This week in math we will be focusing on solving two-step equations. Last week we reviewed the steps to solving one-step equations, stressing that students should always follow the same process (inverse operations applied to BOTH sides of the equal sign) in order to stay organized and to prepare them for more complex two and three-step equations. After a quiz on Wednesday, we will move on to solving inequalities. The goal is to have an inequalities quiz on Friday - I will update the site if this gets pushed back to next week.
This week in science will begin with a retake on the properties of minerals and rock types quizzes - these are only 4 and 5 questions, respectively, so missing one question will impact a student's grade by 20-25 points. They will have time to review their initial quiz to see which ones they missed. We will also conclude our unit on rocks by having a short quiz on the rock cycle. Here is a link to a diagram that explains the process. Students should have already copied this down from their science book:
We will end the week by starting our new unit on volcanoes, earthquakes, and plate tectonics. If you want to preview the material, this content appears directly after the mineral properties/types of rocks section in the science textbook.
Due to last week's inclement weather, see the post below for this week's topics.
Also, students are scheduled to be placed in their new RTI groups on Wednesday, January 27.
This week in math we will be focusing on adding and subtracting linear expressions. This will build on students' prior knowledge of the distributive property, combining like-terms, and integer operations (knowing that when multiplying/dividing, different signs will produce a negative answer and the same signs will produce a positive answer). We will be working from pp. 395-409 in the textbook. Following a mid-week assessment, we will move on to factoring expressions, which will build on students' understanding of greatest common factors and like terms.
This week in science we will be wrapping up our unit on rocks and minerals by reviewing the rock cycle. This is the process in which rocks change (very slowly) from igneous to sedimentary to metamorphic states, depending on which force (heating, cooling, weathering, pressure) is applied. Students will also be spending a large chunk of their class time on their conflict mineral project - students are working in groups to create awareness for the trade of conflict minerals from Africa. Here are a few articles:
Groups will be creating their choice of either a presentation/pamphlet/poster/video to explain what conflict minerals are, regions of the world that are involved, the use of these minerals in everyday technology, what is being done to control the trade and hold companies accountable, etc.
Finally, VSVS (Vanderbilt Students Volunteering for Science) will return to West End next month for four weeks. Each week they will present a different lesson (always with a hands-on/experiment component) for both science classes.
Our 2016 semester will begin with a quick review of the distributive property. Students will use the property to evaluate expressions with rational numbers and variables, as well as being able to simplify these expressions by combining like-terms. Our short week will finish out with an intro to creating expressions and equations from sentences both verbally and symbolically ( ex: seven less than twice a number = 2x = 7 ).
This year will begin with a new unit on rocks and minerals. Our three days this week will be spent focusing on the vocabulary and properties associated with classifying minerals. Students will learn how to use color, hardness, cleavage/fracture, streak, and luster to determine what type of mineral they are holding. The unit evolves into rocks (a combination of two or more minerals) and their types/properties/cycles. Students will have a quiz early next week.
I'm Kyle Bohle and I teach 7th grade science.