Week of Jan. 26 – 30

Social Studies

This week students are wrapping up watching the videos and taking notes on People Power Revolution. Here is the link to all of the videos and supporting notes for anything they might have missed during class. I highly suggest that students go back and re-watch the videos to help them understand the important events and people. Students have been working on a timeline of events for People Power Revolution using the website Dipity and I have posted below a document to help with their timelines that has the major events that need to be included with a brief description. They will also need to insert a picture for each event on their Dipity timelines. The timelines are due first class next week. Finally, they will have a quiz on the events, people and places important to the PPR the last class next week. We will review the events and people during SI class and here is a link to help study the places they need to locate on a map.

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We have been exploring this week how the Pythagorean Theorem came about and why A-squared + B-squared = C-squared. They have now been introduced to the equation and will be using it to find the different lengths of sides on a right triangle. I have posted a presentation below that explains the theorem and also contains extra practice from Ms. Naggea. Students next week will begin to work with word problems involving the use of the theorem and then we will be preparing for the geometry unit assessment.

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Most students have finished their novels and are preparing to write the expository essay on a question they picked earlier on the choice board. Most students are looking at the changes that happened to the main character or the theme of the novel. We are guiding them with their thesis statements based off of their question and then helping them find evidence from the novel that supports their answer. I have posted a presentation below that looks at how to create a thesis statement and how to structure an expository body paragraph. Students will then be expected to write their essay following this format based off of their thesis and using supporting evidence. They will write this essay in class the last week of February. Next week students will check out a second novel and begin reading it while we work on constructing our essays.

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This week was centered on a lab that investigated the amount of work it takes to get to the top of a mountain. Students were asked which would take more work, going straight up the mountain or taking a winding road. The lab revealed that they would both take the same amount of work. The formula for work is Work= Force (Newtons) x Distance (meters). They found that going straight up increased the force but reduced the distance. The winding road decreased the force but increased the distance, resulting in the two being the same amount of work. They are now expected to do a complete lab write-up (similar to what they will do next year in HS) to express their findings from the lab. We have been spending a lot of time this week guiding them through the write-up process as practice. I have posted a sample lab write-up below so students can see how each section was completed. The lab write-up will be due at the beginning of next week. Next week we will begin a new lab investigation on pendulums and what changes the speed of the pendulum’s swing, mass of pendulum, height of swing, or length of pendulum.

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