Welcome to the website for Mrs. Homrich and Mrs. Peneycad
This website will be used as a web portal, a communication tool, and as a tool to enhance learning inside and outside of the classroom. Please explore this site freely and know that all websites/videos linked to this site have been pre-approved for students and families. Please use the contact page if you have any questions about this site. Happy Learning!ix
Language Arts

Why do authors write what they write?


Launching the Writer's Notebook


Writers will focus on generating ideas for writing and descriptive writing. Mentor texts will help students examine text features, structures, and writing craft. Additional information can be found in LA Documents.

Writers will be immersed in the writing process. Mini-lessons, mentor texts, independent writing, and collaboration will be our focus for the new year. 

Word study will focus on exploring words through an interactive and inquiry-based approach. Instruction will be targeted for each student's learning progression.

Grammar and conventions will be integrated during language arts instruction.

Social Studies

This year's focus: World Geography 

We begin our study by exploring maps.  From there we travel the world by region. Stops include... Canada/U.S., Latin America, Europe/Russia, Africa, Central/SW Asia. Monsoon Asia, and Oceania/Antarctica.

 

Mapping labs will orient students to each region, followed by an in-depth study of some aspect of the human or physical geography that makes each region unique.


Chapter 2 Essential Question:

How do geographers use a variety of maps to represent the world?


By the end of the chapter, students should:

  • know the definitions of and be able to explain the importance of these key geographic terms (Geoterms 2):  climate, economic activity, landform, physical feature, population density, region, thematic map, vegetation

  • know the terminology specific to the six types of thematic maps:  physical features (2.3), climate zones (2.4), vegetation zones (2.5), economic activity (2.6), and regions (2.7)

  • be able to create and analyze a climate graph.

  • be able to analyze the information on the six thematic maps to gather information about the world



Our textbook can be accessed from home online at this link:

You will need to enter Mrs. Peneycad's e-mail 
dpeneycad@fhps.net and then use your FHPS username (XXXXX) and password (XXXXfhps). 

Reading


Reading at least 20 minutes each evening is expected.           

Destiny Quest (online catalog of CW books)
For the website URL and a tutorial on using the website, see the Reading Documents section. 

AR BookFinder
See Reading Documents section for the website URL to check if your current book is an AR book and if so, find out the AR level.

Book Bowl Check out this year's Book Bowl titles and book trailers. Click here.



     Math

Connected Mathematics Project  (CMP3)                        
 This is the 3rd year of implementation for the CMP3 curriculum resource that students will be using in grades 6 - 8.  Click here for the FHPS family brochure about CMP3. Click here for helpful information for families about CMP3.  

In our second unit, Comparing Bits and Pieces, students will develop skills in using fractions, decimals, ratios, and percents to measure and compare quantities. Click here for family information about Comparing Bits and Pieces.


Comparing Bits & Pieces Learning Target Sheet


IXL
Central Woodlands has been given a grant through the PTO to use the web-based program IXL for student learning, practice, and review. 
CW direct access: IXL CW 
Student log-in info: 
student 5 digit ID # @woodlands56 and their 
FHPS password (4 digits with fhps at the end)

Unit learning target sheets (see link above) have the codes that correspond to the concepts we are learning in class.


  Science

Interactions Within Ecosystems

Students confront the problem of invasive species by learning about various Michigan ecosystems, making predictions about how an invasive species may affect organisms and ecosystems within Michigan, and identifying appropriate management strategies for the invasive species.

Through labs, discussion, activities, models, assignments, reading, and taking notes students will:

    1-Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

    2-Predict patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems.

    3-Recognize patterns in data and making warranted inferences about changes in populations.

    4-Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

                              
Frequent review of unit vocabulary is essential.   
Supportive materials are in Science Documents

          

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