Upcoming Due Dates: Completed Rough Draft of "What is Right?" Essay - Due Wednesday, 2/10 (Formative)
Students: We will work on writing our introduction paragraphs on Monday, and we use a "hook" to grab readers' attention in our writing. If you want to use an interesting quote for your hook, find a quote this weekend that connects to the thesis of your essay and bring it to class on Monday.
This week in English, our main focus was on drafting the "What is Right?" inquiry-based essay.
Student and families: Here is the assignment sheet and success criteria for this assignment.
Here are some highlights from this week's learning:
- Students used their completed Inquiry Charts to determine a "big idea" from their summary sections. They worked on creating a coherent, three-point thesis that incorporates this big idea and its connection to our three sources in class.
- Students then worked on drafting the body paragraphs of their essay. Here is the outline we are using for this.
- Amidst their drafting, students also used this Checklist for Success to ensure their essay is the best piece of writing it can be.
- We also looked at examples of anonymous students' detailed paragraphs. The intention of this was to help students reflect on the choices they make in their own writing.
- Monday, we will work on creating a strong introduction and conclusion for our essays.
Reminders: Bring a rock on Monday.
New Unit: Geologic Time
Inquiry: How can we read the "Story of Earth?" What evidence is written by rapid and slow changes over time?
Learning Targets for the week: I can explain relative time. I can use relative time techniques including cross-cutting and superposition to determine a sequence of events.
This week we started our new unit, Geology. The students are really excited and have done very well on our cross-cutting and superposition problems as they logically determine from a 'slice of Earth' the order of layers or events. This video explains these principles beautifully. Please check it out! https://www.youtube.com/watch?v=EadTLGMu3LI
PE with Stelzner
After collaborating and designing a game, students are teaching their game to their peers. It is an amazing learning process, teaching your peers!
Essential Question: To what extent can we “read” the story of Earth?
Upcoming Assessments: Summative assessment Thursday, February 11th
Learning Targets to be Assessed:
-I can explain explain the differences between relative and absolute time.
-I can explain how rounding, sorting and size provide evidence of depositional environment and history.
-I can use relative time techniques including cross-cutting and superposition to determine a sequence of events.
-I can explain how the geologic time scale is organized.
Each day at the beginning of class students record a “Word Worth Knowing” in their notebook. The word is directly related to the content of the day. Every Thursday, students are assessed on their knowledge of these vocabulary terms. The vocabulary assessments consist of five words (chosen from throughout the semester). Click here to access the list of words worth knowing for this semester. I highly encourage all students to make flash cards with the new words each week so that they can practice for a few minutes each day or up to 30 minutes a week. These assessments are recorded as formative assessments in Skyward.
This week, students investigated how sedimentary rocks can be used as clues to understanding past environments. By analyzing the conditions under which different types of sediment are deposited, students were able to infer the relationship between water velocity and sediment deposition. In addition, students learned about and created a series of images to illustrate how clastic and chemical sedimentary rocks form.
Our bird of the week was the western meadowlark.
Check out these links to review the content or extend your learning
Sedimentary Rock Animation
How sedimentary rocks form
Relative vs. Absolute Time
Visual Art with Ms. Newstadt
Students finished up their great "Shaded Spheres" and are moving on to gesture drawing in preparation for a unit on Movement and the work of Miriam Schapiro! Students first described and analyzed a few of her paintings using specific adjectives, the elements of art, and the principles of design. We will act as models and artists on Monday to capture figures and dynamic action!