Team 74 Newsletter

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¡Puede traducir fácilmente este boletín con solo hacer clic en un botón! En la esquina superior derecha, haz clic en "traducir". Cuando aparezca el menú desplegable, seleccione un idioma y el boletín se traducirá automáticamente.

Our Commitment to Keeping You Informed

We believe that communication between families and teachers is essential, so you will receive a Team 74 newsletter each month for the entire school year. Each one will include information about what is currently happening in your student's classes, upcoming curriculum, photos from inside the classrooms, and helpful reminders and/or hints for family engagement. We hope you enjoy!

Wes Warner is our November Spotlight Student! He is an energetic and dedicated student who consistently brings positivity to the classroom. Outside of school, he loves riding his dirt bike and spending time with his three dogs, which keeps him active and outdoors. In class, Wes is always engaged, participates, thoughtfully, and contributes to discussions with enthusiasm. His strong work ethic shows in his academic performance, where he continually does well. Overall, Wes is a well-rounded student whose interests and attitude make him a joy to have on Team 74. Congratulations to Wes!

Break is a great time to replenish student supplies. Many students are coming to class with nothing to write with and this leads to delays and confusion. We suggest a pencil case with a few pens, pencils, eraser and highlighter that students can easily carry from class to class. Take a peek at some pencil cases that Team 74 students are suing to stay prepared!

Additionally, folders and notebooks may need to replaced partway through the year as they begin to fall apart or fill up. We appreciate your support in keeping your students ready to learn.

• Poetry: In our new unit, students explored the world of poetry by learning how poets use language, rhythm, and emotion to create meaning. As part of our study, we researched the life and work of Edgar Allan Poe to understand how his experiences shaped his writing. Students presented about his life. Students then read and analyzed his poem "Annabel Lee" examining its themes of love, loss, and memory.

I am very impressed with our student’s work this year. It is the best work I have seen in years. Success does not happen in a vacuum. So thank you families for encouraging your kids to do well in school. And, thank you to our WIS teachers for preparing the students so well.

We are continuing studying Thermal Energy in the beginning of December. This unit on thermal energy transfer began with students testing whether a new plastic cup sold by a store keeps a drink colder for longer compared to the regular plastic cup that comes free with the drink. Students found that the drink in the regular cup warms up more than the drink in the special cup. This prompted students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that explained why one drink warms up more than the other.

Students are investigating the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They are modeling how matter can enter or exit the cup via evaporation However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students will find that there are two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.

Through these investigations students:

• build on what they know about the particle nature of matter from 5th grade to develop a particle model of solids, liquids, and gases that include both structure and movement of particles as it relates to the temperature of the substance.

• plan and carry out investigations to systematically test the different parts of the cup system, tracking the flow of matter and energy into or out of the cup system.

• develop a model of temperature as the average kinetic energy of a group of particles.

• model the transfer of energy from light to kinetic energy of particles when light is absorbed.

• model thermal energy transfer between substances through particle collisions, or conduction, to change the average particle motion in a substance.

• revise their models to include factors that minimize energy transfer by reducing the absorption of light and decreasing the opportunities for particle collisions.

• apply what they have learned about features that can slow energy transfer to design, build, test, and revise a cup system to keep a drink cold.

We do not have homework in our Science class, as a general rule. The big parts of students' grades are participation in class discussions, participating in experiments, and applying our newly learned knowledge to describe how thermal energy can be managed in everyday situations.

In our 7th-grade classrooms, inclusion means every student belongs, participates, and learns together. Teachers work collaboratively to support all learners—whether that means adjusting assignments, offering extra strategies for success, or celebrating different ways of learning. Our goal is to make sure every student feels confident, valued, and capable of reaching their potential. When we work together, everyone benefits—because inclusion helps all of us grow!

Try this at home: Encourage your child to talk about what they learned each day and how they solved a problem in class. This simple reflection builds confidence, strengthens communication skills, and helps!

Strengthening Interpersonal Skills

Over the past few weeks, my students have been focusing on strengthening their interpersonal skills through teamwork, communication, and collaboration activities. From group projects to classroom discussions, students have practiced listening respectfully, sharing ideas, and working toward common goals. These experiences have helped them recognize the importance of empathy, flexibility, and cooperation—skills that will serve them both in and out of the classroom.

Becoming More Independent Learners

In addition to collaboration, we’ve also emphasized the development of independent learner skills. Students are learning strategies to stay organized, manage their time effectively, and prioritize assignments to meet deadlines. By balancing teamwork with self-management, they are gaining confidence in their ability to take ownership of their learning and contribute positively to their school community.