Team 74 Newsletter

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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 our first issue for the 2025-2026 school year!

Chris Almeida is our November Spotlight Student! Chris is a great student and a superb influence on all of the students on our Team. He leads by example with his calm demeanor, stellar participation, and sophisticated thinking. Out of the classroom, Chris is busy on the field and the court as he is dedicated to two sports: soccer and basketball. Chris plays for both Westfield FC and the Boston Bolts as a center midfielder. Believe it or not, Chris does find some time to relax at home with his two kittens - Rocky and Noodles. Congratulations to Chris!

Huge shout-out to team 74 for collecting two full boxes of food items that were donated to the Westfield Food Pantry organized by WMS Builder's Club. Thank you to all those who participated.

• Analysis: Students have been diving deeper into the meaning behind the words. When we analyze, we look beyond what happens to understand why it happens and how the author creates meaning. From word choice to symbolism, students are learning to uncover the hidden layers that make literature powerful.

• Dramatic Elements: Students have been exploring what makes a play come to life through The Monsters Are Due on Maple Street! From dialogue and stage directions to conflict and theme, they're learning how each dramatic element works together to tell a story on stage. Through reading and performance, students are discovering how writers use drama to capture emotion and engage an audience.

• Performance: By reading and performing scenes, students are discovering how writers use drama to show human nature and keep an audience on the edge of their seats.

We are continuing our year in Science studying Thermal Energy. This unit on thermal energy transfer begins 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 find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other.

Students investigate the different cup features they conjecture are important to explaining the phenomenon, starting with the lid. They model 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 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 collisions can be managed in everyday situations.

In math class, we’re moving from our unit on Proportions into an exciting new focus on Percents. This transition builds directly on students' prior understanding of ratios and proportional relationships, helping them see how percents are just another way to represent parts of a whole. We'll be exploring real-world applications such as discounts, tax, tips, and interest—skills that will serve students well both in and out of the classroom.

To support learning at home, you will be receiving Talking Points messages throughout the month with quick activities and questions you can use to help reinforce percent concepts. These messages are designed to spark meaningful conversations and give students additional practice in a fun and supportive way. Thank you for partnering with us in your child’s learning!

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.