start.
In just a short 3 weeks, we will have no school for our April Vacation from 4/15 to 4/19.
As always, if you have any questions or concerns, please do not hesitate to reach out!
Below you will find some photos, school wide updates, and Cluster 3 class updates!
Thanks!
Cluster 3
Fenway Park Field Trip
STEM @ Fenway Field Trip!
The entire seventh grade is going to Fenway Park for a STEM day on Thursday, May 2nd. Permission slips have been collected already. Students may bring a school lunch (if they let us know in advance) and our cafeteria will provide them. Otherwise, students may purchase their own food at Fenway.
Please note: we will not return to WMS until close to 4:30pm.
Having Fun In Cluster 3!
Important March and April Dates/Announcements
3/29: Half Day Dismissal @11:45am
4/5-4/7: Spring Musical
4/10: Half Day Dismissal @11:45am
4/15-4/19: NO SCHOOL April Vacation
4/23: ELA MCAS
4/24: ELA MCAS
Math with Mr. Casciano
Cluster 3 Math with Mr. Casciano - End of March Update
Hello Cluster 3 Families!
We have started our unit on Algebra. We have been working a lot with variables while solving equations, using the distributive property, and combining like terms. Our first quiz on Algebra was yesterday, March 21st.
Students and caregivers should have started to think about next year’s math class. Students will be placed in either 8th Grade math or Algebra. If you have a strong preference, don’t hesitate to reach out.
-Mr Casciano
Here are some lessons and student goals we covered last week and leading into the next few weeks.
Solving Equations
Lesson 5: Balancing Moves Introduction to Balanced Hangers:
I can figure out an unknown value in a hanger diagram and explain my strategy.
I can make moves to keep a hanger balanced.
Lesson 6: Balancing Equations Solving Equations With Balanced Hangers
I can connect balancing moves on hangers to solving equations.
I can solve equations with positive numbers.
Lesson 7: Keeping It True Solving Equations
I can solve equations with positive and negative numbers and explain my strategy.
Lesson 8: Factoring and Expanding Options for Solving One Equation
I can expand and factor expressions.
I can solve equations that involve expanding.
I can compare different strategies for solving the same equation.
Lesson 9: Always-Equal Machines Equivalent Expressions
I can write equivalent expressions.
I can explain whether or not two expressions are equivalent.
Lesson 10: Collect the Squares Adding Expressions
I can write equivalent expressions with fewer terms.
Lesson 11: Equation Roundtable: Solving Equations by Adding Terms and Expanding
I can add and expand expressions to help me solve equations.
I can compare and contrast different strategies for solving the same equation.
Lesson 12: Community Day Using Equations to Solve Problems
I can write and solve equations that represent situations.
I can connect an equation, a visual, and a description of a situation.
Lesson 13: I Saw the Signs Inequalities on the Number Line
I understand and can use the symbols ≤ and ≥ .
I can graph inequalities on a number line.
Lesson 14: Unbalanced Hangers Solutions to Inequalities
I can figure out the solutions to an inequality.
I can explain the difference between the solution to an equation and the solutions to an inequality.
Lesson 15: Budgeting Solving Inequalities in Context
I can write an inequality to represent a context.
I can solve an inequality in context by using a related equation.
Lesson 16: Shira the Sheep Solving Inequalities With Positive and Negative Numbers
I can solve an inequality with positive and negative numbers and graph the solutions.
I can test values to decide which inequality symbol makes sense.
Lesson 17: Write Them and Solve Them Modeling With Inequalities
I can explain whether or not fractions or negative numbers make sense as solutions to an inequality.
I can write and solve an inequality to answer a question about a situation.
Social Studies with Mr. Kirkaldy
Learning Targets:
I can...
- Support my claims with relevant evidence and clear reasoning.
- Explain the essential beliefs of Confucianism, Daoism, and Legalism.
- Evaluate these three philosophies to determine which would be the most effective for ruling an empire.
In Social Studies, students recently completed a CER (Claim-Evidence-Reasoning) writing where they explained what the early Bronze Age peoples in ancient China were like and how we know. In order to complete this writing, we explored a number of primary sources and made inferences about the civilization based on what we observed.
Next we'll be learning about Chinese philosophies: Confucianism, Daoism, and Legalism. After learning about these philosophies through some in class experiential activities, which heavily influenced Chinese culture and governing, students will evaluate these philosophies for which one they think would be most effective in governing. We'll be doing another CER writing assignment to demonstrate what we've learned.
After China, we'll be learning about the Silk Routes before we move on to Greece and Rome in the next few weeks.
Updates from ELD & Foundational Reading Classes
ELD & FOUNDATIONAL READING- https://www.smore.com/1a8k7
Updates from Specialists Classes
Specialists Classrooms - https://www.smore.com/7szae-the-specialists-update
ELA with Ms. Fitanides
In English, students finished their five-paragraph argument essays this week after showing great effort on this difficult task. We are moving on to a short review of reading, writing and test taking skills that will help kids be ready for their standardized tests later in the term.
Next up we will be using two short narrative texts as models for our personal narrative writing unit. In the past, students have struggled a bit coming up with strong personal memories/stories to write about so I am asking for your help should your child get stuck. Even the smallest event can be made into something interesting if we dig deep to think about what we learned, or why it mattered!
Happy Spring! I am so looking forward to some sunny and warm weather.
Standards
PowerPoint Presentation
- CCSS.ELA-LITERACY.RL.7.4 - I can identify several types of figurative language in a text.
- CCSS.ELA-LITERACY.RL.7.1 - I can refer to the text to find several examples to support my thoughts and inferences about a story.
- CCSS.ELA-LITERACY.W.7.3 - I can write narrative stories with good technique, appropriate detailed descriptions and logical sequences.
- CCSS.ELA-LITERACY.W.7.3.B - I can use different techniques such as dialogue, pacing and descriptive words to help develop the characters and plots of my stories.
Science with Ms. Smith
SCIENCE with Ms. Smith
March 2024
Hello everyone! Happy Spring! We are in term 3 of 7th grade already! We finished with our chemistry unit and are now studying energy in science class. Using skateboard tracks and roller coasters, students explored potential and kinetic energy, how one transforms into the other, and where each is maximized on the tracks. Following that, students investigated potential energy in a lab called Drive A Nail, in which students evaluated the effects of mass and height by dropping different rods onto a nail to push it into a styrofoam block. The results led students to understand that height and mass are variables that affect potential energy and we can use these to calculate a value for the energy. Students have been successfully applying their algebra skills to solving these equations in science. This week we are applying our math skills to calculate kinetic energy as we continue to find out about energy.
Science Curriculum Frameworks for Energy:
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.