Middle School 6 - 8
New class schedule starts April 19th! El nuevo horario de clases comienza el 19 de abril! Ang bagong iskedyul ng klase magsisimula sa ika-19 ng abril! Lịch trình mới bắt đầu vào ngày 19 tháng 4!
Step 1: Select your child's grade or elective.
Seleccione el grado y optativas de su hijo.
Chọn lớp của con bạn và các môn Tự chọn trong Lớp.
Piliin ang grado at halalan na clases ng iyong anak.
Step 2: Select Teacher to view assignments.
Seleccionne el/la maestr@ para ver las asignaciones.
Chọn Giáo viên để xem bài tập.
Piliin ang guro upang tingnan ang mga takdang-aralin.
Step 1: Select your child's grade and electives. Seleccione el grado y optativas de su hijo. Chọn lớp của con bạn và các môn Tự chọn trong Lớp. Piliin ang grado at halalan na clases ng iyong anak.
- Sixth Grade (6)
- Seventh Grade (7)
- Eighth Grade (8)
- Electives. Clases Optativas. Môn tự chọn trong lớp
Sixth Grade (6)
6TH Grade Team Website (Sitio Web del Equipo de Sexto Grado)
https://sites.google.com/arusd.org/6thgrade-20-21/home
Select Teacher to view assignments. Seleccionne el/la maestr@ para ver las asignaciones. Chọn Giáo viên để xem bài tập. Piliin ang guro upang tingnan ang mga takdang-aralin.
- Mrs. Harrison ELA/SS (Ingles y Historia) and English Language Development III
- Ms. Nielsen Math/SCI (Matematicas y Sciencias) and STEAM (Science, Tech, Engineering, Arts, Math)
Mrs. Harrison ELA/SS (Ingles y Historia) and English Language Development III
Syllabus
Lessons
- ARCHIVE
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- March 29-April 1
- April 12-16
- April 19-23
- April 26-30
- May 3-7
- May 10-14
- May 17-21
- May 24-28
- June 1-4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -1 8
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -1 8
September 21-25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
Lessons
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- ARCHIVE
- December 7-11
- December 14-18
- January 4-8
- January 11-15
November 2-6
November 9-13
November 16-20
November 30 - December 4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -1 8
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -1 8
September 21-25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
December 7-11
December 14-18
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
Week of 2/8 to 2/12/21 Parent Lesson plans
*No school February 15-19*
6th grade Athens
Check Google Classroom for daily assignments to complete!
Parents, Please provide your email address in this google form to receive updates about your child’s assignments.
https://forms.gle/SiefemRkdwGrjX8N9
| Monday | |
| 9:00-9:18 | Morning meeting Harrison/Negrete Google classroom code 5nkfafz-zoom link here 5nkfafz |
| 9:18 - 10:32am |
2nd period PE with Negrete Google classroom code kwhjsv6 |
| 10:47 -12:01pm |
3rd period Language Arts Harrison Google classroom code 5nkfafz |
| 1:01 - 2:15pm pm |
1st period (Elective) |
| Tuesday |
|
| 9:00-9:18 | Morning meeting Harrison/Negrete Google classroom code 5nkfafz-zoom link here |
| 9:18 - 10:32am | Social Studies w/Harrison Google classroom code 5nkfafz-zoom link here |
| 10:47 -12:01pm |
Science w/Nielsen Google classroom code 5knep2e Materials: Science books: STEMscopedia (hard cover), Student Notebook, pencil, headphones, charged chromebook |
| 1:01 - 2:15pm pm |
Nielsen Google classroom code 5knep2e Materials: Planner, headphones, charged chromebook |
| Wednesday | |
| 9:00-9:18 | Morning meeting Harrison/Negrete Google classroom code 5nkfafz-zoom link here |
| 9:18 - 10:32am | 2nd period PE with Negrete Google classroom code kwhjsv6 |
| 10:47 -12:01pm |
3rd period Language Arts Harrison Google classroom code 5nkfafz |
| 1:01 - 2:15pm pm |
1st period (Elective) |
| Thursday (All work due today) | |
| 9:00-9:18 | Morning meeting Harrison/Negrete Google classroom code 5nkfafz-zoom link here |
| 9:18 - 10:32am | Social Studies w/Harrison Google classroom code 5nkfafz-zoom link here |
| 10:47 -12:01pm |
Science w/Nielsen Google classroom code 5knep2e Materials: Science books: STEMscopedia (hard cover), Student Notebook, pencil, headphones, charged chromeboo |
| 1:01 - 2:15pm pm |
Math w/Nielsen Google classroom code 5knep2e Materials: headphones, charged chromebook |
| Friday (end of 2nd quarter) | |
| 9:00-9:18 | Morning meeting Harrison/Negrete Google classroom code 5nkfafz-zoom link here |
| 1:23-2 pm | Ms Nielsen: Office Hours/Homework Help Google Classroom Code 5knep2e |
| ✔️ | Rest of the day reserved for individual meetings and to catch up on work. Check HAC for missing assignments. Ms. Nielsen: Weekly screenshot of assignments in Google Classroom. Mrs. Harrison: Weekly journal and check Google Classroom for assignments. Materials needed for Harrison’s class: Sing Down the Moon book, access to TCI online textbook, earbuds or headphones and a hotspot if necessary. |
Final Message from the teacher
Contact Info
6th Grade Website
Ms. Tobi Nielsen
tobi.nielsen@arusd.org
408-759-4166
Mrs. Julie Harrison
julianne.harrison@arusd.org
408-755-6706
February 22-26
March 1-5
March 8-12
March 15-19
March 22-26
March 29-April 1
April 12-16
April 19-23
April 26-30
May 3-7
May 10-14
May 17-21
May 24-28
June 1-4
Ms. Nielsen Math/SCI (Matematicas y Sciencias) and STEAM (Science, Tech, Engineering, Arts, Math)
Syllabus
Lessons
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- December 7-11
- December 14-18
- January 4-8
- January 11-15
- ARCHIVE
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- March 29 - April 1
- April 12-16
- April 19-23
- April 26-30
- May 3-7
- May 10-14
- May 17-21
- May 24-28
- June 1-4
November 2-6
November 9-13
November 16-20
November 30 - December 4
December 7-11
December 14-18
January 4-8
January 11-15
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
January 19-22
January 25-29
February 1-5
February 8-12
March 1-5
March 8-12
March 15-19
March 22-26
March 29 - April 1
April 12-16
April 19-23
April 26-30
May 3-7
May 10-14
May 17-21
May 24-28
June 1-4
Seventh Grade (7)
Select Teacher to view assignments. Seleccionne el/la maestr@ para ver las asignaciones. Chọn Giáo viên để xem bài tập. Piliin ang guro upang tingnan ang mga takdang-aralin.
- Mrs. Garcia ELA/SS (Ingles y Historia) and English Language Development (ELD) I
- Mr. Brooks Math/SCI (Matematicas y Sciencias) and Debate
Mrs. Garcia ELA/SS (Ingles y Historia) and English Language Development (ELD) I
Syllabi
Lessons
- ARCHIVE
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- March 29-April 1
- April 12-16
- April 19-23
- April 26-30
- May 3-7
- May 10-14
- May 17-21
- May 24-28
- June 1-4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -18
- September 21 - 25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -18
September 21 - 25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
Lessons
- ARCHIVE
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- December 7 - 11
- December 14-18
- January 4-8
- January 11-15
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -18
- September 21 - 25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -18
September 21 - 25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
November 2-6
November 9-13
November 16-20
November 30 - December 4
December 7 - 11
December 14-18
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
March 1-5
March 8-12
March 15-19
March 22-26
March 29-April 1
April 12-16
April 19-23
April 26-30
May 3-7
May 10-14
May 17-21
May 24-28
June 1-4
Mr. Brooks Math/SCI (Matematicas y Sciencias) and Debate
Lessons
- ARCHIVE
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- March 29-April 1
- April 12-16
- April 19-23
- April 26-30
- May 3-7
- May 10-14
- May 17-21
- May 24-28
- June 1-4
ARCHIVE
Syllabus
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -18
- September 21 - 25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -18
September 21 - 25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
Lessons
- ARCHIVE
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- December 7 - 11
- December 14-18
- January 4-8
- January 11-15
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 -18
- September 21 - 25
- September 28 - October 2
- October 5- 9
- October 12-15
- October 19-23
- October 26-29
- November 2-6
August 24-28
August 31 - September 4
September 8 - 11
September 14 -18
September 21 - 25
September 28 - October 2
October 5- 9
October 12-15
October 19-23
October 26-29
November 2-6
Q2
November 2-6
November 9-13
November 16-20
November 30 - December 4
December 7 - 11
December 14-18
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
March 1-5
March 8-12
March 15-19
March 22-26
March 29-April 1
April 12-16
April 19-23
April 26-30
May 3-7
May 10-14
May 17-21
May 24-28
June 1-4
Eighth Grade (8)
Select Teacher to view assignments. Seleccionne el/la maestr@ para ver las asignaciones. Chọn Giáo viên để xem bài tập. Piliin ang guro upang tingnan ang mga takdang-aralin.
- Ms. Flaherty ELA/SS (Ingles y Sciencias) and Geography
- Mr. Lovins Math/SCI (Matematicas y Sciencias) and Current Events
Ms. Flaherty ELA/SS (Ingles y Sciencias) and Geography
Syllabi
Lessons
ARCHIVE
Accordion
- Q1
- Q2
- November 2-6
- November 9-13
- November 16-20
- December 7-11
- December 14-18
- November 30 - December 4
- January 4-8
- January 11-15
Q1
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- November 2-6
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
November 2-6
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- New Panel
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
New Panel
Q2
Lessons
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- ARCHIVE
- December 7-11
- December 14-18
- January 4-8
- January 11-15
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
November 2-6
November 9-13
November 16-20
November 30 - December 4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- November 2-6
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
November 2-6
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- New Panel
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
New Panel
Q2
Lessons
November 2-6
November 9-13
November 16-20
November 30 - December 4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- November 2-6
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
November 2-6
Lessons
December 7-11
December 14-18
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
Lessons
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- ARCHIVE
- December 7-11
- December 14-18
- January 4-8
- January 11-15
- January 19-22
- January 25-29
- February 1-5
- February 8-12
- February 22-26
November 2-6
November 9-13
November 16-20
November 30 - December 4
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- November 2-6
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
November 2-6
Lessons
- August 24-28
- August 31 - September 3
- September 8 - 11
- September 14 -18
- September 21-25
- September 28 - October 2
- October 5- 9
- October 12-16
- October 19-23
- October 26-30
- New Panel
August 24-28
August 31 - September 3
September 8 - 11
September 14 -18
September 21-25
September 28 - October 2
October 5- 9
October 12-16
October 19-23
October 26-30
New Panel
December 7-11
December 14-18
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
November 2-6
November 9-13
November 16-20
December 7-11
December 14-18
November 30 - December 4
January 4-8
January 11-15
January 19-22
January 25-29
February 1-5
February 8-12
February 22-26
March 8-12
Mr. Lovins Math/SCI (Matematicas y Sciencias) and Current Events
Lessons
- ARCHIVE
- January 25-29
- February 8-12
- February 22-26
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- March 29-April 1
- April 12-16
- April 19-23
- May 3-7
- May 10-14
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 - 18
- September 21 - 25
- September 28 - October 2
- October 5-9
- October 12-16
- October 19-23
August 24-28
August 31 - September 4
September 8 - 11
September 14 - 18
September 21 - 25
Resource
Parent Lesson plans (September 21th to September 25th )
Mr. Lovins Math/Science
Planes de lecciones para padres (21 de septiembre al 25 de septiembre)
Sr. Lovins Matemáticas/Ciencia
| Math |
|
| Math Block Day 1 2.1.1 |
8.EE.7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). 8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 8.EE.7a. Dar ejemplos de ecuaciones lineales en una variable con una solución, infinitas soluciones, o sin soluciones. Demuestre cuál de estas posibilidades es el caso transformando sucesivamente la ecuación dada en formas más sencillas, hasta que resulte una ecuación equivalente de la forma x = a, a = a, o a = b (donde a y b son números diferentes). 8.EE.7b. Resolver ecuaciones lineales con coeficientes de números racionales, incluidas las ecuaciones cuyas soluciones requieren expresiones expansivas utilizando la propiedad distributiva y recogiendo términos similares. Follow the instructions on Mr. Lovins Google classroom, and solve problems 2-1 to 2-4. Do learning log 2-5 as well. Siga las instrucciones del Sr. Lovins en el aula de Google, y resuelva los problemas 2-1 a 2-4. Haga el registro de aprendizaje 2-5 también. |
| Math Block Day 2 2.1.2 |
Today students will continue to use appropriate tools and build on yesterday’s introduction to the structure of algebraic notation as they find the area and perimeter of algebra tiles. Los estudiantes de hoy continuarán usando las herramientas apropiadas y se basarán en la introducción de ayer a la estructura de la notación algebraica para encontrar el área y el perímetro de las baldosas de álgebra. Learn the first 10 words in the vocabulary link below. Watch the video on perimeter and algebra tiles. Do Problems 2-11, 2-13 (parts (a) through (c)), and 2-14 - And 2-16 learning log. Aprende las primeras 10 palabras del enlace de vocabulario que aparece a continuación. Mira el vídeo sobre el perímetro y las baldosas de álgebra. Haz los problemas 2-11, 2-13 (partes (a) a (c)), y 2-14 - y 2-16 registro de aprendizaje. |
| Optional Extra Credit | All Review/Preview problems. |
| Science | |
| Science Block Day 1 Activity 10 |
Students will be responsible for watching a video on how Frame of Reference changes depending on your viewpoint. Students will then answer all of the questions in activity 10, based on that video. Los estudiantes serán responsables de ver un video sobre cómo cambia el Marco de Referencia dependiendo de su punto de vista. Los estudiantes responderán a todas las preguntas de la actividad 10, basándose en ese video. |
| Science Block Day 2 Activity 11 |
Students will determine what effect gravity has on their ability to measure how fast a ball falls from different distances. Once students have made that determination, they will answer the questions in Activity 11 for Science. Los estudiantes determinarán el efecto que la gravedad tiene en su capacidad de medir la rapidez con la que una bola cae desde diferentes distancias. Una vez que los estudiantes hayan tomado esa determinación, responderán a las preguntas de la Actividad 11 de Ciencias. |
| Prepare | Start getting students prepared for the egg drop experiment. This will be a month long building experiment that will be assigned the first week of September, and will be due at the end of September. Empieza a preparar a los estudiantes para el experimento de la gota de huevo. Este será un experimento de construcción de un mes de duración que se asignará la primera semana de septiembre, y se llevará a cabo a finales de septiembre. |
September 28 - October 2
October 5-9
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 2.1.5 - How can I simplify the expression? Lesson 2.1.6 - Which is greater? |
2.1.7 - How can I write it? 2.1.8 - What if both sides are equal? |
Lesson 2.1.5 - How can I simplify the expression? Lesson 2.1.6 - Which is greater? |
2.1.7 - How can I write it? 2.1.8 - What if both sides are equal? |
Asynchronous |
| Asynchronous | Problems 2-46 through 2-49 and 2-50 Learning Log Problems 2-56 (parts (a) through (d)) and 2-57 |
Problems 2-63 through 2-66 (parts (a) and (c)) Problems 2-72 through 2-75 (parts (a) and (b)) |
Problems 2-46 through 2-49 and 2-50 Learning Log Problems 2-56 (parts (a) through (d)) and 2-57 |
Problems 2-63 through 2-66 (parts (a) and (c)) Problems 2-72 through 2-75 (parts (a) and (b)) |
Asynchronous |
| Assignments - Science | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 15 |
Activity 16 | Activity 15 | Activity 16 | Asynchronous |
| Asynchronous | After watching the videos, and a class discussion, students will use the CER method in order to answer questions about how object fall to earth. | Students will use what they learned through our reading, to try and think of a way to design a quality heat shield for an object entering earth’s atmosphere. | After watching the videos, and a class discussion, students will use the CER method in order to answer questions about how object fall to earth. | Students will use what they learned through our reading, to try and think of a way to design a quality heat shield for an object entering earth’s atmosphere. | Review the work for the week, and submit any missing work. |
October 12-16
October 19-23
Q2
Lessons
- ARCHIVE
- November 2-6
- November 9-13
- November 16-20
- November 30 - December 4
- December 7 - 11
- December 13-18
- January 4-8
- January 11-15
- January 25-29
- February 8-12
- February 22-26
ARCHIVE
Accordion
Q1
Lessons
- August 24-28
- August 31 - September 4
- September 8 - 11
- September 14 - 18
- September 21 - 25
- September 28 - October 2
- October 5-9
- October 12-16
- October 19-23
August 24-28
August 31 - September 4
September 8 - 11
September 14 - 18
September 21 - 25
Resource
Parent Lesson plans (September 21th to September 25th )
Mr. Lovins Math/Science
Planes de lecciones para padres (21 de septiembre al 25 de septiembre)
Sr. Lovins Matemáticas/Ciencia
| Math |
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| Math Block Day 1 2.1.1 |
8.EE.7a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). 8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 8.EE.7a. Dar ejemplos de ecuaciones lineales en una variable con una solución, infinitas soluciones, o sin soluciones. Demuestre cuál de estas posibilidades es el caso transformando sucesivamente la ecuación dada en formas más sencillas, hasta que resulte una ecuación equivalente de la forma x = a, a = a, o a = b (donde a y b son números diferentes). 8.EE.7b. Resolver ecuaciones lineales con coeficientes de números racionales, incluidas las ecuaciones cuyas soluciones requieren expresiones expansivas utilizando la propiedad distributiva y recogiendo términos similares. Follow the instructions on Mr. Lovins Google classroom, and solve problems 2-1 to 2-4. Do learning log 2-5 as well. Siga las instrucciones del Sr. Lovins en el aula de Google, y resuelva los problemas 2-1 a 2-4. Haga el registro de aprendizaje 2-5 también. |
| Math Block Day 2 2.1.2 |
Today students will continue to use appropriate tools and build on yesterday’s introduction to the structure of algebraic notation as they find the area and perimeter of algebra tiles. Los estudiantes de hoy continuarán usando las herramientas apropiadas y se basarán en la introducción de ayer a la estructura de la notación algebraica para encontrar el área y el perímetro de las baldosas de álgebra. Learn the first 10 words in the vocabulary link below. Watch the video on perimeter and algebra tiles. Do Problems 2-11, 2-13 (parts (a) through (c)), and 2-14 - And 2-16 learning log. Aprende las primeras 10 palabras del enlace de vocabulario que aparece a continuación. Mira el vídeo sobre el perímetro y las baldosas de álgebra. Haz los problemas 2-11, 2-13 (partes (a) a (c)), y 2-14 - y 2-16 registro de aprendizaje. |
| Optional Extra Credit | All Review/Preview problems. |
| Science | |
| Science Block Day 1 Activity 10 |
Students will be responsible for watching a video on how Frame of Reference changes depending on your viewpoint. Students will then answer all of the questions in activity 10, based on that video. Los estudiantes serán responsables de ver un video sobre cómo cambia el Marco de Referencia dependiendo de su punto de vista. Los estudiantes responderán a todas las preguntas de la actividad 10, basándose en ese video. |
| Science Block Day 2 Activity 11 |
Students will determine what effect gravity has on their ability to measure how fast a ball falls from different distances. Once students have made that determination, they will answer the questions in Activity 11 for Science. Los estudiantes determinarán el efecto que la gravedad tiene en su capacidad de medir la rapidez con la que una bola cae desde diferentes distancias. Una vez que los estudiantes hayan tomado esa determinación, responderán a las preguntas de la Actividad 11 de Ciencias. |
| Prepare | Start getting students prepared for the egg drop experiment. This will be a month long building experiment that will be assigned the first week of September, and will be due at the end of September. Empieza a preparar a los estudiantes para el experimento de la gota de huevo. Este será un experimento de construcción de un mes de duración que se asignará la primera semana de septiembre, y se llevará a cabo a finales de septiembre. |
September 28 - October 2
October 5-9
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 2.1.5 - How can I simplify the expression? Lesson 2.1.6 - Which is greater? |
2.1.7 - How can I write it? 2.1.8 - What if both sides are equal? |
Lesson 2.1.5 - How can I simplify the expression? Lesson 2.1.6 - Which is greater? |
2.1.7 - How can I write it? 2.1.8 - What if both sides are equal? |
Asynchronous |
| Asynchronous | Problems 2-46 through 2-49 and 2-50 Learning Log Problems 2-56 (parts (a) through (d)) and 2-57 |
Problems 2-63 through 2-66 (parts (a) and (c)) Problems 2-72 through 2-75 (parts (a) and (b)) |
Problems 2-46 through 2-49 and 2-50 Learning Log Problems 2-56 (parts (a) through (d)) and 2-57 |
Problems 2-63 through 2-66 (parts (a) and (c)) Problems 2-72 through 2-75 (parts (a) and (b)) |
Asynchronous |
| Assignments - Science | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 15 |
Activity 16 | Activity 15 | Activity 16 | Asynchronous |
| Asynchronous | After watching the videos, and a class discussion, students will use the CER method in order to answer questions about how object fall to earth. | Students will use what they learned through our reading, to try and think of a way to design a quality heat shield for an object entering earth’s atmosphere. | After watching the videos, and a class discussion, students will use the CER method in order to answer questions about how object fall to earth. | Students will use what they learned through our reading, to try and think of a way to design a quality heat shield for an object entering earth’s atmosphere. | Review the work for the week, and submit any missing work. |
October 12-16
October 19-23
November 2-6
November 9-13
November 16-20
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 3.2.5 How can I solve complicated equations? Chapter 3 Closure | Lesson 3.2.5 How can I solve complicated equations? Chapter 3 Closure | Math Quest #3 | Math Quest #3 | Math Quest #3 |
| Asynchronous | Problems 3-107 through 3-111 Chapter 3 Closure Problems. |
Problems 3-107 through 3-111 Chapter 3 Closure Problems. |
Math Quest #3 | Math Quest #3 | Math Quest #3 |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 1.2 - Energy for Launch Activity 6 - Mass and Force. Activity 7 - Rocket Mass and Force. |
1.2 - Energy for Launch Activity 6 - Mass and Force. Activity 7 - Rocket Mass and Force. |
1.2 - Energy for Launch Activity 8 - Rockets and Newton’s Third Law. Activity 9 - Thrust |
1.2 - Energy for Launch Activity 8 - Rockets and Newton’s Third Law. Activity 9 - Thrust |
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| Asynchronous | Activity 6: In this activity, students will critically read text, citing examples of cause-effect relationships involving forces. Activity 7: In Rocket Mass and Force, students will demonstrate their understanding of the relationships among speed, force, and mass. Extend this item by asking students to use the relationship f=ma f=ma (Newton’s second law) to explain why engineers must take into account the total mass of a rocket in determining how much fuel they need to launch the rocket. |
Activity 6: In this activity, students will critically read text, citing examples of cause-effect relationships involving forces. Activity 7: In Rocket Mass and Force, students will demonstrate their understanding of the relationships among speed, force, and mass. Extend this item by asking students to use the relationship f=ma f=ma (Newton’s second law) to explain why engineers must take into account the total mass of a rocket in determining how much fuel they need to launch the rocket. |
Activity 8: Students will watch a video, and figure out how that video shows Newton’s Third Law of Motion. Activity 9: Students will look at a picture of a person rowing a boat, and find an “action and reaction” relationship. |
Activity 8: Students will watch a video, and figure out how that video shows Newton’s Third Law of Motion. Activity 9: Students will look at a picture of a person rowing a boat, and find an “action and reaction” relationship. |
Finish work from the week. |
November 30 - December 4
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 4.1.1 What’s the connection? Problem 4-1 - Pick a pattern to use for your presentation. |
Lesson 4.1.1 What’s the connection? Problem 4-1 - Pick a pattern to use for your presentation. |
Lesson 4.1.1 What’s the connection? In class we will go over the presentations that the students have made based on their patterns. We will correct mistakes, and students will have the opportunity to work on the problems in asynchronous time. |
Lesson 4.1.1 What’s the connection? In class we will go over the presentations that the students have made based on their patterns. We will correct mistakes, and students will have the opportunity to work on the problems in asynchronous time. |
Finish Problem 4-1 presentation, and turn in. |
| Asynchronous | Students will work in groups or by themselves and complete the tasks for whichever pattern they choose. | Students will work in groups or by themselves and complete the tasks for whichever pattern they choose. | Fix any errors with your pattern project, make final fixes, and get a final presentation piece finished by Friday. | Fix any errors with your pattern project, make final fixes, and get a final presentation piece finished by Friday. | Finish Problem 4-1 presentation, and turn in. |
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Assignments |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Synchronous |
1.2 - Energy for Launch
Activity 10 - Accelerating into orbit.
Students will learn how to calculate acceleration. |
1.2 - Energy for Launch
Activity 10 - Accelerating into orbit.
Students will learn how to calculate acceleration. |
1.2 - Energy for Launch
Activity 11 - Kinetic Energy Data
Students will calculate kinetic energy using a given formula.
Activity 12 - Moving On
Students will use an interactive tool to see the difference between potential energy, and kinetic energy. |
1.2 - Energy for Launch
Activity 11 - Kinetic Energy Data
Students will calculate kinetic energy using a given formula.
Activity 12 - Moving On
Students will use an interactive tool to see the difference between potential energy, and kinetic energy. |
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Asynchronous |
Students will be given a list of speeds and distances, and they will have to calculate acceleration based on the changes in velocity of the Saturn V rocket, at different stages of flight. |
Students will be given a list of speeds and distances, and they will have to calculate acceleration based on the changes in velocity of the Saturn V rocket, at different stages of flight. |
Students will calculate the kinetic energy of three different objects from a list given. Students will use an etool to see the difference between kinetic energy, and potential energy. |
Students will calculate the kinetic energy of three different objects from a list given. Students will use an etool to see the difference between kinetic energy, and potential energy. |
Finish work from the week. |
December 7 - 11
Math
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 4.1.2 - How does it grow? - Students will work on linear growth patterns, rules, and tables. 4.1.3 - How does it grow? - |
4.1.2 - How does it grow? - Students will work on linear growth patterns, rules, and tables. 4.1.3 - How does it grow? - |
4.1.4 - What’s the rule, and how can I use it? - Students will work on identifying the coefficient m, and the “figure 0” or b 4.1.5 - |
4.1.4 - What’s the rule, and how can I use it? - Students will work on identifying the coefficient m, and the “figure 0” or b 4.1.5 - |
Complete all missing work. |
| Asynchronous | Problems 4-12 through 4-15 Problems 4-22 and 4-23 |
Problems 4-12 through 4-15 Problems 4-22 and 4-23 |
Problems 4-30 through 4-34 Parts (a) and (b) of problem 4-42 |
Problems 4-30 through 4-34 Parts (a) and (b) of problem 4-42 |
Complete all missing work. |
Science
| Assignments - Science | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Gather materials for experiment if possible. |
Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Gather materials for experiment if possible. |
Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Gather materials for experiment if possible. |
Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Gather materials for experiment if possible. |
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| Asynchronous | Start putting together a hypothesis for what you think is going to happen during the experiment, fill out the activity sheet, and prepare for the experiment in the following week. | Start putting together a hypothesis for what you think is going to happen during the experiment, fill out the activity sheet, and prepare for the experiment in the following week. | Start putting together a hypothesis for what you think is going to happen during the experiment, fill out the activity sheet, and prepare for the experiment in the following week. | Start putting together a hypothesis for what you think is going to happen during the experiment, fill out the activity sheet, and prepare for the experiment in the following week. | Finish work from the week. |
All work and explanations are in Google Classroom. If you have any questions, please feel free to email me, or call me on my Google voice number.
Mr. Lovins
December 13-18
Hello Parents,
Students will be required to complete the work below, as well as two assignments that will be worked on over the holiday break. For Math, students will have a take home test that they will need to do. It will be posted on Friday the 18th, and it will be due before we return to school. For science, students will be asked to complete a food diary, as we focus on teaching the students how to read, and understand food labels, so they can make healthier and more informed eating decisions as they get older.
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | CPM Math - 4.1.6 - How can I use Growth? Students will focus on slope triangles in their graphs in order to see how much a graph grows on the y-axis for every time it goes over one time on the x-axis. CPM Math - 4.1.7 - What are the connections? We will practice moving directly from one representation to another in the Representations of Patterns Web. |
CPM Math - 4.1.6 - How can I use Growth? Students will focus on slope triangles in their graphs in order to see how much a graph grows on the y-axis for every time it goes over one time on the x-axis. CPM Math - 4.1.7 - What are the connections? We will practice moving directly from one representation to another in the Representations of Patterns Web. |
Chapter 4 closure problems, and prepare for the Chapter 4 test. | Chapter 4 closure problems, and prepare for the Chapter 4 test. | Complete all missing work. Chapter 4 test assigned. |
| Asynchronous | CPM - 4.1.6 - Problems 4-54, 4-55, and 4-56 Problems 4-64 and 4-65 |
CPM - 4.1.6 - Problems 4-54, 4-55, and 4-56 Problems 4-64 and 4-65 |
Chapter 4 closure problems, and prepare for the Chapter 4 test. | Chapter 4 closure problems, and prepare for the Chapter 4 test. | Complete all missing work. Work on Chapter 4 test. |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Watch Mr. Lovins complete the experiment on Kinetic Energy, focusing on how mass and acceleration affect the amount of energy produced. |
Preview Activity 13 - Hands-On Investigation: Kinetic Energy, Speed, and Mass Watch Mr. Lovins complete the experiment on Kinetic Energy, focusing on how mass and acceleration affect the amount of energy produced. |
Health science lesson on food label reading, and how to properly keep track of what you eat. We will focus on eating less sugar, and concentrate on eating healthier. | Health science lesson on food label reading, and how to properly keep track of what you eat. We will focus on eating less sugar, and concentrate on eating healthier. | |
| Asynchronous | Complete activity 13 | Complete activity 13 | Begin Food diary | Begin Food diary | Finish work from the week. |
Thank you,
Mr. Lovins
January 4-8
Happy New Year! Welcome back to school, here is what our expected work is going to be this week.
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | CPM Math - 5.1.1 - How can I change it to y=mx+b form? Problems 5-1, 5-2, 5-3, and 5-4 (parts (a) through (d)) |
CPM Math - 5.1.1 - How can I change it to y=mx+b form? Problems 5-1, 5-2, 5-3, and 5-4 (parts (a) through (d)) |
5.2.1 - When are they the same? Problems 5-23, 5-24, and 5-25 (parts (a) and (b)) 5.2.2 - When are they the same? |
5.2.1 - When are they the same? Problems 5-23, 5-24, and 5-25 (parts (a) and (b)) 5.2.2 - When are they the same? |
Complete all assigned work, and prepare for the Chapter 5 test next week. |
| Asynchronous | 5.1.2 - How can I eliminate fractions in equations? Problems 5-10 through 5-13 |
5.1.2 - How can I eliminate fractions in equations? Problems 5-10 through 5-13 |
Problems 5-32 and 5-34 (and problem 5-33 if students did not graph in problem 5-32) | Problems 5-32 and 5-34 (and problem 5-33 if students did not graph in problem 5-32) | Complete all assigned work, and prepare for the Chapter 5 test next week. |
| Assignments - Science | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 14 - Energy in Systems. | Activity 14 - Energy in Systems. | Activity 15 - Hands-On Investigation: Potential Energy of Marbles | Activity 15 - Hands-On Investigation: Potential Energy of Marbles | |
| Asynchronous | Students will be reading the two paragraphs, and analyzing the the drawings in order to create their own “Energy flow Diagram.” | Students will be reading the two paragraphs, and analyzing the the drawings in order to create their own “Energy flow Diagram.” | We will be conducting an experiment showing the potential energy of different sized marbles, as they go down a ramp. Students will answer the questions associated with the experiment. | We will be conducting an experiment showing the potential energy of different sized marbles, as they go down a ramp. Students will answer the questions associated with the experiment. | Finish work from the week. |
Mr. Lovins
January 11-15
| Assignments - Math | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 5.2.3 - When are they the same? 5.2.4 - What if the systems are not in y = mx + b form? |
5.2.3 - When are they the same? 5.2.4 - What if the systems are not in y = mx + b form? |
Chapter 5 Closure Kahoot Practice Test Game |
Chapter 5 Closure Kahoot Practice Test Game |
Chapter 5 Test. |
| Asynchronous | Problems 5-41 through 5-43 Problems 5-52 through 5-54 |
Problems 5-41 through 5-43 Problems 5-52 through 5-54 |
Chapter 5 Closure Problems | Chapter 5 Closure Problems | Chapter 5 Test |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 4 What Do You Already Know About Observing Planetary Objects? | Activity - 4 What Do You Already Know About Observing Planetary Objects? | Activity - 5 Planets of the Solar System Activity - 6 Model of Outer Planets We will watch two videos in class, and with those videos students will make their own models of space using round objects around the home. |
Activity - 5 Planets of the Solar System Activity - 6 Model of Outer Planets We will watch two videos in class, and with those videos students will make their own models of space using round objects around the home. |
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| Asynchronous | Using previous knowledge, students will answer questions about the workings of our own solar system. | Using previous knowledge, students will answer questions about the workings of our own solar system. | Students will come up with questions they have about the planets in our solar system. Once they come up with the questions, they will use the interactive tool to provide the answers, and draw a diagram of our solar system. |
Students will come up with questions they have about the planets in our solar system. Once they come up with the questions, they will use the interactive tool to provide the answers, and draw a diagram of our solar system. |
Finish work from the week. |
January 25-29
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.3 - How can I describe it? 6.1.4 - What can I create? |
6.1.3 - How can I describe it? 6.1.4 - What can I create? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | 6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
Problems 6-18 through 6-23 Problem 6-33 |
Problems 6-18 through 6-23 Problem 6-33 |
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| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 8 - Moon Viewed from Earth Activity - 9 - Modeling Phases of the Moon |
Activity - 8 - Moon Viewed from Earth Activity - 9 - Modeling Phases of the Moon |
Activity - 9 - Modeling Phases of the Moon - Continued Activity - 10 - The Moon’s Reflection of Sunlight |
Activity - 9 - Modeling Phases of the Moon - Continued Activity - 10 - The Moon’s Reflection of Sunlight |
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| Asynchronous | Based on the text and video, why does the surface of the moon seem to change over time? Students will find information on the different phases of the moon, to understand that the moon doesn’t emit its own light, but is instead reflecting the light of the sun. |
Based on the text and video, why does the surface of the moon seem to change over time? Students will find information on the different phases of the moon, to understand that the moon doesn’t emit its own light, but is instead reflecting the light of the sun. |
Students will finish the modeling of the phases of the moon, creating a drawing the emulates what happens when the moon has different phases. | Students will finish the modeling of the phases of the moon, creating a drawing the emulates what happens when the moon has different phases. | Finish work from the week. |
February 8-12
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 6.2.3 - Are they similar? Lesson 6.2.4 What sequence makes them the same? |
6.2.3 - Are they similar? Lesson 6.2.4 What sequence makes them the same? |
6.2.5 - What do similar shapes tell us? 6.2.6 - How do I find a missing side? |
6.2.5 - What do similar shapes tell us? 6.2.6 - How do I find a missing side? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | 6.2.3 - Problems 6-64 through 6-66 Problems 6-76 through 6-79 |
6.2.3 - Problems 6-64 through 6-66 Problems 6-76 through 6-79 |
Problems 6-86 through 6-90 Problems 6-98 through 6-100 |
Problems 6-86 through 6-90 Problems 6-98 through 6-100 |
Mr. Lovins Zoom This week for FLY |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Students will use the CER method to describe the pattern in different lunar phases. | Students will use the CER method to describe the pattern in different lunar phases. | In this activity, students develop models of solar and lunar eclipses to gather evidence that explains what happens when the sun, moon, and Earth change position relative to each other. | In this activity, students develop models of solar and lunar eclipses to gather evidence that explains what happens when the sun, moon, and Earth change position relative to each other. | |
| Asynchronous | Create a scientific explanation for the question. This combines the claim that was made, the evidence that was collected, and a justification for why the evidence supports the claim (logical reasoning). The explanation should contain clear thoughts and accurate scientific vocabulary. | Create a scientific explanation for the question. This combines the claim that was made, the evidence that was collected, and a justification for why the evidence supports the claim (logical reasoning). The explanation should contain clear thoughts and accurate scientific vocabulary. | In this activity, you will model a solar and lunar eclipse. | In this activity, you will model a solar and lunar eclipse. | Finish work from the week. |
February 22-26
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Chapter 6 Nearpod Quest | Chapter 6 Nearpod Quest | CPM Lesson 7.1.1 - How can I represent the data? 7.1.2 - Is there a relationship? |
CPM Lesson 7.1.1 - How can I represent the data? 7.1.2 - Is there a relationship? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | Problems 7-1 through 7-3Problems 7-13 through 7-15 | Problems 7-1 through 7-3Problems 7-13 through 7-15 | Mr. Lovins Zoom This week for FLY | ||
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 13 - Solar Eclipse Data Activity 14 - Predicting an Eclipse. |
Activity 13 - Solar Eclipse Data Activity 14 - Predicting an Eclipse. |
Activity 15 - Unknown Planet Activity 16 - Planet Images. Activity 17 - Scale Properties. |
Activity 15 - Unknown Planet Activity 16 - Planet Images. Activity 17 - Scale Properties. |
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| Asynchronous | Activity 13 - In this activity, students use patterns in the position of the sun, moon, and Earth during solar eclipses to interpret mathematical relationships to analyze eclipses. Activity 14 - In this activity, students analyze data to construct an argument about whether an eclipse will occur based on cyclic movement of Earth and the moon. |
Activity 13 - In this activity, students use patterns in the position of the sun, moon, and Earth during solar eclipses to interpret mathematical relationships to analyze eclipses. Activity 14 - In this activity, students analyze data to construct an argument about whether an eclipse will occur based on cyclic movement of Earth and the moon. |
Activity 15 - In this activity, students make observations to describe the scale properties of a planet to identify the planet. Activity 16 - In this activity, students ask questions that arise from observing objects and phenomena in the solar system to seek additional information about the scale properties of the objects. Activity 17 - In this activity, students will observe and evaluate videos to obtain information and communicate the scale properties of inner and outer planets. |
Activity 15 - In this activity, students make observations to describe the scale properties of a planet to identify the planet. Activity 16 - In this activity, students ask questions that arise from observing objects and phenomena in the solar system to seek additional information about the scale properties of the objects. Activity 17 - In this activity, students will observe and evaluate videos to obtain information and communicate the scale properties of inner and outer planets. |
Finish work from the week. |
January 25-29
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.3 - How can I describe it? 6.1.4 - What can I create? |
6.1.3 - How can I describe it? 6.1.4 - What can I create? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | 6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
6.1.1 - How do I move shapes on a grid? Problem 6-1 (roughly four challenges) 6.1.2 - How can I move shapes on a grid? Problems 6-8 and 6-9 |
Problems 6-18 through 6-23 Problem 6-33 |
Problems 6-18 through 6-23 Problem 6-33 |
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| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 8 - Moon Viewed from Earth Activity - 9 - Modeling Phases of the Moon |
Activity - 8 - Moon Viewed from Earth Activity - 9 - Modeling Phases of the Moon |
Activity - 9 - Modeling Phases of the Moon - Continued Activity - 10 - The Moon’s Reflection of Sunlight |
Activity - 9 - Modeling Phases of the Moon - Continued Activity - 10 - The Moon’s Reflection of Sunlight |
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| Asynchronous | Based on the text and video, why does the surface of the moon seem to change over time? Students will find information on the different phases of the moon, to understand that the moon doesn’t emit its own light, but is instead reflecting the light of the sun. |
Based on the text and video, why does the surface of the moon seem to change over time? Students will find information on the different phases of the moon, to understand that the moon doesn’t emit its own light, but is instead reflecting the light of the sun. |
Students will finish the modeling of the phases of the moon, creating a drawing the emulates what happens when the moon has different phases. | Students will finish the modeling of the phases of the moon, creating a drawing the emulates what happens when the moon has different phases. | Finish work from the week. |
February 8-12
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 6.2.3 - Are they similar? Lesson 6.2.4 What sequence makes them the same? |
6.2.3 - Are they similar? Lesson 6.2.4 What sequence makes them the same? |
6.2.5 - What do similar shapes tell us? 6.2.6 - How do I find a missing side? |
6.2.5 - What do similar shapes tell us? 6.2.6 - How do I find a missing side? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | 6.2.3 - Problems 6-64 through 6-66 Problems 6-76 through 6-79 |
6.2.3 - Problems 6-64 through 6-66 Problems 6-76 through 6-79 |
Problems 6-86 through 6-90 Problems 6-98 through 6-100 |
Problems 6-86 through 6-90 Problems 6-98 through 6-100 |
Mr. Lovins Zoom This week for FLY |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Students will use the CER method to describe the pattern in different lunar phases. | Students will use the CER method to describe the pattern in different lunar phases. | In this activity, students develop models of solar and lunar eclipses to gather evidence that explains what happens when the sun, moon, and Earth change position relative to each other. | In this activity, students develop models of solar and lunar eclipses to gather evidence that explains what happens when the sun, moon, and Earth change position relative to each other. | |
| Asynchronous | Create a scientific explanation for the question. This combines the claim that was made, the evidence that was collected, and a justification for why the evidence supports the claim (logical reasoning). The explanation should contain clear thoughts and accurate scientific vocabulary. | Create a scientific explanation for the question. This combines the claim that was made, the evidence that was collected, and a justification for why the evidence supports the claim (logical reasoning). The explanation should contain clear thoughts and accurate scientific vocabulary. | In this activity, you will model a solar and lunar eclipse. | In this activity, you will model a solar and lunar eclipse. | Finish work from the week. |
February 22-26
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Chapter 6 Nearpod Quest | Chapter 6 Nearpod Quest | CPM Lesson 7.1.1 - How can I represent the data? 7.1.2 - Is there a relationship? |
CPM Lesson 7.1.1 - How can I represent the data? 7.1.2 - Is there a relationship? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | Problems 7-1 through 7-3Problems 7-13 through 7-15 | Problems 7-1 through 7-3Problems 7-13 through 7-15 | Mr. Lovins Zoom This week for FLY | ||
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 13 - Solar Eclipse Data Activity 14 - Predicting an Eclipse. |
Activity 13 - Solar Eclipse Data Activity 14 - Predicting an Eclipse. |
Activity 15 - Unknown Planet Activity 16 - Planet Images. Activity 17 - Scale Properties. |
Activity 15 - Unknown Planet Activity 16 - Planet Images. Activity 17 - Scale Properties. |
|
| Asynchronous | Activity 13 - In this activity, students use patterns in the position of the sun, moon, and Earth during solar eclipses to interpret mathematical relationships to analyze eclipses. Activity 14 - In this activity, students analyze data to construct an argument about whether an eclipse will occur based on cyclic movement of Earth and the moon. |
Activity 13 - In this activity, students use patterns in the position of the sun, moon, and Earth during solar eclipses to interpret mathematical relationships to analyze eclipses. Activity 14 - In this activity, students analyze data to construct an argument about whether an eclipse will occur based on cyclic movement of Earth and the moon. |
Activity 15 - In this activity, students make observations to describe the scale properties of a planet to identify the planet. Activity 16 - In this activity, students ask questions that arise from observing objects and phenomena in the solar system to seek additional information about the scale properties of the objects. Activity 17 - In this activity, students will observe and evaluate videos to obtain information and communicate the scale properties of inner and outer planets. |
Activity 15 - In this activity, students make observations to describe the scale properties of a planet to identify the planet. Activity 16 - In this activity, students ask questions that arise from observing objects and phenomena in the solar system to seek additional information about the scale properties of the objects. Activity 17 - In this activity, students will observe and evaluate videos to obtain information and communicate the scale properties of inner and outer planets. |
Finish work from the week. |
March 1-5
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 7.1.3 - What is the relationship? Problems 7-23 through 7-27 |
7.1.3 - What is the relationship? Problems 7-23 through 7-27 |
7.2.1 - What’s the equation of the line? Problem 7-35 7.2.2 - How does y change with respect to x? |
7.2.1 - What’s the equation of the line? Problem 7-35 7.2.2 - How does y change with respect to x? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | Learning Log - 7-28 | Learning Log - 7-28 | Problems 7-43 through 7-47 | Problems 7-43 through 7-47 | Ms. Flaherty’s Zoom Link |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 18 - Exoplanets. Activity 19 - Wavelengths of light. |
Activity 18 - Exoplanets. Activity 19 - Wavelengths of light. |
Extension - 1 - Build a surface probe. | Extension - 1 - Build a surface probe. | |
| Asynchronous | Activity 18 - In this activity, students will construct a scientific explanation of the investigative phenomenon image and the Can You Explain? question or a question of their own. Activity 19 - In this activity, students critically read scientific text to obtain evidence that supports or refutes a claim about the properties of light reflecting off celestial bodies. |
Activity 18 - In this activity, students will construct a scientific explanation of the investigative phenomenon image and the Can You Explain? question or a question of their own. Activity 19 - In this activity, students critically read scientific text to obtain evidence that supports or refutes a claim about the properties of light reflecting off celestial bodies. |
You will design a probe that will land on the surface of one of the outer planets and collect data. Working with a partner, decide which planet you want to study and what you want to know about the surface of that planet. Then design a probe that will accomplish that mission. Include the following specifications in the list below. | You will design a probe that will land on the surface of one of the outer planets and collect data. Working with a partner, decide which planet you want to study and what you want to know about the surface of that planet. Then design a probe that will accomplish that mission. Include the following specifications in the list below. | Finish work from the week. |
March 8-12
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 7.2.3 How can I find the slope ratio? | Lesson 7.2.3 How can I find the slope ratio? | Lesson 7.2.4 What else can slope tell you? Lesson 7.2.5 Can I connect rates to slopes? |
Lesson 7.2.4 What else can slope tell you? Lesson 7.2.5 Can I connect rates to slopes? |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | Problems 7-55 through 7-58 | Problems 7-55 through 7-58 | Problems 7-68 through 7-70 Problems 7-77 through 7-79 |
Problems 7-68 through 7-70 Problems 7-77 through 7-79 |
Mr. Lovins’ Zoom Link |
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 20 Sub- unit assessment. - Review: Observing Planetary Objects | Activity - 20 Sub- unit assessment. - Review: Observing Planetary Objects | Concept 2.2 - Planetary Forces Introduction Activity 1 - Planetary Forces. Activity 2 - Water on Mars. Activity 3 - What do you already know about planetary forces? |
Concept 2.2 - Planetary Forces Introduction Activity 1 - Planetary Forces. Activity 2 - Water on Mars. Activity 3 - What do you already know about planetary forces? |
|
| Asynchronous | Students will be responsible for completing the assessment on sub unit 2.1 - Observing Planetary Objects. | Students will be responsible for completing the assessment on sub unit 2.1 - Observing Planetary Objects. | Activity 1 Planetary Forces - In this activity, students apply scientific ideas and principles to predict how changes in electric and magnetic forces cause water to disappear from a planet. Activity 2 - Water on Mars - In this activity, students gather information from media to ask questions to clarify evidence about whether life has ever existed on Mars. Activity 3 - What do you already know about planetary forces? - In this activity, students apply scientific ideas and principles to describe patterns in electricity and magnetism. |
Activity 1 Planetary Forces - In this activity, students apply scientific ideas and principles to predict how changes in electric and magnetic forces cause water to disappear from a planet. Activity 2 - Water on Mars - In this activity, students gather information from media to ask questions to clarify evidence about whether life has ever existed on Mars. Activity 3 - What do you already know about planetary forces? - In this activity, students apply scientific ideas and principles to describe patterns in electricity and magnetism. |
Finish work from the week. |
March 15-19
Math
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Lesson 7.3.1 - How can I use an equation? 7.3.2 - How can I describe the association? |
Lesson 7.3.1 - How can I use an equation? 7.3.2 - How can I describe the association? |
7.3.3What if the data is not numerical? Closure Chapter 7 |
7.3.3What if the data is not numerical? Closure Chapter 7 |
9:00am to 10:00am Fly program for all 8th graders. |
| Asynchronous | Problems 7-87 and 7-88 Desmos 7-87 Problems 7-97 through 7-100 Desmos 7-97 Newton's Revenge |
Problems 7-87 and 7-88 Desmos 7-87 Problems 7-97 through 7-100 Desmos 7-97 Newton's Revenge |
Problems 7-107 and 7-109 Closure Problems |
Problems 7-107 and 7-109 Closure Problems |
Mr. Lovins’Advisory Zoom Link |
Science
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 4 - Magnetic Field of Earth - In this activity, students critically read scientific text to obtain evidence that Earth is surrounded by a magnetic field. Activity - 5 - Detecting Magnetic Fields - In this activity, students conduct an investigation to produce data to serve as the basis for evidence that a cause-and-effect relationship can be used to predict the strength of magnetic fields around and between magnets. |
Activity - 4 - Magnetic Field of Earth - In this activity, students critically read scientific text to obtain evidence that Earth is surrounded by a magnetic field. Activity - 5 - Detecting Magnetic Fields - In this activity, students conduct an investigation to produce data to serve as the basis for evidence that a cause-and-effect relationship can be used to predict the strength of magnetic fields around and between magnets. |
Activity - 6 - Magnetic Potential Energy - In this activity, students critically read scientific text to obtain information about the cause-and-effect relationship between magnetic field and potential energy and then communicate the information in a comic strip. Activity 7 - Investigating Magnetic Fields - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. |
Activity - 6 - Magnetic Potential Energy - In this activity, students critically read scientific text to obtain information about the cause-and-effect relationship between magnetic field and potential energy and then communicate the information in a comic strip. Activity 7 - Investigating Magnetic Fields - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. |
|
March 22-26
Math
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Chapter 7 Quest on Nearpod | Chapter 7 Quest on Nearpod | 8.1.1 - Is the graph linear? 8.1.2 - How can I describe the growth? |
8.1.1 - Is the graph linear? 8.1.2 - How can I describe the growth? |
Grades Due - All work needs to be completed. |
| Asynchronous | Finish separate quest on Google Classroom, if absent or not finished to get full points. | Finish separate quest on Google Classroom, if absent or not finished to get full points. | Problems 8-1 through 8-4 8-2 Student eTool En Espanol 8-3 Student eTool En Espanol Problems 8-13 through 8-16 En Espanol |
Problems 8-1 through 8-4 8-2 Student eTool En Espanol 8-3 Student eTool En Espanol Problems 8-13 through 8-16 En Espanol |
|
Science
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 6 - Magnetic Potential Energy - In this activity, students critically read scientific text to obtain information about the cause-and-effect relationship between magnetic field and potential energy and then communicate the information in a comic strip. Activity 7 - Investigating Magnetic Fields - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. |
Activity - 6 - Magnetic Potential Energy - In this activity, students critically read scientific text to obtain information about the cause-and-effect relationship between magnetic field and potential energy and then communicate the information in a comic strip. Activity 7 - Investigating Magnetic Fields - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. |
Activity - 8 - Magnetic Fields of Other Planets - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. Activity - 9 - Magnetic Interactions - In this activity, students use models of magnetic forces to represent how the sun and moon and a magnet and compass interact similarly despite their differences in scale. |
Activity - 8 - Magnetic Fields of Other Planets - In this activity, students plan an investigation collaboratively about the effect of magnet length on strength of magnetic fields. They identify independent and dependent variables and controls, what tools are needed, and how measurements will be recorded. Activity - 9 - Magnetic Interactions - In this activity, students use models of magnetic forces to represent how the sun and moon and a magnet and compass interact similarly despite their differences in scale. |
Grades Due - All work needs to be completed. |
| Asynchronous | Activity - 6 - Reading Further | Activity - 6 - Reading Further | Activity 8 - Additional Reading (Optional) |
Activity 8 - Additional Reading (Optional) |
Finish work from the week. |
March 29-April 1
April 12-16
Math -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 8.2.3 - What if the exponent is negative? | 8.2.3 - What if the exponent is negative? | 8.2.4 - How do I compute it? 8.3.1 - Can I predict the output? Part 1 |
8.2.4 - How do I compute it? 8.3.1 - Can I predict the output? Part 1 |
Finish all work for the week. |
| Asynchronous | Problems 8-72, 8-73 and 8-75 through 8-79 Problems 8-80 through 8-84 |
Problems 8-72, 8-73 and 8-75 through 8-79 Problems 8-80 through 8-84 |
Problems 8-101 through 8-104 Problems 8-116 through 8-119 |
Problems 8-101 through 8-104 Problems 8-116 through 8-119 |
|
Science -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 14 - Earth as a generator | Activity - 14 - Earth as a generator | Activity - 15 - Water on Mars | Activity - 15 - Water on Mars | |
| Asynchronous | Activity - 14 - In this activity, students integrate scientific information in written text with that contained in media and visual displays to clarify the claim that Earth is a generator. Additional Reading Activity 14 |
Activity - 14 - In this activity, students integrate scientific information in written text with that contained in media and visual displays to clarify the claim that Earth is a generator. Additional Reading Activity 14 |
Activity - 15 - In this activity, students apply scientific ideas, principles, and evidence gained from the concept to revise predictions of how changes in electric and magnetic forces cause water to disappear from a planet or construct a scientific question to a question of their own. | Activity - 15 - In this activity, students apply scientific ideas, principles, and evidence gained from the concept to revise predictions of how changes in electric and magnetic forces cause water to disappear from a planet or construct a scientific question to a question of their own. | Finish work from the week. |
April 19-23
Math -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Chapter 8 Review | Chapter 8 Review | Chapter 8 - Quest | Chapter 8 - Quest | Finish all work for the week. |
| Asynchronous | Chapter 8 Closure Problems. | Chapter 8 Closure Problems. | |||
Science -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity - 16 - Solar Storm Chasers. | Activity - 16 - Solar Storm Chasers. | Extension #1 -Designing a maglev train model. OR Extension # 2 - The point of Earth’s magnetic field. |
Extension #1 -Designing a maglev train model. OR Extension # 2 - The point of Earth’s magnetic field. |
|
| Asynchronous | Activity - 16 - In this activity, students integrate scientific information from written text with that contained in media and visual displays to obtain evidence of the effects of solar winds on Earth’s systems. Activity 16 Additional Reading |
Activity - 16 - In this activity, students integrate scientific information from written text with that contained in media and visual displays to obtain evidence of the effects of solar winds on Earth’s systems. Activity 16 Additional Reading |
Can you design a model of a maglev train? How does Earth’s magnetic field cause a compass to point North? |
Can you design a model of a maglev train? How does Earth’s magnetic field cause a compass to point North? |
Finish work from the week. |
May 3-7
Dear 8th grade families,
Alum Rock teachers are giving all students an end of the year test. Here is how you can help us receive the best data possible.
- We are administering a test to measure your student’s abilities in Mathematics and Language Arts. This test is really important to us as teachers, so that we can see where your student’s strengths are, and where they still need some assistance. For this test, the students must be in a room, or area of the home, where they are away from all other people and distractions.
- Only the student should be working on this test. The test doesn’t help us see what your student is capable of, if they receive help. So please make sure that there is no one helping the student with the test, or the results won’t be accurate.
- During the testing session the student should have the CAMERA ON so that the teacher can observe them. As teachers, we will be following the student’s computer usage on Hapara. Hapara is a program that allows the teachers to see all of the websites, and work that the students are doing on their laptops. Please make your student aware of this, so they are not tempted to go someplace distracting.
The student's Weekly Schedule will be as follows for both classes.
Math -
| Assignments | |||||
| Monday - 5/3 | Tuesday - 5/4 | Wednesday 5/5 | Thursday 5/6 | Friday 5/7 | |
| Synchronous | Fastbridge Testing | Fastbridge Testing | Fastbridge Testing | Fastbridge Testing | |
| Asynchronous | Make-Up work for progress reports. | Make-Up work for progress reports. | Make-Up work for progress reports. | Make-Up work for progress reports. | Finish work from the week. |
Science -
| Assignments | |||||
| Monday 5/3 | Tuesday - 5/4 | Wednesday 5/5 | Thursday 5/6 | Friday 5/7 | |
| Synchronous | Fastbridge Testing | Fastbridge Testing | Fastbridge Testing | Fastbridge Testing | |
| Asynchronous | Make-Up work for progress reports. | Make-Up work for progress reports. | Make-Up work for progress reports. | Make-Up work for progress reports. | Finish work from the week. |
Please make sure your child has a pencil and paper (graph paper if possible) and/or their whiteboard and dry erase marker to take notes and do their math. Students should not use a calculator, unless the testing program provides them with one.
Sincerely,
Mr. Lonny Lovins
(408) 755-5173
Lonny.lovins@arusd.org
May 10-14
Math -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | 9.2.1 - What kind of triangle can I make? |
9.2.1 - What kind of triangle can I make? |
9.2.2 - What is special about a right angle? 9.2.3 - How can I find the side length? Part 1 |
9.2.2 - What is special about a right angle? 9.2.3 - How can I find the side length? Part 1 |
|
| Asynchronous | Problems 9-51 through 9-54 | Problems 9-51 through 9-54 | Problems 9-68 through 9-71 Day 1: Problems 9-80 through 9-83 |
Problems 9-68 through 9-71 Day 1: Problems 9-80 through 9-83 |
Finish work from the week. |
Science -
| Assignments | |||||
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Synchronous | Activity 1 - Orbital Forces. Activity 2 - Pluto’s Moons |
Activity 1 - Orbital Forces. Activity 2 - Pluto’s Moons |
Activity 3 - Pluto Activity 4 - What do you already know about Orbital Forces? |
Activity 3 - Pluto Activity 4 - What do you already know about Orbital Forces? |
|
| Asynchronous | Please define the words below, and attach them to the Google classroom. |
Please define the words below, and attach them to the Google classroom. |
Activity 3 - In this activity, students obtain information and record their prior knowledge and new knowledge about Pluto. Activity 4 - In this activity, students use prior knowledge to describe the role gravity plays in the solar system. Complete Assignments for the week. |
Activity 3 - In this activity, students obtain information and record their prior knowledge and new knowledge about Pluto. Activity 4 - In this activity, students use prior knowledge to describe the role gravity plays in the solar system. Complete Assignments for the week. |
Finish work from the week. |
Electives. Clases Optativas. Môn tự chọn trong lớp
Electives. Optativas. Môn tự chọn. Mga Halalan.
6-8 Physical Education (PE), Mr. Negrete
Syllabus
Accordion
- November 2-6
- November 9-13
- November 16-20
- ARCHIVE
- December 7-11
- January 4-8
- January 19-22
- February 8-12
- February 22-26
- March 1-5
- March 8-12
- March 15-19
- March 22-26
- April 12-16
- April 19-23
- April 26-30
- May 3-7
- May 10-14
- June 1-4
November 2-6
November 9-13
November 16-20
ARCHIVE
December 7-11
January 4-8
January 19-22
February 8-12
February 22-26
March 1-5
March 8-12
March 15-19
March 22-26
April 12-16
April 19-23
April 26-30
May 3-7
May 10-14
June 1-4
Band, Mr. Magsino
Other electives are taught by students' core teachers.
Go to the correct grade level tab to find the elective teacher.
ELD III- Grade 6, Mrs. Harrison; STEAM - Grade 6, Ms. Nielsen; Debate - Grade 7, Mr. Brooks; ELD I - Grade 7, Mrs. Garcia; Current Events - Grade 8, Mr. Lovins; World & Regional Geography - Grade 8, Ms. Flaherty
