**Seventh Grade Art with Ms. Newstadt**

Students debriefed and discussed our visit to the Boise Art Museum, revisiting and finishing their watercolor pencil drawings they created during studio time at BAM of food idioms/puns/similes/metaphors. Each student was given a FREE return museum ticket to the museum good for entrance for them and a guest through the end of June. Students are encouraged to return before semester’s end to critique and sketch their favorite BAM artwork from The Matter of Taste or another exhibit. Please see the worksheet below.

a_taste_for_art_field_trip_worksheet.docx |

The theme of 7th grade art this semester is “A Sense of Self”. Students were introduced to quotes about eyes this week in small cooperative groups before engaging in a whole group discussion about eye symbolism and sense of self. Students then used mirrors and pencils to observe create large and detailed drawings of their own eyes. We will use these drawings next week in a color mixing activity to reinforce our work with color and the color wheel.

Math with Miss Lail

This week students continued understanding the conditions of unique triangles. Students understand that three given lengths determine a triangle, provided the largest length is less than the sum of the other two lengths; otherwise, no triangle can be formed. Students also understand that if two side lengths of a triangle are given, then the third side length must be between the difference and the sum of the first two side lengths. They will understand that two angle measurements determine many triangles, provided the angle sum is less than 180; otherwise, no triangle can be formed.

https://www.khanacademy.org/math/geometry/congruent-triangles/isoscleles_equil/v/equilateral-triangle-sides-and-angles-congruent

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-geometry-topic/cc-4th-classifying-shapes/v/scalene-isosceles-equilateral-from-angle

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triang_prop_tut/e/triangle_angles_1

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triangle_similarlity/e/similar_triangles_1

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triangle_similarlity/v/similar-triangle-example-problems

Period 1: Students use conditions that determine a unique triangle to determine when two triangles are identical. Students construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles. Students use information such as vertical angels and common sides in the structure of triangle diagrams to establish whether conditions that determine a unique triangle exist. Students use conditions that determine a unique triangle to determine when two triangles are identical. They then construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles.

Humanities with Mrs. Axtman

This week, students focused on finalizing their inquiry projects, which will now be presented in class next Thursday, February 26th. Students also read and annotated a reading about feudalism in the middle ages, and then completed a skit to demonstrate their learning.

Health/Fitness with Mrs. Stelzner

This week's fitness lesson focused on interval training. The workout consisted of 6 rounds of exercises followed by a sprint of approximately 75 yards. The exercises were: squats, hand-release push-ups, full sit-ups, back lunges, plank, and squat jumps.

Health: The first lesson of the week, the students finished and presented their media literacy project. We moved into communication styles in which they compared them, were given and gave examples of each in the modality of a skit, then were able to apply the concepts to design assertive responses to a given scenario. The follow up for day 2 consisted of moving into "I" messages in which the students were again, given real-life scenarios of a conflict situation and were asked to develop an assertive response. Three assertiveness techniques we explored were "I" statements, the broken record technique, and escaping the situation. We will continue to role play given real life conflict scenarios so the students are able to assertively handle these types of situations.

Students, ask yourself the following questions:

-Did I complete the reflection about my ecological footprint?

-Did I complete the notes on greenhouse gases?

-Can I explain the difference between a source and sink?

-Can I explain the significance of an ecological footprint?

-Can I explain ways to limit greenhouse emissions?

-Do I know what Global Warming Potential (GWP) means?

This week, students completed an ecological footprint calculator and reflected on their footprint relative to those of other students around the globe. In addition, students explored ways in which they can reduce their greenhouse gas emissions. Finally, students completed collecting data about sources and sinks of greenhouse gases and began creating a model that illustrates how these gases move through the Earth system. Next week students will begin designing a lab to investigate the factors that impact how much energy is reflected, transmitted or absorbed by various materials. Here are some links to explore more.

Ecological Footprint Network

Greenhouse Gases

Boise Tiny House

Oceans 180 video series

Students completed sharing their inquiry research projects with their peers this week. On Wednesday students "launched" into a new inquiry involving designing a human habitat or space mission. Students will continue developing their mission proposals next week. Here are a few links to keep you thinking.

NASA Missions

Mars Curiosity Rover Instruments

NASA Titan submarine

Biosphere

This week students continued understanding the conditions of unique triangles. Students understand that three given lengths determine a triangle, provided the largest length is less than the sum of the other two lengths; otherwise, no triangle can be formed. Students also understand that if two side lengths of a triangle are given, then the third side length must be between the difference and the sum of the first two side lengths. They will understand that two angle measurements determine many triangles, provided the angle sum is less than 180; otherwise, no triangle can be formed.

__Triangles__https://www.khanacademy.org/math/geometry/congruent-triangles/isoscleles_equil/v/equilateral-triangle-sides-and-angles-congruent

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-geometry-topic/cc-4th-classifying-shapes/v/scalene-isosceles-equilateral-from-angle

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triang_prop_tut/e/triangle_angles_1

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triangle_similarlity/e/similar_triangles_1

https://www.khanacademy.org/math/algebra-basics/core-algebra-geometry/copy-of-triangle_similarlity/v/similar-triangle-example-problems

Period 1: Students use conditions that determine a unique triangle to determine when two triangles are identical. Students construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles. Students use information such as vertical angels and common sides in the structure of triangle diagrams to establish whether conditions that determine a unique triangle exist. Students use conditions that determine a unique triangle to determine when two triangles are identical. They then construct viable arguments to explain why the given information can or cannot give a triangle correspondence between identical triangles.

Humanities with Mrs. Axtman

This week, students focused on finalizing their inquiry projects, which will now be presented in class next Thursday, February 26th. Students also read and annotated a reading about feudalism in the middle ages, and then completed a skit to demonstrate their learning.

Health/Fitness with Mrs. Stelzner

This week's fitness lesson focused on interval training. The workout consisted of 6 rounds of exercises followed by a sprint of approximately 75 yards. The exercises were: squats, hand-release push-ups, full sit-ups, back lunges, plank, and squat jumps.

Health: The first lesson of the week, the students finished and presented their media literacy project. We moved into communication styles in which they compared them, were given and gave examples of each in the modality of a skit, then were able to apply the concepts to design assertive responses to a given scenario. The follow up for day 2 consisted of moving into "I" messages in which the students were again, given real-life scenarios of a conflict situation and were asked to develop an assertive response. Three assertiveness techniques we explored were "I" statements, the broken record technique, and escaping the situation. We will continue to role play given real life conflict scenarios so the students are able to assertively handle these types of situations.

**Science with Mrs. Gnojewski**Students, ask yourself the following questions:

-Did I complete the reflection about my ecological footprint?

-Did I complete the notes on greenhouse gases?

-Can I explain the difference between a source and sink?

-Can I explain the significance of an ecological footprint?

-Can I explain ways to limit greenhouse emissions?

-Do I know what Global Warming Potential (GWP) means?

This week, students completed an ecological footprint calculator and reflected on their footprint relative to those of other students around the globe. In addition, students explored ways in which they can reduce their greenhouse gas emissions. Finally, students completed collecting data about sources and sinks of greenhouse gases and began creating a model that illustrates how these gases move through the Earth system. Next week students will begin designing a lab to investigate the factors that impact how much energy is reflected, transmitted or absorbed by various materials. Here are some links to explore more.

Ecological Footprint Network

Greenhouse Gases

Boise Tiny House

Oceans 180 video series

**Astronomy with Mrs. Gnojewski**Students completed sharing their inquiry research projects with their peers this week. On Wednesday students "launched" into a new inquiry involving designing a human habitat or space mission. Students will continue developing their mission proposals next week. Here are a few links to keep you thinking.

NASA Missions

Mars Curiosity Rover Instruments

NASA Titan submarine

Biosphere