8th Grade MP3 Campus

School Data is open on the 1st for parent reviews. These are due by the 5th. We hope the cut and paste grade level newsletter will be helpful to supplement your remote learning plan reviews. Thank you for submitting in a timely manner and if you need help, please reach out to your SLPC.

Topics: Linear Expressions

Activities: We continued diving into linear expression this month. It is one of the biggest units of the year, so will continue into next month. Students looked at finding slopes and intercepts of linear equations given graphed lines, equations, or 2 points on the line. They then were asked to write linear expressions for graphed lines or 2 points. Next, we had fun graphing lines for linear equations in order to kill zombies on our graph paper. We are currently finding solutions for systems of equations through graphing or algebraically. Next month, we will begin our end of unit project where students will balance the budget of a band based on linear equations.

Teacher Tip or Reflection Questions:

Teacher Info: Mrs. Alexander, halexander@meridian.wednet.edu

Topics: Figurative Language, Descriptive Writing Stations, Story Critiques, Mining for Memories, Personal Narratives, Dice Game Writing, Book Tasting, Literacy Celebration

Activities: October has been a very full month in Language Arts! We kicked it off with a review of figurative language. We went over definitions and examples, took a written quiz and played a Kahoot game to solidify our learning. Next we practiced descriptive writing by dividing into groups and going around the room to various stations. After using our senses to identify an object, we then wrote about it in descriptive terms practicing our show-don’t-tell skills. Before starting our personal narrative writing unit, we spent a day reading other student stories and offering our critique. This allowed us to compile a list of things we want to make sure to include in our writing. Then we began the process of brainstorming our own topic ideas, which we called mining for memories. At the end of this activity, all students had identified a personal narrative topic and the writing began. When drafts were completed, students began the editing process by using a format we call Writer’s Workshop. It highlights for them the different elements they should have in their story and allows them to spotlight those pieces in their writing. Students who finished their story played a dice game that identifies the problem, setting and characters for a quick creative writing story. And for our Literacy Celebration this year, we held a book tasting. Students moved about the room to get a taste for several books and identify ones they would be interested in reading for our upcoming book clubs.

Teacher Tip: Encourage your student to submit an entry to The Vibe, our digital school newspaper! Submissions can be emailed to thevibenewspaper@gmail.com

Teacher info: Rachel Oscarson, roscarson@meridian.wednet.edu

Topics: Experimentation in design and programming to improve Robots functions, defining head-to-head bout challenges, determining essential parts (ones that have a function) and non-essential parts of a robot design, and how to access and navigate the EV3 computer application.

Activities: Collaborating with a partner, students explored their EV3 kits and were eager to building their "Base Rover". We discussed safe handling of “things with wires,” bricks, motors, hubs and sensors and strategies for keeping moving rovers safe on tabletops. Teams worked collaboratively to build and program mechanical robots that can move forward and reverse, turn corners up to 90 degrees, use various sensors to enhance robot functions, experimental exploration of robot capabilities. Students were given opportunities to provide feedback based on their individual experiences in this class. Information drawn from student feedback is used to adjust instruction. Being motivated learners and problem-solvers is a focus area for this class.

Challenge Project: Moon Lander: Students worked with a partner to design and build a shock-absorbing system that will protect two “astronauts” when they land. Constraints: use only the supplies provided (1 piece of cardboard, plastic cup, three index cards, two ping pong balls (astronauts), six cotton balls, three rubber bands, eight plastic straws, scissors, and 24inches of tape). Constraints on design- cup opening cannot be restricted or narrowed in any way. Astronauts cannot be restrained (if tipped over astronauts should fall out). To test landers were dropped, starting at a height of twelve inches. Drop height was increased over multiple trials. Analysis of each structure’s success was based on the maximum drop height where at least one astronaut remained inside of the lander cabin (cup) on landing. Students evaluated and redesigned their landers to improve performance of their landers. Hands-on projects that require problem-solving and teamwork are the primary focus of this class.

Tip: Include Robotics, Engineering, and Design topics and activities in your Independent Science Class review.

Teacher Info: Mrs. Brannen, lbrannen@meridian.wednet.edu

Topics: Scripted Trials, People vs Columbus, landmark case - Tinker vs des Moines

Activities: We have been working hard this month with our "small but mighty" class of legal experts. Since our class is on the small side, it has been tough to put the pieces in place to begin work on our own Mock Trial. Instead, we have used a scripted trial to enhance our understanding of how a trial unfolds. We used a scripted version of the real case of MGM vs Honda Motor Cars and a modified case to examine a historical figure, Christopher Columbus. These scripted and modified trials give us the opportunity revisit some important terms connected to courtrooms. Students have sharpened their skills with presenting evidence and reinforced all of the following:

- understand the roles and responsibilities of the people involved in trials.

- See / Hear how questions are asked and answered on direct and cross examinations

- See / Hear examples of opening and closing statements.

We have also taken time this month to examine the very real landmark Supreme Court case of Tinker vs Des Moines. In this case, we learned that students retain their right to freedom of speech and expression at school but with two important considerations. When examining speech and expression in school, courts use what is called the "Tinker Test." The test examines two different standards

• The school's interest in preventing disruption must not substantially interfere with school activities or discipline.

• The student's expression must not infringe on the rights of others.

After learning about the facts of the real Tinker case, students used what they learned to participate in an online simulation called Brewer vs Hamilton High School. Students were divided into teams and their work simulated roles from our highest court. Two students were petitioners, meaning they represent Ben Brewer, the party who is bringing the case to court. Two students were respondents, meaning they represent the Hamilton High and are defending the school's choice to censor Ben's freedom of expression. The rest of the students were justices, ensuring that the standards of the Tinker Test are being applied appropriately.

Working through this simulation has been a fun challenge and I am excited to see and hear the arguments, defenses and probing questions being asked.

Teacher Tip: Check in with your student to see what role they are playing in our Ben Brewer vs Hamilton High simulation.

Teacher Info: Let me know if you have any questions!

Jeff Caraco, jcaraco@meridian.wednet.edu

Topics: Our learning objectives for this month were the following: An element is a basic substance that cannot be broken into simpler substances during chemical interactions, there are 90 naturally occurring elements on earth, elements combine to make all the substances on earth, the relative abundance of elements varies with location in the universe, the periodic table of elements displays all the naturally occurring and synthesized elements.

Activities: Students learned how each element is presented on the periodic table. They learned that the periodic table displays the atomic number, symbol, chemical name, and atomic mass of each element. They learned that the periodic table is grouped in several different ways. Along the top, in vertical rows are the groups of the periodic table, starting with hydrogen (group 1), and ending with helium (group 18)). They learned the horizontal rows of the periodic table are called periods. The periodic table is also grouped by alkaline, alkaline earth metals, metals, non-metals, halides, noble gases, metalloids, lanthanides, and actinides. Students used “alien” pictures to find patterns and trends in the periodic table to find the missing element. We read the story “Elements” and “Element Finders.” Students learned that Dmitry Mendeleyev was able, through his study of elements, to predict that there were undiscovered elements that would fit into the gaps of his periodic table. Elements in the same group all share similar chemical properties.

Teacher Info: Mrs DeWaard, hdewaard@meridian.wednet.edu