MATH
This week we charted new territory (both figuratively and literally) as we began our study of data analysis and graphing. Of all the mathematic objectives I teach, this is among one of my very favorite units due to the opportunity to cultivate students’ critical thinking skills. These skills include thought processes such as comparing/contrasting, analyzing, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Most importantly, it’s about making observations and asking questions – my favorite! Steven D. Schafersman sums it up nicely when he states, “Life can be described as a sequence of problems that each individual must solve for one's self. Critical thinking skills are nothing more than problem solving skills that result in reliable knowledge. Humans constantly process information. Critical thinking is the practice of processing this information in the most skillful, accurate, and rigorous manner possible, in such a way that it leads to the most reliable, logical, and trustworthy conclusions, upon which one can make responsible decisions about one's life, behavior, and actions with full knowledge of assumptions and consequences of those decisions.” So as I said earlier, I believe collecting, displaying, interpreting, and contemplating various data provide excellent opportunities to hone these important skills.
This week we focused on the following types of graphs: back-to-back stem-and-leaf plots, histograms, line plots, and box-and whisker plots. We also learned about outliers (data points that occur way outside of the cluster of data), what causes them, and the effect they have on a data set by watching an excellent online video (click here to view). To make this experience more meaningful, students then had to create situations where they, themselves, would be considered outliers. Be sure to ask your child about his/her example. Mrs. Alter led a wonderful lesson, Wetheads, in which students used back-to-back stem-and-leaf plots to compare predictions to actual outcomes within a science experiment context. We also learned how to construct a box-and-whisker plot which is useful in comparing data and showing normal and extreme ranges. First we collected data (which in this case was the various shoe sizes in our room), and then we represented the data in two formats: a line plot and a box-and-whisker plot.
This week we charted new territory (both figuratively and literally) as we began our study of data analysis and graphing. Of all the mathematic objectives I teach, this is among one of my very favorite units due to the opportunity to cultivate students’ critical thinking skills. These skills include thought processes such as comparing/contrasting, analyzing, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Most importantly, it’s about making observations and asking questions – my favorite! Steven D. Schafersman sums it up nicely when he states, “Life can be described as a sequence of problems that each individual must solve for one's self. Critical thinking skills are nothing more than problem solving skills that result in reliable knowledge. Humans constantly process information. Critical thinking is the practice of processing this information in the most skillful, accurate, and rigorous manner possible, in such a way that it leads to the most reliable, logical, and trustworthy conclusions, upon which one can make responsible decisions about one's life, behavior, and actions with full knowledge of assumptions and consequences of those decisions.” So as I said earlier, I believe collecting, displaying, interpreting, and contemplating various data provide excellent opportunities to hone these important skills.
This week we focused on the following types of graphs: back-to-back stem-and-leaf plots, histograms, line plots, and box-and whisker plots. We also learned about outliers (data points that occur way outside of the cluster of data), what causes them, and the effect they have on a data set by watching an excellent online video (click here to view). To make this experience more meaningful, students then had to create situations where they, themselves, would be considered outliers. Be sure to ask your child about his/her example. Mrs. Alter led a wonderful lesson, Wetheads, in which students used back-to-back stem-and-leaf plots to compare predictions to actual outcomes within a science experiment context. We also learned how to construct a box-and-whisker plot which is useful in comparing data and showing normal and extreme ranges. First we collected data (which in this case was the various shoe sizes in our room), and then we represented the data in two formats: a line plot and a box-and-whisker plot.
As we progress through this unit, we will continue to explore various modes of displaying data and carefully consider which graphical representation is best suited to each particular situation. Mrs. McMillan is also seizing the opportunity of the upcoming Winter Olympics to capitalize upon these learning objectives. Students will be tracking data in Microsoft Excel, and then learning how to utilize the software to analyze the data and create various graphs.
ANNOUNCED ASSESSMENT:
A Data/Statistics/Graphing Assessment has been announced for Friday, February 26th. Students were given a study guide this week which will be due on Thursday, February 25th. All information pertinent to this unit of study can be found on this study guide as well as the other weekly homework. I truly appreciate everything you do at home to support your student’s development of his/her work ethic and study skills. It makes a HUGE difference!
SCIENCE
I wanted to take a minute to update you on the science concepts being explored in science. We are studying the different classification Kingdoms, We have been moving from the least complex organisms to the most complex organisms. We have completed the Monera Kingdom, Protista Kingdom, Fungi Kingdom and we are concluding the Plant Kingdom. Last week we studied the Fungi Kingdom with a dissection of club fungi (mushroom) and observing sac fungi (yeast) consume sugars. We have had a lot of fun and observed really amazing parts of the fungi that we use regularly in our homes.
We will be moving into the body systems in the upcoming weeks,. We will dissect a worm and a frog. We will compare their body systems as we learn about our own body systems. I am looking forward to this! I have many exciting labs to conduct in class and Mrs. VonCanon has lovely math activities to accompany the body systems. It has come to my attention that many of the parents of my talented students are in the medical field. I would LOVE to incorporate your medical knowledge into our study of the body systems. If you are interested in giving a seminar to our seventh grade students I would really appreciate it! We try to have seminar on Friday mornings. If this day is not possible for you, please let me know and I can try to work out another time for you to share your gifts with our students!
I am also requesting that you send in a white t-shirt in with your child. This t-shirt will be used in the upcoming weeks to draw the different body systems on. Please label the t-shirt with permanent marker name and section. This can be on the inside of the shirt. If this is a financial challenge, please let me know and we will be happy to help you!
Last bit of information. I wanted to share the science assessment descriptions with you. When you read, "Technology-Evaluates and applies the multiple components of technological design in making decisions." I am referring to using the science equipment correctly. Recently we have been using the microscopes, creating wet mount slides, and other pieces of science materials for lab investigations. The "Human Body system" is the cell organelles and cell processes. If you need any clarification please let me know!
ANNOUNCED ASSESSMENT:
A Data/Statistics/Graphing Assessment has been announced for Friday, February 26th. Students were given a study guide this week which will be due on Thursday, February 25th. All information pertinent to this unit of study can be found on this study guide as well as the other weekly homework. I truly appreciate everything you do at home to support your student’s development of his/her work ethic and study skills. It makes a HUGE difference!
SCIENCE
I wanted to take a minute to update you on the science concepts being explored in science. We are studying the different classification Kingdoms, We have been moving from the least complex organisms to the most complex organisms. We have completed the Monera Kingdom, Protista Kingdom, Fungi Kingdom and we are concluding the Plant Kingdom. Last week we studied the Fungi Kingdom with a dissection of club fungi (mushroom) and observing sac fungi (yeast) consume sugars. We have had a lot of fun and observed really amazing parts of the fungi that we use regularly in our homes.
We will be moving into the body systems in the upcoming weeks,. We will dissect a worm and a frog. We will compare their body systems as we learn about our own body systems. I am looking forward to this! I have many exciting labs to conduct in class and Mrs. VonCanon has lovely math activities to accompany the body systems. It has come to my attention that many of the parents of my talented students are in the medical field. I would LOVE to incorporate your medical knowledge into our study of the body systems. If you are interested in giving a seminar to our seventh grade students I would really appreciate it! We try to have seminar on Friday mornings. If this day is not possible for you, please let me know and I can try to work out another time for you to share your gifts with our students!
I am also requesting that you send in a white t-shirt in with your child. This t-shirt will be used in the upcoming weeks to draw the different body systems on. Please label the t-shirt with permanent marker name and section. This can be on the inside of the shirt. If this is a financial challenge, please let me know and we will be happy to help you!
Last bit of information. I wanted to share the science assessment descriptions with you. When you read, "Technology-Evaluates and applies the multiple components of technological design in making decisions." I am referring to using the science equipment correctly. Recently we have been using the microscopes, creating wet mount slides, and other pieces of science materials for lab investigations. The "Human Body system" is the cell organelles and cell processes. If you need any clarification please let me know!
Great job on Student Led Conferences, students! We are so very proud of you!!!!
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