December 15, 2016

Classwork: We will finish the cafeteria fight and make a suspension report.

Homework: Please look at your Inuit writing prompt, look at the grade, and input it into the following link. Discuss with your parents what is importance of Primary Sources, Secondary Sources, and the need to be truthful when making a decision. 

https://docs.google.com/a/adams12.org/forms/d/e/1FAIpQLScR8EInZabskPCJwLRj-W9LEsmjOUMCiiPL6vVJJW5PUU9cEw/viewform?c=0&w=1

Have a great break!!  See you next year!!

December 14, 2016

Classwork: We briefly reviewed the concept of Primary vs. Secondary Sources.  Then we read out loud the Cafeteria Fight.  There were many characters.  Some were eyewitnesses, some were not.  Who are the Primary Sources?  Who are Secondary Sources but still important?  Which ones did you consider reliable or not and why?

Homework:  Discuss with your family the problems one can encounter with Primary Sources.  Just because it's Primary, does that make it necessarily true OR accurate?  Discuss:

• BIAS
• HOW A PERSPECTIVE ISN'T NECESSARILY THE WHOLE TRUTH 

December 13, 2016

Classwork: We went over the Power Point of Primary vs. Secondary Sources.  We played a scenario game where we had to determine whether the scenario was referring to a Primary source or a Secondary source

Homework:  Discuss with your family the difference is between a Primary and a Secondary Source.  Discuss the need for primary sources.  What is so special about them? 

December 12, 2016

Classwork: We started with finishing up The Latin American Geography Map with Physiographic symbols.  We also made sure we were done with the Pre-test, and then worked on our Power Point Vocab Maps for Ancient Civilizations.

Homework:  Discuss with parents one physical feature you learned about today from the map.

December 8, 2016

Classwork: We worked on Physio-graphic maps using South America.

Homework:  Discuss 3 physical features of South America that you learned about today.  PLEASE bring in a toy for the toy drive and drop it off in the 8th grade workroom.  That is the room under Mrs. Plane's.  Also bring a body wash or hygiene item soon for Aspen House.  If we bring in the most, we win a donut party!!

December 7, 2016

Classwork:  We discussed Pearl Harbor Day.  We then finished and graded the Ancient Civilizations Timeline Quiz on Google Classroom.

Homework:  Please discuss Pearl Harbor Day with your parents.

November 30, 2016

Classwork:  Timeline work.  We discussed the differences of B.C. and A.D.  We also discussed the modern way of saying B.C.E. and C.E. 
Students read pages 122-123 and answered the questions regarding Timelines.

Homework:  Can you correctly describe the differences to your parents? 

November 17, 2016

Classwork:  We used the VR goggles and went to Churchill, Manitoba in Canada to study the Inuit Culture.  We then started our writing assessment. 

Prompt: Contrast American culture with Inuit Culture.  Use at least 3 Universals of culture to explain your answer.  For a 4, successfully use at least one of the following in your answer:

1. Economy
2. Religion
3. Language
4. Government

HOW DOES THE ENVIRONMENT AFFECT THESE UNIVERSALS?

Homework:  Discuss with your parents the things you learned with the VR goggles.  Can you explain how to use RACE in your writing?  Tomorrow we will finish the writing assessment on contrasting American culture with Inuit Culture.  HOW DOES THE ENVIRONMENT AFFECT THESE UNIVERSALS OF CULTURE? 

November 15, 2016

Classwork:  Today kids did the ACYI survey in class.  When finished, they worked on applying the 11 Universals of Culture to the Inuit Culture from the Latin America and Canada books. The 11 Universals are:

1. art and recreation
2. clothing
3. food
4. religion
5. government
6. economy
7. language
8. knowledge
9. shelter
10. customs and traditions
11. tools and technology

Homework:  Think about how the environment affects the Inuit's 11 universals of culture?  For example, how does the climate of Alaska and northwest Canada affect the clothing, food, and shelter of the Inuit lifestyle?  How does the environment affect your lifestyle?  Discuss the differences between our modern American lifestyle with the ancient Inuit's in terms of the 11 Universals.

November 14, 2016

Classwork:  We started the Inuit Session today.  We are applying the Universals of Culture concepts to our reading.  The 11 Universals of culture are:

1. Art and Recreation
2. Shelter
3. Tools and Technology
4. Religion
5. Customs and Traditions
6. Food
7. Clothing
8. Language
9. Knowledge
10. Government
11. Economy

Homework:  Please download the Google App Expeditions if you have an Iphone.  It's free, but please get your parents permission first.  We are going to try and use the Google VR goggles tomorrow if we have enough kids with the app.

November 3, 2016

Classwork: We started with a wrap up of yesterday's political discussion on the issues.  We also revealed who stood where on the issues.  Kids were allowed to vote again now that they knew who stood where on the six aforementioned issues. 

After that we discussed pages 186-187 of the Geography Alive book on ways to reduce Land Use Conflict in the Amazon Rainforest.

Homework:  Can you figure out ways to create sustainable development? 

Wednesday November 2, 2016

Classwork: We will look at the issues facing the Presidential Election.  Topics discussed will be:

• Education
• Taxes and Economy
• Health Care
• Immigration
• Foreign Policy and Terrorism
• 2nd Amendment

Hopefully, we will also discuss some state issues as well. 
We will not show nominee names, only issues. 

We will also play the Preamble Game.  This is a short Wednesday so there is a high probability that we will not get through all of the topics.  Information displayed will be from the nominee websites and Time Life for Kids. 

Homework:  Discuss local, state, and federal issues with parents.  At the very least, try and explain the impact the Preamble game is having on you. 

Tuesday November 1, 2016

Classwork:  We finished up the News Presentations of the different Amazon Rainforest Groups.  The groups were:

• settlers
• Native Amazonians
• loggers
•  cattle ranchers
• environmentalists
• rubber tappers

Homework:  Discuss with your parents how each group can defend their position?

Wednesday October 26, 2016

Classwork: We implemented a new Breathing Technique for our Golden Moment. "Breathing in, I feel good. Breathing out, I feel relaxed."

We did the Preamble Game again and tried to beat scores from other classes.  We also went over the meaning of the statements in 17 parts:

1. We the People,
2. of the United States 
3. in order to form
4. a more perfect union
5. establish justice
6. insure domestic tranquility
7. provide for the common defense
8. promote the general welfare
9. and secure the blessings
10. of liberty
11. to ourselves
12. and our posterity
13. do ordain
14. and establish
15. this Constitution
16. for the United States
17. of America

Then we finished by completing our Vocab Maps on the Amazon Rainforest in Google Classroom
Essential Vocab:
Biodiversity
carbon oxygen cycle
deforestation
sustainable development
tropical rainforest
indigenous peoples

Homework:  Discuss with your parents any or all of these things. You should be able to explain all of the Vocab words.

Monday October 24, 2016

Classwork:  We introduced the Amazon Rainforest Unit.  We started with a quick review of Latin America in general and looked at pictures of the Rainforest prior to 1992 and more recent ones. 

Homework: Discuss and possibly look up any type of habitat loss you find interesting.

Friday October 21, 2016

Classwork:  Mapping Challenges 3 and 4.  Topic should be thematic Maps

Homework: Discuss some of the questions you encountered with Challenge 3 and 4. 

Thursday October 20, 2016

Classwork: Mapping Challenges 3 and possibly 4.  What is a Thematic Map?  Which Thematic Map do you need to accomplish certain questions?

Homework: Describe the various thematic maps we have in class.

Wednesday October 19

Classwork: Work on Mapping challenges 1and 2.  Emphasis is on latitude longitude skills and understanding physical features in Latin America and political boundaries. 

Homework: Discuss with your parents at least three physical features and countries in Latin America

Tuesday October 18, 2016

Classwork: We started the Latin America Mapping Lab Challenge 1 and 2

Homework: Name at least 3 new physical features from South America.

Monday October 17, 2016

Classwork:  We finished the last part of The Great Lakes.  We discussed Global Connections and how the shortage of water will affect the world.

Homework:  Discuss the danger of water shortages with your parents.

Wednesday October 12, 2016

Classwork:  We connected Great Lakes with the terrible conditions around the world.

Discussion: I told a funny story about poop and how it can pollute the water supply. Your child should have a good story for you if you have a discussion about water supply in the world.

Tuesday October 11, 2016

Classwork:  Today we finished our discussions about the Debate section of the Great Lakes.  We then were given the writing prompt of: How have people impacted the Great Lakes? Support your answer with evidence.

Homework: Please discuss the problem of water shortages in the world from your reading. 

Parent/Teacher conferences begin tomorrow. 

Wednesday October 5, 2016

Classwork:  We worked on our posters for the Great Debates starting tomorrow (if all goes well).  Kids can make a song or dance to enter the room as an intro to their debate.

Debates will be in this format:

1. Entrance
2. Strong Introduction
3. Facts where everyone participates
4. Strong Closing Statements

Other Team will do the same.   After both teams have presented, it will become "one for one", which means a team can declare one fact, and the other team can have one response.  Teams will be watched and partially judged by audience.

Homework: Continue discussing facts you learned.

Test Retakes:  Please make sure you have set up a test retake with me by Friday of this week.  No more opportunities for test retakes after Friday the 7th of October.  Use your old test to study and ask questions from prior to the test.  Use a map or google map at home. 

October 4, 2016.

Classwork:  We did another day of research and data collection.  Many finished and started work on their posters to enter the debate.  Rules will be explained tomorrow.  Debates will begin Thursday tentatively.

Homework:  Make sure you are discussing your facts about the Great Lakes.  Can you make connections with what you see around you in Colorado?  *MAKE SURE YOU MAKE PLANS TO SEE ME FOR A RETAKE IF YOU WANT ONE.  YOU MUST HAVE A PASS TO GET IN THE MORNING. 

Monday October 3, 2016

Classwork: Day 2 of research for the debate of the Great Lakes.  We gathered information on our particular issue and side (booster or doomer).

Homework:  Discuss with parents at least 3 facts you learned from your research.  *IF YOU DID NOT LIKE THE GRADE YOU GOT ON YOUR GEOGRAPHY ASSESSMENT THAT WE GRADED IN CLASS, PLEASE SEE ME FOR A RETAKE IMMEDIATELY.  YOU CAN COME IN FOR A STUDY SESSION ANY MORNING AS LONG AS YOU HAVE A PASS WHICH YOU CAN PRINT OFF THE ROCKY TOP WEBSITE.  I also have passes in my room if you let me know in advance.  I will NOT force you to a retake, it is your responsibility to ask for one. 

Wednesday, September 28, 2016.

Classwork: First day of research with teams.  Know your side and gather facts!

Homework: Discuss with parents what side you're on and some of the facts you've gathered.

Today is the Club Fair at our school.  Please join a club!  They are free! 

Tuesday September 27, 2016

Classwork:  Brief discussion of last night's debates.  Start and hopefully finish Vocab Maps in Google Classroom.  Vocab words are:

1. ecosystem
2. food web
3. food chain
4. freshwater
5. watershed

We will listen to the Radio Broadcast, "The Sad States of our once Great Lakes", and answer the discussion questions either on Chromebook or paper.  We will go over the rules and structure for the debates.  Discussion questions from the radio broadcast will be:

• What problems did the Great Lakes face in 1969?
• How did the condition of the lakes get so bad?
• What actions might people have taken to better manage the lakes? Do you think any of these actions were taken?
• Do you think the Great Lakes are better or worse off today?

Homework:  Please discuss the Radio broadcast and some of your answers with your parents.  Tomorrow will be the Club Fair at our school at 2:30 in the gym.  Come learn about all the various clubs and join one!!  (I teach the Crossfit club).

Monday September 26, 2016

Classwork:  Today we started Day 2 of the Great Lakes Unit in Geography Alive.  We reviewed the Preview questions from Friday like which Lake is the biggest, smallest, deepest, and who touches more of it: Canada or the U.S.A.?  Today, we focused on the Essential Question and where we will be heading into this Unit.  We also read the Introduction to the Unit 4.2 in the book.

Essential Question:  HOW CAN PEOPLE BEST USE AND PROTECT EARTH'S FRESH WATER SYSTEMS?

Points of discussion:  How do humans interact with the environment in this area? How does that interaction affect the ecosystems of the Great Lakes?

Homework:  Discuss with parents all of these topics:

1. Do you know your street address?  (It's an example of absolute location).
2. How does the Preamble of the Constitution help Americans?  How can it help you?  (Feel free to look it up online)  This is a great topic to discuss with family members.  Why does the first line, "WE THE PEOPLE" mean so much?
3. Watch the debates tonight if you can.  We will be doing a debate on the Great Lakes soon! 
4. Can you tell your parents what we learned about the Great Lakes today?  Can you at least name all five Great Lakes?

Grades from the last quiz have been posted! Did you grow from the last quiz?  If not, please see me for a study session!

Thursday, September 22, 2016

Classwork:  We graded the first page of the test, watched the video about being a part of Aspen House, how to gather points, and the Preamble of the Constitution game.

Homework: Discuss with parents something hard about the test, or the Preamble, or how being kind is a win/win situation.

Wednesday, September 21, 2016

Classwork:  We finished the Test and Periods 1, 2, and 4 played the Preamble of the Constitution game.

Homework:  Either discuss the difficulties of the test with your parents or the Preamble game.

Tuesday September 20, 2016.

Classwork:  We started the test on Ch. 1 and Ch. 2 with the Mapping Challenges.  It was difficult and most did not finish.

Homework:  Discuss with parents some of the difficulties that you had on the test.

Monday September 19, 2016

Classwork:  We finished up on Mapping Challenges 3 and 4.  These maps addressed:

1. What thematic maps you need to answer a question
2. Answering the question completely. Sometimes a question will have 2 or more answers.

Homework: Discuss with your parents what you're doing in class.

Thursday, September 15, 2016

Classwork:  We started Challenge 3 of North America.  It is a multi step project with your partner.  Kids used a transparency, multiple thematic maps, and multiple step answers.

Homework: Discuss with your parents one thing you learned from Mapping Challenge 3

Wednesday September 15, 2014

Classwork:  We started Mapping Challenge 1 of North America discussing Human Geography.

Homework:  Discuss with parents what human geography is.

September 13, 2016

Classwork:  We read pages 38-39 and discussed REGION.  We also took a quiz on Chapter 1 and 2.

Homework:  Tell your parents some examples of regions.

Monday September 12, 2016

Classwork: Today we did Economic Activity Act it Outs.

Homework:  Discuss with your parents what you did for your act it out.

What is economic activity? 

Classwork: All vocab maps for Chapter 2 are due.  Class time was given at the beginning:

1. climate
2. economic activity
3. landform
4. physical features
5. population density
6. region
7. thematic map
8. vegetation

We read and discussed economic activity today and the idea of region.  This chapter will conclude Monday, then we will test.

Homework:  Discuss with parents ECONOMIC ACTIVITY.  What is it?

Thursday September 8, 2016

Classwork:  We finished the Act it Outs for climate zone news reports.  We also read the next two sections and discussed Population Density and Vegetation Zones.  Words you need to know:

• arid
• tropical
• humid

Homework:  Discuss with parents the difference of climate vs. weather, the two important characteristics of weather, and how to read a climagraph. 

Wednesday, September 7, 2016

Classwork: We will continue work on the climate zones of the world, understanding how a climagraph works, what makes up weather and climate, and do charades of various climates.

Homework: Tell your parents what you and your group performed today for a climate zone.

September 6, 2016

Classwork: After a restful labor day weekend, we reviewed 28-29, landforms and started climate zones on pages 30-31. 

Homework: Tell your parents one or two new climate zones you learned.  Know the difference between climate and weather.  What is precipitation?

Thursday September 1, 2016

Classwork:  We wrote in our chromebooks and filled out the charts for the first four vocab words.  We also took a quiz on Chapter 1.  It was 6 questions long.  The score will be in Infinite Campus tomorrow.  We started studying landforms and were exposed to at least 3 that we did not know before.

Homework:  If it is OK, ask parents if they can get you the free app of Google Earth on your CHROMEBOOK.  Some chromebooks do not allow it, so Google Maps will work just as well.  Feel free to explore some of the landforms and physical features we talked about.  Examples: straits, peninsulas, archipelagoes, etc.

August 31, 2016

Classwork: We reviewed the vocab word of Thematic Map, and did the reading for the first four vocab words:

1. climate
2. economic activity
3. landforms
4. physical features

Homework: Discuss with parents how climate might affect economic activity of an area.

Tuesday August 30, 2016

Classwork: Today we started chapter 2: Seeing the world like a Geographer.  We read the story of how John Snow saved a town from a cholera outbreak by using his skills as a geographer.  We discussed the following vocab words and tied them in with our hand drawn maps of cities we made.  The vocab words are:

1. climate
2. economic activity
3. landform
4. physical features
5. thematic maps

Homework:  Discuss with parents how climate, physical features, and landforms can influence a city's economic activity. 

Monday August 29, 2016

Classwork:  Time was spent finishing up on lessons that dealt with Map Scale and Seasons.  We reviewed how Tilt of the Earth is the primary cause of seasons on Earth. 

Homework:  Discuss with parents how the card games work and some of the questions involved.

Friday August 26, 2016

Classwork:  Today we cover the relationship of the Earth and Sun and how it gives us seasons.  Remember that seasons are opposite once you cross the equator

Homework:  Ask your parents if they can accurately explain why we have seasons.  If they can't, nicely explain it to them

Thursday August 25, 2016

Classwork: We covered Longitude and Latitude.  We also played the card game for this lesson and finished the card game from yesterday's Map Components.

Homework:  Discuss with parents the difference of latitude vs. longitude and how to remember them

Wednesday August 24

Classwork:  We played the card game for Map Component Skills.  We covered the importance of:

• Title
• Map Legend or Key
• Map Grid (Coordinates, latitude and longitude

Homework: Discuss with parents how you did the Card Game with your group

Tuesday August 23, 2016

Classwork: Today we started Chapter 1: Tools of a Geographer in Geography Alive.  The four essential vocab words are:

1. absolute location
2. relative location
3. map projection
4. distortion

Homework:  Test yourself and see if you can correctly describe the 4 vocab words with your parents

Monday August 22, 2016

Classwork:  Today was a fun activity where students learned the value of latitude and longitude in making a map. 

Homework:  Discuss with parents the importance of latitude and longitude during an emergency like a blizzard.  Talk about what you learned from today's activity and the story of Rene Descartes.

First Friday!

Classwork:  Congratulations!  You made it to your first Friday!  Today, we went over chromebook norms and procedures, discussed impulse control, and took our first pre-test on basic geography skills.

Homework:  PLEASE fill out the Student Handbook online on this link if you haven't done so already.  Student Policy Handbook  Please ask your child what they learned about impulse control today as well.

August 18, 2016

Classwork: Today we went over norms, expectations, and how to have good communication with a teacher.  Please click onto this link and fill this out with your parent.Student Handbook

Homework:  Please have a conversation with a parent about what is good communication with someone.  Discuss tone, body language, and honesty.  What is negative body language and tone vs. positive body language and tone when communicating?

First Wednesday as a 6th Grader

August 17, 2016

Classwork:  Today we did Classmate Bingo, informally discussed how things are going here and did a check in.  Kids were able to successfully learn names of at least five new students by end.

Homework:  Talk to your parents about how you're feeling about school. 

May 3, 2016

Classwork:   We turned in all projects.  Those not finished will serve lunch detention until it is done.

Homework:  Ask yourself this question: Why does Spatial Inequality exist in urban areas?  Feel free to ask your parents the question as well.

May 2, 2016

Classwork:  TODAY was the LAST day of class time devoted to our project.  Anything not finished must be finished for homework tonight.

Homework:  IF YOU DID NOT FINISH YOUR PROJECT ON YOUR EXPLORER, IT MUST BE FINISHED AS HOMEWORK. 

Things due:

1. Notecatcher

2. T chart

3. Poster both sides will be graded

4. Persuasive Essay goes on back

This is worth 4 grades.

April 13, 2016

What a break!!  Hope you enjoyed it!

Classwork:  We're in the last part of the Spanish Conquest of the Aztecs.  Today we got into Part 2 of the Saga where Montezuma meets Cortes.  We have discussed the differences of worldviews in terms of religion for each and how the perception of being a "god" might influence one's actions. 

Homework:  Discuss with your parents some of the pros and cons of being worshipped temporarily as a "god".  Do you think having different religions can prevent people from getting along?  Why or why not?

March 28, 2016

Classwork:  Day 2 of PARCC Testing


Homework:  Discuss the previous lesson of Lunchroom Fight.  What is bias?  How can bias affect the perception of a witness?

March 11, 2016

Classwork: Today, students will start their presentations.  They MUST answer the discussion question whether they chose Newscasts, interviews, skits, songs, or oral reports

Homework:  Discuss with your parents what you learned, what you did, and what you liked and what could have gone better with your performance.

March 10, 2016

Classwork:  Students are preparing skits, newscasts, interviews, or oral reports on a particular subject in the Aztec Empire

Discussion:  Discuss with your parents your particular subject and what you are planning on doing

March 9, 2016

Classwork:  We have been finalizing our notes for the Aztec Civilization

Homework:  Discuss with parents what you are learning

February 5, 2016

Classwork:  Today we analysed our Ancient Timeline Activity Maps and determined the oldest, longest living, and shortest civilizations.  We also investigated 3 different theories of the disappearance of the Maya Civilizations using text evidence.

Homework:  Exercise, play, discuss with parents Class 1-4 experiences.

February 4, 2016

Classwork:  Students had more time to finish their Mayan Self Made Power Point.  They also were given time to finish older work like their Personal Power Point on Universals of Culture and Ancient Timeline Activity.  All work is to be done on Google classroom with the exception of the Ancient Timeline Activity which is on paper.

Homework:  Go over the 4 types of Experience with your parents. Class1, 2, 3, 4. 
Discuss what you learned with the Mayas.

February 1, 2016

Classwork:  We should be finished with the Universals of Culture for your personal life already.  Now we are moving into reading pages 203-207 and putting in proper notes for Universals of Culture for the Mayans.

Homework:  1. RETURN YOUR CONFERENCE SLIP SIGNED!!!!!!!
2. Get exercise
3. Play
4. Talk to parents
5. Add to society
6.  Think about something you do that:
a. Does not feel good
b. Is good for you
c. Is good for others
d. Serves the greater good

January 26, 2016

Classwork:  Yesterday and today we started the Ancient Civilizations Timeline Activity.  We are learning about 11 different Latin American cultures and plotting them onto a timeline.

Homework:  1. Get exercise
2. Play
3. Talk to parents about something in Social Studies
4.  Discuss a fun fact you learned from one of the 11 Latin American subcultures.

January 19, 2016

Classwork:  We took a Pretest on Primary vs. Secondary Sources and determining credibility in a text.  We also started a Power Point on Universals of Culture. 

Homework:  What Universals can you identify in your own life that were mentioned in today's class?  Also discuss the idea of happiness, Bhutan, and the comparison to other countries with your parents today.  Keep up with the other homework assignments as well:
1. Exercise for 30 minutes
2. Play for 30 minutes
3. Talk with Parents about something in Social Studies
4. Be grateful
5. Do something to help save the world
6.  Train in of the five techniques on board to help your mind and become happier.

January 15, 2016

Classwork: 
We finished the Challenge 5 Test on Latin America.  Next week, we start critical thinking in regards to Primary Sources vs. Secondary Sources. 

Homework: Do 30 minutes of exercise
Play for 30 minutes.
Talk with your parents

January 8, 2016 Friday

Happy Birthday Elvis Presley

January 8, 2016

Classwork:  We finished Map Challenge 1 and 2, finished watching Severn Suzuki with discussion on Global Connections

Homework:  1. Get at least 30 minutes of exercise

2. Play for 30 minutes at least

3. Talk and discuss what you learned with parents

4.  Be grateful

5.  Change or save the world 

January 6, 2016

A NEW YEAR!!! 

Happy New Year!!!  Make it your strongest one yet! 

Classwork:  We are finishing up the Great Lakes Unit.  4.7 and 4.8.  We are using the Great Lakes and connecting it globally. 

Homework:  1.  Get 30 minutes of exercise every day
 2. Play at least 30 minutes
3. Talk and discuss what we learned about water shortages and water problems with parents
4. Be grateful
5. Save the planet.  You will receive a 4 if you do.