Cluster 4 Monthly Update
March 22nd, 2024
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. The cost of the trip is $32/student.
Please note: we will not return to WMS until close to 4:30pm.
SCIENCE with Ms. MacAulay
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.
Tissues and Wipes Desperately Needed!
Thank you for all of you who have sent in donations of tissues, paper towels, wipes and pens/pencils (if you go to a conference and gather extra pens/pencils, we'll happily take them!). If anyone else has any that you want to donate to Cluster 4, we would all be grateful.
Math with Mr. Martin
Hello Cluster 4!
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 on 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 Martin
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.
Mr. Johnson and Mr. Loughran #WackyWednesday
Mr. Dayton #WackyWednesday Feel free to join up!
Students simply used water to try their hand at Chinese calligraphy.
PBS site to compare traditional and modern Chinese characters.
Social Studies with Ms. Lorigan
The sub-sections of this 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?
III. The Silk Routes
Why are certain beliefs and practices shared by cultures across East Asia?
How do different groups experience and respond to their status as insiders or outsiders?
How does the art created by a society reveal its values?
Students have recently finished creating a timeline of five early dynasties in ancient China. Students practiced skills of visual presentation skills, reading and summarizing, as well as using relevant information in their timelines. They are currently wrapping up CER (Claim-Evidence-Reasoning) 3-4 paragraph essays answering the question, What do artifacts and texts tell us about people’s lives in early China? Students had to identify a claim about Bronze Age China, and then use two pieces of evidence to support their claim.
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.
Please encourage your kids to read independently at home. It helps them understand what they’re reading in Social Studies class.
Students rotated through three stations to learn more about Chinese calligraphy
Calligraphy with Ink!
Using the "Chineasy" book, brushes and ink.
Using the "Chineasy" book, brushes and ink.
My name (based on the corresponding sounds)!
My name (based on the corresponding sounds)!
My name (based on the corresponding sounds)!
Using the "Chineasy" book, brushes and ink.
LB English Language Arts with Mrs. Sullivan
Students are currently wrapping up the reading of “The Breadwinner” by Deborah Ellis. Using an ongoing graphic organizer, students track a variety of themes based on the reading. "The Breadwinner" explores themes of gender inequality, resilience, family, and the power of storytelling in the face of adversity. By exploring the themes in "The Breadwinner," the students make connections with their own capacity to overcome challenges and hardships in their lives. Students will be drafting a thematic statement using direct quotes from the novel to support their claim as the final novel writing begins.
Censorship is the focus of Language Live Unit 6. Students are currently creating sentences based on the new vocabulary study. As the informational text is examined, students will determine what is fact or opinion based on the author’s writing. Term 3 gives students the opportunity to start fresh with reading and writing in the classroom. Please have your student read independently at home.
RL 7.1: Cite textual evidence to support analysis of text, both inferential and explicit.
RL 7.2: Determine theme/central idea of text and analyze its development throughout text.
RL 7.2: Write an objective summary of text (no opinions or judgments).
L 7.4: Use context as a clue to the meaning of a word or phrase.
L 7.4: Use Greek or Latin affixes and roots as clues to the meaning of a word.
L 7.4: Consult dictionaries /glossaries/thesauruses to identify or
verify word meanings.
Is your child having a hard time sitting down to read?
Find an audio book and...
... take a walk, fold your laundry, or relax on a long car ride.
English Language Arts with Ms. McDonagh - MARCH
In ELA, we are currently in our Argumentative Writing Unit.
Should the U.S. instate mandatory military service? Is college worth it? Should parents have tracking access to kids’ phones? Should the voting age be lowered?
These are some topics we will be tackling in our argument writing unit. Our initial phase was learning how to research a topic to find strong evidence, then practicing how to form an argument verbally and in writing.. Each student selected a research topic that interests them, researched to find compelling evidence and drafted a skeleton flash draft. Next, we began the revision process with mini-lessons to direct introductory paragraphs, paraphrasing, embedding quotes, writing a counterclaim and creating a works cited page. Next, we will work on polishing and finalizing the writing to make a beautiful final draft.
Independent Reading:
Keep up with reading 30 minutes a day at home. This is where students really build understanding as readers, background knowledge, and vocabulary. We do a weekly book check on Fridays to track progress. To get credit, students need to have their physical books with them in class, so they might need some help from home to put them in their backpacks. Consider reading along, listening to audiobooks on long drives and it’s not too late to read aloud to your student at home.
Argument Writing
W.7.1
I can convince my reader and help them to understand my side of an argument with a strong claim.
W.7.1
I can interest my reader in my argument with a hook.
W.7.1
I can support an argument with strong evidence such as facts, quotations, examples, and definitions.
W.7.1
I can name opposing sides to my own position, but I still show why my position makes sense (counter-claims)
W.7.1
I can analyze and explain how the evidence supports my claim.
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.
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).
Weekly Binder Organization
To help students develop and practice executive functioning (aka, organizational) skills, please remind, help, prod them to sit down to organize the papers in their binders. When they're a mess, they lose learning time at school and don't feel great about themselves. While some young people come by these skills naturally, the vast majority need to be taught. Please partner with us on this. Pick a day: every Friday afternoon, Saturday morning, or Sunday evening and build the skill through practice.