6 Green Times

Students being challenged in each class.

Science Mrs. Ryen

Weather in Science


Weather has been on our minds not just outside the classroom but inside the classroom too!


Students collected temperatures for the month of January and February and then took that data and created a line graph. They plotted both degrees celsius and degrees fahrenheit temperatures. They learned how to graph on graph paper as well as on the computer. They did a great job on their graphs!


Students also created games on atmosphere. It was a fun day circulating around the room to play different games students created. Some were on the computer while others were traditional board games. Students enjoyed learning while playing.


Classes also worked on a weather news cast where they researched the weather for our area and recorded themselves presenting this information as a meteorologist. It was interesting to see who wanted to be behind the scenes recording and who wanted to be in front of the camera.


Currently students are working on how air pollution affects our health, environment, vegetation, buildings, water and living things. They are also investigating ways to reduce air pollution.


Mrs. Olivieri-ELA NEWS

This month students learned about the impact of word choice on meaning and how it affects tone and creates mood. We analyzed tone in both writing and pictures, created short poems using figurative and sensory language, and examined the connotation and denotation of words. The unit concluded with a shared inquiry discussion about the theme and tone of the short story, “Eleven” by Sandra Cisneros. Finally, Students wrote poems which I shared with you recently through Infinite Campus. If you have a chance, I would love to hear your thoughts on your child’s work. During this final trimester, I look forward to helping students research contemporary topics as they prepare for their spring debates with the Yellow Team.
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Mrs. Braddock Social Studies

Social Studies

Since the last newsletter great strides have been made in social studies class. We have identified the characteristics of a civilization, applied those characteristics to the ancient civilization of Mesopotamia and took a crash course in geography skills. This led us to an investigation into the geography of India and the most hospitable place for early people to settle upon arriving in the region.. Once, the Indus and Ganges River valleys became the most apparent place for early settlement our study led us to investigating the first cities that developed in the Indus River Valley. We asked," What can we learn about the daily life of these people? Can we consider these people a civilization?" From the archaeological evidence, we can see that they had advanced technology, and economic system involving trade, some sort of religious rituals. But, does this characterize them as a civilization? Only further analysis of the evidence will tell.

Next, we will look into the beginnings and beliefs of Hinduism and Buddhism, the first empires of India and the many mathematical and scientific advances from the subcontinent of India.


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Mr. Guizzo-Core 21

This last unit we have been working on using research and working with Classroom Habitudes by Angela Maiers. The words we discussed in class are courage, passion, curiosity, self-awareness, and perseverance. These are all traits we want to see in our students as well as most members of society. The goal is to show students, as they research, that the world's most successful people possessed one if not all of these traits on their way to success. Students worked at three different levels. Level 3 asked some students to define one or more Habitudes on their own and find proof in the lives of others. The other levels looked specifically at the life of one individual and discovered evidence which showed the Habitudes in this person's life. Once done, students synthesized their evidence, wrote scripts, gathered pictures and created documentary-like digital stories. (Look out for the link coming soon!) This project was then followed by a differentiated writing piece where students either created their own writing assignment or continued to work on a type of writing they have not yet mastered.
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