We are progressing through our unit on 'the Omnivore's Dilemma' by Michael Pollan. We have read about the industrial, industrial organic, and now local sustainable farming systems. Students have been showing mastery of delineating and evaluating arguments in various mediums (such as videos). This week we also looked at aqua culture, fish farming, and the benefits and drawbacks of farm raised vs. wild caught. 

This unit has introduced many different issues around food choices & food production. Students picked a topic of their choice to further research and go in depth with. Students are practicing our research standard - creating central and focus questions about a topic to frame their research, identify credible sources, and note taking. Students will take their research into next week, and write an expository (informational) writing piece. Ask your student about their topic and what they are researching! They are quite passionate! 

Student homework: Continue their independent reading at home, for at least 20+ minutes each night, as we do weekly book activities on Thursdays.

Parent Homework: Our reading next week is about farmers markets! Take your student to the farmers market this weekend so they can get some firsthand experience with local farms, meat, seafood, and produce! 

GENETICS:  Over the last two academic weeks, students finished learning about the concepts of CRIPSR and better understanding of TELOMERES.  a few questions have been running through the last couple weeks; What will the future look like and how does BIOENGINEERING play a role?  To wrap up the unit and address the Big AHA! question, WHO AM I?, students have begun creating a FAMILY TREE and a write-up.  They will almost certainly be asking you questions about your background, your family and upbringing and your family's geographic ancestry.

Next week, we will be moving on to our next unit which is WAVES!

PARENT ALERT!:  Aside from names of relaitves, your student will be asking to interview you about your family, your genetic ancestry, what geographic location/country did your family come from to get to the US and any information that helps them get a better understanding of WHO THEY ARE?

STEM and Design

Taylor - Students will be continuing our fitness unit by applying the FITT Principle (Frequency, Intensity, Time, and Type) to design their own personalized two-week fitness plans. We’re also getting outside as much as possible so students can stay active, enjoy some sunshine, and practice building healthy habits through movement and play. Our goal is for students to understand how to structure workouts that improve overall fitness while making activity a regular part of their daily routine.

Corbolotti -  The students did a great job with their acrosport structures. I especially appreciated how many of them stepped outside of their comfort zones and attempted movements that required real core strength, flexibility, balance, and overall strength. It was great to see students supporting one another, building trust, and challenging themselves physically and mentally. Next, we’ll be moving into our square dance unit. Students will work in groups of eight to learn and practice various dance “calls,” focusing on synchronization, teamwork, timing, and enthusiasm. It’s always a fun unit that combines coordination, cooperation, and a little bit of courage!