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Educating Our Eagles – Volume 2

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<strong>Educating</strong><br />

our <strong>Eagles</strong>


CONTENTS<br />

4<br />

Introduction - Curriculum Director, Julie Dolan<br />

16<br />

6<br />

8<br />

10<br />

12<br />

13<br />

Fourth Grade - Weathering, Erosion,<br />

Deposition Hiking Trip with Dale Abrams<br />

<strong>–</strong> Amy Murray, Tina Kreis<br />

Ninth Grade - Créez votre bande dessinée<br />

<strong>–</strong> Pierre Leger<br />

Twelfth Grade - Research Paper <strong>–</strong> Victoria Aldam<br />

Seventh Grade - Night at the Museum<br />

<strong>–</strong> Andrew Rapport<br />

Ninth Grade - Fitness Game<br />

<strong>–</strong> Josh King<br />

14<br />

First Grade - Gingerbread Unit<br />

<strong>–</strong> Christina Carlson<br />

16<br />

First Grade - What's in Your Hot Cocoa<br />

<strong>–</strong> Ashley Lotz, Christina Carlson<br />

17<br />

Tenth Grade - Silver & Gold Oxidation/<br />

Reduction <strong>–</strong> Timothy Schwartz<br />

12<br />

13<br />

18<br />

Fifth Grade - Science/Water Filter Design<br />

Contest <strong>–</strong> Claudine Mallory<br />

EDUCATING OUR EAGLES<br />

2 EDUCATING OUR EAGLES 3


INTRODUCTION<br />

From SBRSD’s Director of Curriculum<br />

and Instruction, Julie Dolan<br />

Julie Dolan<br />

Director of Curriculum<br />

and Instruction<br />

A<br />

s I reflect over the past six months,<br />

being the Director of Curriculum<br />

and Instruction, I am amazed and<br />

proud of all the challenging work<br />

our staff has put into providing the<br />

best education possible for all our students. These<br />

have been trying times for all, but I am pleased to say<br />

our staff has stepped up and put student needs before<br />

their own; working tirelessly to meet their health,<br />

academic, and social emotional needs.<br />

As we are preparing for a much-needed winter break<br />

I encourage you to reach out and thank your<br />

student’s teachers for all they do, and I would like<br />

to thank all of you for your support in our mission<br />

to inspire all students to be resilient, curious, and<br />

ethical global citizens.<br />

I hope you enjoy this issue of “<strong>Educating</strong> <strong>Our</strong> <strong>Eagles</strong>”<br />

and as always, I am available to answer and discuss<br />

and curriculum questions you may have. You can<br />

reach me at Jdolan@sbrsd.org.<br />

Happy New Year!<br />

EDUCATING OUR EAGLES<br />

4 5


ELEMENTARY SCHOOL - FOURTH GRADE<br />

Weathering, Erosion, Deposition<br />

Hiking Trip with Dale Abrams<br />

Description:<br />

Students will be able to observe and identify examples of weathering, erosion, and<br />

deposition while hiking at Lime Kiln Sanctuary.<br />

Student Learning Goals/Outcomes:<br />

• Find evidence to support how the landscape has changed over time.<br />

• Make observations and collect data showing weathering (how rocks have broken into<br />

small pieces), erosion (the moving of those pieces), and deposition (dropping the material<br />

in a new location).<br />

Review:<br />

Students enjoyed the hands-on experience of being outside and discovering examples<br />

for themselves of what we were learning about in the classroom. A highlight was a huge<br />

boulder found in a field. We determined it was left there by a glacier many years ago.<br />

Frameworks:<br />

Earth & Space Sciences: Erosion, Weathering, Deposition 4-ESS1-1 and 4-ESS2-1<br />

EDUCATING OUR EAGLES<br />

6 EDUCATING OUR EAGLES 7


HIGH SCHOOL - NINTH GRADE<br />

Créez votre bande dessinée<br />

Description:<br />

Each year, the “Centre de la Francophonie des Amériques organizes an international contest.<br />

This year, our 9th grade students participated. Students were asked to create a visual narrative<br />

showcasing a character of their imagination, a (super)hero, an animal. The story had to take<br />

place in a francophone region of the Americas and students had to write dialogues including<br />

specific language expressions (idioms) used in the region where the story is taking place<br />

Student Learning Goals/Outcomes:<br />

As a result of instruction, students will be able to...<br />

• discover the francophone regions of the Americas: Quebec, Vermont, Maine, Louisiana,<br />

California, Caribbean islands, Haïti, French Guyana<br />

• discover the diversity of the French language within the Americas.<br />

• write a short story in French in the form of a visual narrative following specific steps:<br />

synopsis, scenario, dialogues, and finally the drawing.<br />

Review:<br />

Students had fun discovering and comparing various French idiomatic expressions with the<br />

ones they use every day in English. Students did not necessarily realize that idioms used in<br />

Louisiana were not used in Quebec or in the Caribbean and vice versa. Students had to be<br />

creative to come up with their story line and dialogues. Students were challenged in using<br />

idiomatic expression in context (narration or dialogues). Students had fun creating their<br />

visual narrative.<br />

MA Frameworks<br />

Presentational communication <strong>–</strong> Provide simple, basic, prepared information in culturally<br />

appropriate ways. (NM.3.b.)<br />

Comparisons <strong>–</strong> Investigate, explain, and reflect on the nature of culture through comparisons<br />

of the language studied and their own by comparing basic idiomatic expressions. (NM.6.b.2.<br />

EDUCATING OUR EAGLES<br />

8 EDUCATING OUR EAGLES 9


HIGH SCHOOL:<br />

Twelfth Grade Research Paper<br />

ELEMENTARY SCHOOL:<br />

Science/Water Filter Design Contest<br />

As a graduation requirement, every senior chooses a topic of their choice and develops a unique<br />

research question around that topic. The subjects vary by student interest and this year some<br />

interesting topics included the effects of different stimuli on the mind of a criminal, marine avionics,<br />

finding the root of systemic racism, and even grade inflation and critically analyzing the<br />

current public school grading system. Each student then uses class time and time in the computer<br />

lab to research, write, and revise. Students reviewed and received instruction on proper<br />

updated MLA requirements. Interdisciplinary collaboration with the librarian and library resources allows for<br />

up-to-date information to be provided to the students. At the end of the eight week-long project, students craft<br />

and submit a polished, complete, individual research paper up to ten pages in length.<br />

Fifth grade students evaluated filtering materials and built a water filter prototype to test<br />

their designs.<br />

As a result of instruction, students will be able to:<br />

• use the design process<br />

• evaluate materials<br />

• build, test and improve a prototype<br />

Observation:<br />

Students were proud of their work, and eager to assess their designs to make improvements .<br />

As a result of instruction, students will be able to:<br />

• complete sequential steps to writing a research paper.<br />

• demonstrate understanding of MLA methods in their research paper.<br />

• complete a well done, informative research paper.<br />

• include an MLA formatted Works Cited page.<br />

Observations:<br />

Students found success with the one-on-one and full group instruction models. Peer review practices and<br />

different revision strategies also proved helpful. Not only did students find the concrete rubrics and scaffolded<br />

milestones helpful for breaking up the large, multi-week project, they were also able to spend this time researching<br />

a topic of their choosing. By providing students with agency, the buy-in for the assignment is stronger. Often-times,<br />

the topics correspond with potential careers and continuing education majors, which is entirely fitting<br />

for these senior eagles about to leave the nest.<br />

A Selection of MA Standards:<br />

English Language Arts 6-12 (2017)<br />

Reading: Informational Text<br />

1. Read closely to determine what the text says explicitly and to make<br />

logical inferences from it; cite specific textual evidence when writing or<br />

speaking to support conclusions drawn from the text.<br />

Integration of Knowledge and Ideas<br />

7. Integrate and evaluate content presented in diverse formats and media,<br />

including visually and quantitatively, as well as in words.<br />

Range of Reading and Level of Text Complexity<br />

10.Independently and proficiently read and comprehend complex literary<br />

and informational texts independently and proficiently.<br />

Text Types and Purposes<br />

1. Write arguments to support claims in an analysis of substantive topics<br />

or texts, using valid reasoning and relevant and sufficient evidence.<br />

Production and Distribution of Writing<br />

4. Produce clear and coherent writing in which the development, organization,<br />

and style are appropriate to task, purpose, and audience.<br />

EDUCATING OUR EAGLES<br />

10 EDUCATING OUR EAGLES 11


MIDDLE SCHOOL:<br />

Night at the Museum<br />

W<br />

ellness tudents<br />

created a fitness<br />

board game<br />

based off of previous<br />

favorite<br />

games they have<br />

played (i.e. Monopoly, Life, Trouble, etc.)<br />

for a ninth grade Wellness project. They<br />

used knowledge from our fitness units to<br />

create a board game that included exercises,<br />

stretches, yoga poses, etc. that will be<br />

used in their game.<br />

HIGH SCHOOL<br />

Wellness: Fitness Board Game<br />

T<br />

7th grade was involved in a multidisciplinary<br />

unit this month. After watching the movie<br />

Night at the Museum, 7th graders worked in<br />

groups to create their own “Night at the Museum”.<br />

Students chose a night guard to star in<br />

their movie, then researched and chose any<br />

museum from anywhere in the world for their setting. In<br />

small teams they created a storyboard for their movie that<br />

included historical figures and scientific facts. Each story<br />

required a climax and resolution. Once again, this activity<br />

proved that group-work produces great results! We saw some<br />

very creative storyboards.<br />

Learning Outcomes:<br />

• Collaboration<br />

• History<br />

• Science<br />

As a result of instruction,<br />

students will be able to:<br />

• Student's will create a game<br />

geared towards physical fitness<br />

based on their previous knowledge<br />

and understanding of fitness.<br />

• Demonstrate understanding of<br />

physical fitness, strength training<br />

and conditioning.<br />

• Apply safe practices, rules, procedures,<br />

and sportsmanship etiquette<br />

in physical activity settings, including<br />

how to anticipate potentially<br />

dangerous consequences and outcomes<br />

of participation in physical<br />

activity.<br />

Observations:<br />

Student's worked well together in their<br />

groups they chose. They all seemed to<br />

enjoy creating a game with exercises and<br />

rules of the game to play. Overall there<br />

was excitement in the activity as it was<br />

something new we did this year.<br />

EDUCATING OUR EAGLES<br />

12 EDUCATING OUR EAGLES 13


ELEMENTARY SCHOOL:<br />

Gingerbread Unit<br />

Description:<br />

For the past few weeks, first graders have been reading Gingerbread Man stories and<br />

comparing and contrasting them. We celebrated this unit by writing and sharing our own<br />

Gingerbread stories.<br />

Student Learning Goals/Outcomes:<br />

Students...<br />

• applied knowledge of gingerbread stories to create their own story<br />

• used grade level writing and phonics skills<br />

• made sure their detailed picture matched the words in their story<br />

• shared with their classmates<br />

Review:<br />

The students did a great job being creative, applying what they know about the traditional<br />

story to make their own. They were very excited to share their stories to their peers.<br />

EDUCATING OUR EAGLES<br />

14 EDUCATING OUR EAGLES 15


ELEMENTARY SCHOOL:<br />

What is in your hot cocoa?<br />

HIGH SCHOOL:<br />

Holiday Ornaments<br />

Silver & Gold<br />

Holiday Oxidation/Reduction<br />

Tenth grade science students experimented<br />

with Oxidation/Reduction<br />

in a holiday-themed organic<br />

chemistry lesson.<br />

Student learning outcomes:<br />

• describe the process of oxidation/reduction and<br />

the formation of a patina.<br />

First grade gives monthly “family” homework assignments for students to complete with<br />

their family to support student and family engagement. The assignment for December<br />

was "What is in your hot cocoa?" where students and their families had to write clues of<br />

what they “hid” in their hot cocoa. Then, in class, the students read the clues and classmates<br />

guess what they hid.<br />

As a result of instruction, students will be able to:<br />

• create a home/school connection<br />

• increase student and family engagement<br />

• work on grade level writing and phonics skills<br />

• read and share writing with peers<br />

Observation:<br />

Students are amazed by the zinc removal via<br />

hydrochloric acid and the generation of the<br />

hydrogen gas bubbles. Some would like to set<br />

the hydrogen gas on fire but that is for another<br />

lesson.<br />

Observation:<br />

This project was a huge hit for the first graders and their families! They created very clever clues and<br />

stumped their classmates who guessed more times than not. The class was engaged and very good<br />

listeners as their classmates read the clues and called on friends to guess.<br />

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EDUCATING OUR EAGLES<br />

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