We are tracked out!  See everyone back on January 25th.

 

During our track out this year is the magnet school application period.  Students took home information today about a specific magnet school, and I am putting some more information here for your perusal.  Students also received their base school assignment today.  This is the school that they are scheduled to attend next year unless they are accepted into a magnet school.

 

I highly suggest taking a look at your middle school options, and seeing if there might be a school that is a better fit for your student and your family.  There are many options, including many that have neighborhood busing.

Here is the process in a nutshell:

You apply, giving your 1st through 5th choices

A bit of a lottery occurs, and students are given their choices, or put on a waiting list.

 

The application period is from January  7th to January 22nd

The application/magnet website is here, but it is not the most simple of sites to navigate, so I am including some important links below.

 

To find your base school, go here

You can also click on maps there to look at school divisions and get transportation information.

The different magnet middle schools are here

On that page, click on each one for information

 

If you are interested in a magnet school, the application will be accessible starting January 7th I believe.

Again, the application dates are January 7th to January 22nd.  I strongly encourage you to take a look and apply if a school looks like it would be a good fit.

 

 

 

I hope you all have a fabulous track-out.

 

READ!!

 

-Mr. Potter

SO

MUCH

FOOD

 

 

Ask students to bring in their interims signed, and it takes 3 weeks.

Ask students to bring in a form saying that can eat chips, and I get them all the next day.

 

Our winter social was a lot of fun.  There was entirely too much food, however, and so students are taking almost half of what they brought in home.  Thank you so much to everyone that brought in food, and to Mrs. Slifer for volunteering and helping with the food.

 

 

Tonight students should simply read, read, read!!

 

Tomorrow is a very short day.  We will do some math in the morning, then we have a musical program featuring A Different Drum.  After that we have our lunch, and then it’s pretty much time to go home.  Please remember that it’s early release tomorrow.  School is out at 12:30.

 

so, tl;dr

food is good

but there was too much

read tonight!

 

Have a good one,

 

-Mr. Potter

This morning we took our Case 21 science test.  The students really worked hard on this.  Many took their time and reasoned out their answers.  I was quite proud of them.

 

The only homework we have tonight is to read.  We have a VERY long track-out coming up, and I really want students in the habit of reading every day.  They should continue to read especially during track-out.

 

Please remember that Friday is track-out day, and is a half-day schedule.  We won’t be back until January 25th.  wow.

 

Tomorrow is also our winter social!  We will have a little party from 1:30pm until 2:30pm.  If you’d like to come help out or just hang out, feel free to join us in our classroom!

 

Have a good one,

 

-Mr. Potter

Thank you so much to all of the parents that came out last Thursday to our APTT meeting.  Your involvement and interest in your student’s education makes all the difference, and makes my job so much easier.  I apologize for the lack of updates and for my appearance last Thursday.  I was sick, and was not doing to well.

 

Tomorrow is the field trip!!!

 

Please make sure your student gets to school on time as per their regular method.  We will leave the school at 9:30 am to go to the North Carolina Museum of Natural Sciences where we will enjoy quite a day packed with learning opportunities!  We will return to Lockhart around 2pm and students will dismiss as normal.

 

Important Dates:

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

 

Today we spent our day reviewing all of the science concepts we have talked about so far this quarter.  We looked at human body systems, genetics, and inherited vs. learned traits and behaviors.  We also took a little test on these concepts together.

 

Tonight students should take this quiz and pick FOUR questions that they got incorrect.  They should write the correct answers to these questions, and then explain WHY those are the correct answers.  The hope here is that they come to understand a concept that they didn’t quite understand before they took the quiz.

 

We also watched a quick Bill Nye video on DNA and genes as a review.  In case students want to double check that, it’s here.

They also had some questions to answer after the video, but I believe all students finished this in class.

Bill Nye Genes

 

 

SO, tl;dr

Get a good night’s rest.

If you signed up to bring your own lunch on the field trip tomorrow, make sure you bring it! Students got a reminder about this today.

Pick 4 questions you got wrong, tell me the correct answer, and why it’s the answer.

and read!!

 

Have a good one,

 

-Mr. Potter

 

IMPORTANT DATES:

Thurs, Dec 10th: Language Arts Case 21

Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM

Fri, Dec 11th: Math Case 21

 

Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

 

Also let’s add to that list:

Today students got a little information sheet about our winter social that is occurring Dec 17th from 1:30 – 2:30 pm.  It is essentially a little mid-year party, and students may bring in some snacks to share.  Please ask your student for their permission slip, and let us know if you can volunteer to bring in a snack to share with the class.  Also if you’d like to come help set up/serve/cleanup or just want to hang out with us next Thursday, we’d love to have you!

 

Today we spent the majority of the day reviewing our math from the quarter.  Students got a new packet of review material, but it is NOT due tomorrow….

MathReviewQtr2Set2

 

Instead, as we have a very long and taxing Language Arts test tomorrow, I am asking that students simply read tonight, get a good night’s rest, and that they please eat something for breakfast.

 

So just read, sleep, and eat! That’s all I ask!

 

Apologies for short update – this week is kind of hectic with meetings and other things to get ready for.  I *promise* there will be pages and pages of ramblings about our classroom at a later date!

 

 

Have a good one,

 

-Mr. Potter

Sorry this is going to be quick, as I have a meeting in 10 minutes….

IMPORTANT DATES:

Thurs, Dec 10th: Language Arts Case 21

Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM

Fri, Dec 11th: Math Case 21

 

Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

We did a LOT of math review today.  Tonight students have a review packet to finish.  We spent literally 2 hours on this, so I don’t expect them to have *too* much left to do.  Probably 2-3 pages left at most.

MathReviewQtr2

 

We also had a farewell to our plants.  We took our plants up to the nearby woods and added them to the forest floor.  Hopefully they will decompose and help keep the forest healthy.

 

Sorry for the short post again.  There are crazy ladies in my classroom and I have to get to a meeting.

 

so, tl;dr (really?????)

math packet

MathReviewQtr2

And read!!

 

Have a good one,

-Mr. Potter

 

IMPORTANT DATES:

Thurs, Dec 10th: Language Arts Case 21

Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM

Fri, Dec 11th: Math Case 21

 

Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

 

Today we talked some more about persuasive essays, and how their entire point is to PERSUADE someone that your opinion is the most correct.  We touched on how our reasoning must be sound and make sense.  Tonight students should write a short persuasive essay.  They were given these specifications:

Pick one of these and write a persuasive essay about it. (minimum TWO reasons!)
1. Should students be allowed to have cell phones at school? Convince someone.
2. Which are better? Dogs or cats? Convince someone.
3. Which are creepier? Spiders or cockroaches? Convince someone.
4. Should children be allowed to get driver’s licenses? Convince someone.

 

In Science we took a look back at the respiratory system, and then made a little model of a lung and diaphragm.  Ask your student if they can name the pieces of the model (lung and diaphragm!) and how they describe how our breathing works.

 

In math we talked about how many of the problems we will be doing combine all of the skills we have been working on.  Even the simplest of problems will often ask us to perform multiple operations and take multiple steps.

 

Tonight students have a set of word problems that involve fractions.  These problems will ask students to multiply, add, and subtract fractions (some with multiple steps!).  Students should utilize any strategy they would like in order to find the answers.  However I personally would highly suggest a rectangular model.

FractionOperationWordProblems

 

 

so, tl;dr

Pick one of these and write a persuasive essay. (minimum TWO reasons!)
1. Should students be allowed to have cell phones at school? Convince someone.
2. Which are better? Dogs or cats? Convince someone.
3. Which are creepier? Spiders or cockroaches? Convince someone.
4. Should children be allowed to get driver’s licenses? Convince someone.

 

Fraction word problems!

FractionOperationWordProblems

 

And read!

 

Have a good one,

 

-Mr. Potter

 

 

I know you’re not getting tired of these announcements….

IMPORTANT DATES:

Thurs, Dec 10th: Language Arts Case 21

Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM

Fri, Dec 11th: Math Case 21

 

Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

 

So this morning we kept talking about the human body systems and how they work to keep us alive.   We also talked about how the systems work with EACH OTHER to keep us alive.  One system on it’s own wouldn’t be enough to keep us going.  It’s the collection of all systems that help our bodies to run smoothly.

Students again were tasked with drawing a chart today.  This time, they were given graph paper and asked to make a chart very similar to yesterday’s.  Again they were given just a few specifications and asked to create the chart on their own.  Today was MUCH better, I must say.

Afterwards we talked about what strategies we used to create our charts.  Some students said they used what they learned yesterday, and other students said they came up with brand new ideas.  We talked about how even if it’s something brand-spanking new, we oftentimes have experiences that we can apply in some way.  It is imperative that we try and think about how we can apply what we already know to new challenges, and do our best given what we have.  Giving up or not trying at all are not options.

Tonight students should fill out the chart by answering these two questions about each system:

How does this system work with others in your body ?

What would happen if you did not have this system?

(you are not allowed to simply answer “you would die” to the second question.  If that is the ultimate result, WHY would you die? HOW would you die?)

HumanBodySystemsChart2

 

Next we started talking about DNA and traits.  We talked about how DNA acts as instructions for our cells.  It tells our cells what to do, and essentially how to create us.

We did an activity where we ‘built’ a dog.  We pulled different ‘strands’ of DNA (little strips with codes written on them) out of a bag.  We then looked at a chart, which told us what traits each strip indicated.  Did our dog have a long body?  A short body?  Muscular legs?  A short stubby tail?  Droopy ears?

Students pulled out multiple strands of DNA until they had built a complete dog.  They then drew their dog based on the traits selected by the DNA pieces.  We talked about how even though there were really only 4 different pieces of paper, they described MANY different traits, and no two people’s dogs looked alike.  We then extended that to how nobody in our class looks the same, even though we all share very similar DNA.

 

In recess we had to ban 4-square today.  We had too many incidents of people cheating, cutting in line, and constantly ignoring the rules.  As such, 4-square is gone for the rest of the week.  I told students if they would like to come to me on Monday with a promise and a plan of how they will play 4-square in a civil manner, that they are welcome to try again.  4-square is very serious business.

 

In math we again talked about multiplying fractions.  Many students are coming to understand this concept, which is fantastic.  Some students are also coming to realize the ‘shortcut’ for multiplying fractions.  I told them not to share this with their peers.  Instead they should be thinking WHY does the shortcut for multiplying fractions work?  We will be talking about it tomorrow, and I dropped some  pretty big hints today as to why you can multiply fractions so easily with a shortcut.

Tonight students have 4 more problems to do as we have been doing them.

MultiplyingFractions3

 

 

so, tl;dr

Fill out a new chart on how systems in our body work together and what would happen without them

HumanBodySystemsChart2

Do some fraction multiplication with fraction models

MultiplyingFractions3

 

And read! Everyone has a NCCBA book! (Except Rafiekha.  Sorry Rafiekha I will have it Monday!)

 

Have a good one,

 

-Mr. Potter

We have no time! NO TIME!!

 

IMPORTANT DATES:

Thurs, Dec 10th: Language Arts Case 21

Thurs, Dec 10th: APTT meeting # 2 5:30 – 6:30 PM

Fri, Dec 11th: Math Case 21

 

Tues, Dec 15th: Field Trip to North Carolina Museum of Natural Sciences

Wed, Dec 16th: Science Case 21

Friday, Dec 18th: Last day of 2nd quarter

We then have a LONG track-out, and don’t come back in until January 25th!

 

 

So today students turned in their final persuasive essays.  Overall this was very well done.  We only had 3 students who didn’t get this turned in.

 

We talked a good deal this morning about human body systems, and we started a chart describing the systems.  We mixed in some math and measurement, and the students were tasked with using a ruler to break their paper up into even rows and columns to fill in the information.

We had a few students get a tad frustrated with this.  Ask them about it.  Did they see it as a challenge to figure out?  Or did they sit there and hope someone else would just give them an answer?  We talked about which of these types of students would be successful, and how it’s important to see challenges as opportunities for us to learn, and not something to be avoided.

 

Tonight students should finish these charts, by filling in the function of each system as well as its major organs.  They have notes and passages they have read to reference.

HumanSystemChart

 

Students also have a set of questions that goes with yesterday’s passage on the brain.  As always, please include reasoning!

BrainPassageQuestions

 

In math today we talked a good deal more about multiplying fractions.  We specifically discussed how if we are multiplying by fractions that are less than one,  we are describing FRACTIONS OF FRACTIONS.  It can be tough for students to wrap their heads around the idea that we are taking pieces of pieces. Something like 2/3 x 1/4 means not 2/3 of a whole, but 2/3 of 1/4 (of a whole).

Tonight students are working backwards.  I have provided them with models of multiplication problems being performed (with the rectangular fraction models). They must tell me what each model is describing, and also what the mathematical problem is (as well as its answer).

MultiplyingFractions_WorkingBackwards

 

 

So, tl;dr

Human body systems chart

HumanSystemChart

questions on the brain

BrainPassageQuestions

Tell me what these models are describing

MultiplyingFractions_WorkingBackwards

 

And as always, read!

(students got a NCCBA book from me today if they didn’t already have one, and they should definitely be reading this!)

 

Have a good one,

 

-Mr. Potter