SCIENCE: 7th Grade Explores Density
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Recently the 7th graders were given a problem to solve in class. Each group was given four metal bars that were the same size and volume but the identity of the material was unknown and different for each. They were challenged to develop a hypothesis and procedure by applying previous knowledge to determine the identify of each metal. Each group successfully developed a procedure to measure the mass and volume in order to calculate the density to identify the metal. The class average densities were used to accurately identify the different metals as yellow brass, aluminum, iron, and copper! This activity allowed students to better understand the physical property of density.
We will be continuing our chemistry unit learning about physical and chemical changes, the periodic table of elements, and chemical reactions!
We will be continuing our chemistry unit learning about physical and chemical changes, the periodic table of elements, and chemical reactions!
7th Grade Humanitites
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Social Studies: We are in the middle of our Ancient Rome unit, and have just learned about the death of Julius Caesar. Students are spending the first week of November learning about daily life in Rome, as well as what made the Roman military so great.
Language Arts: We are reading The Giver, and about to start Chapter 11. We've been discussing memory: What is it? How do we "conjure" our memories in our minds? Is there such a thing as group memory, where a community takes part in a shared identity? The 7th grade has really been enjoying this book.
Language Arts: We are reading The Giver, and about to start Chapter 11. We've been discussing memory: What is it? How do we "conjure" our memories in our minds? Is there such a thing as group memory, where a community takes part in a shared identity? The 7th grade has really been enjoying this book.
Pre-Algebra
In pre-algebra, students have been learning about expressions and equations. They are able to simplify expressions by using the distributive property and combining like terms. They have also begun to explore how to solve equations using mental math with inverse operations. They will be further exploring equations first by using algebra tiles to model the equations, and then by solving the equations algebraically.
In an activity related to the use of variables in expressions, students were asked to look at a grid that was 10 units by 10 units and had the squares along the border shaded in (depicted below). Students were asked to, without counting, determine how many squares were shaded in. We discussed 6 different ways of looking at how many squares were in the border of the graph. Students wrote out arithmetic expressions representing these methods, as well as verbal instructions for how they would determine the number of squares in the border of any sized grid. We then discussed how we could use a variable expression to represent what they had written.
In an activity related to the use of variables in expressions, students were asked to look at a grid that was 10 units by 10 units and had the squares along the border shaded in (depicted below). Students were asked to, without counting, determine how many squares were shaded in. We discussed 6 different ways of looking at how many squares were in the border of the graph. Students wrote out arithmetic expressions representing these methods, as well as verbal instructions for how they would determine the number of squares in the border of any sized grid. We then discussed how we could use a variable expression to represent what they had written.
Students go to College at MIT
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On October 31st the seventh graders spent their day at college- MIT to be exact. They were in awe walking up the steps to enter a major corridor of the campus, passing students, classrooms, and labs as we made our way to the Edgerton Center for their very own hands-on chemistry lesson. They were introduced to an amazing instructor with her college student assistants to complete a wet lab consisting of a chemical reaction. The students recently learned the differences between chemical and physical changes and characteristics and were able to apply this to the lesson and experiment with chemical changes. They made observations of three substances (Phenol Red Solution, Baking Soda, and Calcium Chloride) then followed a procedure to observe a chemical reaction. They identified lots of chemical changes in this reaction! A change in color, state of matter (formation of a gas), and an increase in temperature. They were then challenged to develop their own reactions in pairs using the three substances and water to try and identify what was causing the color change, what caused the formation of heat, and what caused the formation of a gas. They did a great job and were successfully able to figure out what combinations caused which changes. After a quick break for lunch, they were given Legos to model the differences between elements, compounds, and mixtures, another review of what they had learned in class. Then they had the challenge to model the reaction they completed before lunch using the Lego bricks to show how the reactants formed the products. It was a fun hands-on day for the students! They also enjoyed asking an MIT student a lot of great questions such as, "How hard is it to get into MIT?"; "Did you think you would get into MIT?"; "What is your major?"; "What type of job would you like with your major?"; "What type of questions do they ask on the application?", etc. You would have thought we had a classroom of high school juniors and seniors looking for college advice. Overall it was a great day and the students learned a lot from this experience.
Jewish Studies
The students have taken a good, close look at the events in the Book of Numbers, which show the Israelites as they struggle to form community during their desert wanderings. Through examples of rebellion, tested leadership and heroism, the class has seen how different values and themes are traced through the text. In a creative show of ownership, the students are creating their own musical adaption of the narrative! We will continue to use these events in the text to set up a large unit on conflict resolution in the coming months.
Hebrew
Shalom Chaverim (Friends)
Mastering Hebrew promotes students' understanding of their history, culture and tradition. It also excites them about a lifelong tradition of Jewish learning.
Students are studying Hebrew through a wider exploration of Jewish values, practices and exploration of the self. They are developing their skills in spoken and written Hebrew using the classical Hebrew text Madregot, Gesher-kal and selected articles from a teen Israeli newspaper Yanshuf. Students have the opportunity to read and comprehend different genres, describe the characters/places, the plot for each story and to create a dialogue between characters as well as infer the meaning of unfamiliar words while using contextual clues. Through their Hebrew creative writing assignments, they are often asked to express their opinions and perspectives on the stories and articles they study.
Mastering Hebrew promotes students' understanding of their history, culture and tradition. It also excites them about a lifelong tradition of Jewish learning.
Students are studying Hebrew through a wider exploration of Jewish values, practices and exploration of the self. They are developing their skills in spoken and written Hebrew using the classical Hebrew text Madregot, Gesher-kal and selected articles from a teen Israeli newspaper Yanshuf. Students have the opportunity to read and comprehend different genres, describe the characters/places, the plot for each story and to create a dialogue between characters as well as infer the meaning of unfamiliar words while using contextual clues. Through their Hebrew creative writing assignments, they are often asked to express their opinions and perspectives on the stories and articles they study.