Cluster 4's Bi-Weekly Update
November 4th, 2022
Cluster 4 Math Class with Mr. Martin (updated 11/2)
Hello,
We are in the middle of our unit on Proportional Relationships. We are understanding the word proportion along with recognizing what that looks like in a Story, Table, Graph or Equation. Students are beginning to use variables and think abstractly about how relationships work. We had a quiz on the first half of this unit on Nov. 4th.
Section 3: Proportional Relationships in Graphs (Lessons 8–10)
Students explore graphs of proportional relationships and use graphs to determine constants of proportionality. This work supports students with the study of slope in Grade 8.
Lesson 8 invites students to explore what a proportional relationship looks like graphically (a straight line through the origin). This is the first time in Grade 7 that students encounter a graph.
Lesson 9 examines graphs of proportional relationships in the context of gas mileage and explores strategies for determining the constant of proportionality from points on these lines.
Lesson 10 helps students connect the steepness of the line to its equation as students use graphs and equations to compare proportional relationships.
Section 4: Using Proportional Relationships (Lessons 11–12)
Students use all of the representations of proportional relationships to solve real-world and mathematical problems.
Lesson 11 invites students to create and connect descriptions, tables, equations, and graphs of proportional relationships.
Lesson 12 asks students to use their understanding of proportional relationships to explore whether baths or showers use more water.
Science with Ms. MacAulay - updated 11/4/2022
We are nearing the end of term 1 and we are still learning about body systems. We are almost finished investigating the digestive system and have a quiz Monday on what we have learned. Students may practice for the quiz by reading through their notes packet and their drawing/sketch notes and by using the interactive link on Google classroom.
In between our body systems work, we are also practicing measuring length and getting comfortable with the units of the metric system. Ask your student to show them what a meter and centimeter look like using their bodies!
Life Science Learning Targets:
Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom.
Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.
Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.
English Language Arts with Ms. McDonagh - updated 11/4/2022
In ELA, we are studying short stories, focusing on what leads to character growth and change with the ultimate goal of finding the theme or message in the story. Since this story arc is what makes any story interesting, I’m challenging students to look for this in any other stories they come across in TV shows, movies and other books. To begin, we read Langston Hughes classic, “Thank You Ma’am” as a whole class study, then students broke into small groups to read different stories. Working collaboratively, students applied the lessons we practiced in the whole group. We will continue next week with a new set of stories, this time focusing on how conflict influences character growth and theme.
A huge highlight of the last two weeks was, of course, student-led conferences. This is truly a rite of passage for middle school students to take on the challenge of being the leaders of their own learning by speaking about their progress with caring adults in their lives. Most students told us they were feeling a little (or a lot) nervous about leading their conferences - but afterward there was a resounding feeling of accomplishment! As teachers, it was such a pleasure to see students actively reflecting on themselves as learners. Bravo! To welcome families as they entered the school, using each student’s favorite line, we made a whole group “Where I’m From” poem in chalk on the sidewalk leading up to the school doors. It was a fun way to get outside and share their amazing writing.
Our daily homework for ELA is to read! Get in the habit of reading 20-30 minutes a day of a book of your choice! This is usually the only homework for ELA. At the end of term, one of our final assessments will be to gage how students are doing with completing this reading, so it will impact the final grade of term 1. Every student needs to read at home daily. Please support your student by helping them set aside time at home to read, helping them get books, and talking with them and or reading with them.
Learning Targets:
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.
English Language Arts with Mrs. Sullivan (November 4th, 2022)
The class is close to completion of Unit 1 Language Live. Students are now familiar with the class routines and the Language Live website. Writing will complete this unit as students focus on the following objectives:
• Demonstrate an understanding of topic, main idea, supporting details, and conclusion.
• Take notes on an informational text.
• Identify main idea, supporting details, and conclusion.
• Orally retell key information from an informational text.
• Write a topic sentence that concisely outlines the topic of a paragraph.
• Write a concise summary.
These writing skills will be practiced throughout the year as students are presented with informational text in most academic classes.
Social Studies with Ms. Lorigan (11/4/22)
We are still deeply engaged in our second unit of study revolving around the unit question, “How do humans interact with the environment?” Students are doing “practice” activities on their own, in pairs, and with the entire class to learn new social studies content or develop new skills. They then take a “mastery check” (aka, quiz) to demonstrate their understanding. If students do not show sufficient understanding (≥80%), they must return to practice activities, have 1:1 or small group conversations to deepen their understanding before they retake a new “mastery check.” Soon, I hope to introduce small group in-class “seminars” to support particular gaps.
We have moved on to learning about how ancient humans interacted with their environments and how their environments shaped their lives. We should be finished with India, China, Greece, and Rome next week.
As we move more quickly, students are working on many important social studies skills: executive functioning, organization, nonfiction reading, map-reading, using multiple sources, using a table of contents in a book, and extracting key information as it relates to the learning targets. Students are able to access the social studies content through complementary texts and videos on Google Classroom. They are also working to compare and contrast the four ancient civilizations to identify how key geographical features influenced each civilization.
Enduring Understandings
Geography and the environment influence and determine where humans settle and live.
Humans both adapt to and change the environment to meet their needs.
Learning Targets
I can use cardinal directions, map scales, key/legend, and titles to locate important physical features of ancient India, China, Greece, and Rome on a topographical map of the world.
I can use other kinds of maps (e.g., landform, population, climate) to determine important characteristics of this region.
I can use knowledge of maps to complement information gained from texts about a city, country, or region.
I can describe the topography and climate of each region, including the importance of mountain ranges and deserts, seas, islands, and peninsulas.
I can explain how geography and environment influenced the development of complex societies in both the ancient and modern worlds.