What are we learning?

The unit theme is Dramatically Speaking. Students in advanced classes will be reading sonnets and Act I Shakespeare's Romeo and Juliet. Students in regular classes will be reading Crossover by Kwame Alexander and Brown Girl Dreaming by Jacqueline Woodson. Portions of each text will be read aloud and discussed in class. They will also choose a debatable topic and work with a team to engage in a formal debate in May.

What to expect in this unit?

Students can expect to answer comprehension questions related to literature and engage in rich discussion both whole and small group. A key literary concept is character development. On a regular basis, students will also practice extended written responses. Students will conduct independent research on a debatable topic of their choice as they prepare for a formal debate between their team and an opposing team.

Why does this unit matter?

This unit matters because students apply all the skills and standards learned throughout the year including reading literature, reading information, writing, speaking, and listening.

What are we learning?

This unit focuses on plate tectonics and builds on key conceptual understandings from previous years such as the conservation of matter, convection, and energy transfer. The unit enhances students' understandings of science practices such as developing scientific explanations and using physical models to explore phenomena. As in previous units, there is a focus on 4 key questions:

1. How is the Earth's surface changing?

2. What causes the features on Earth's surface?

3. How are tectonic plates changing?

4. How does plate tectonics explain Earth's features?

What to expect in this unit?

This is mostly a project-based unit. Students will investigate the science concepts that shape the surface of our Earth through physical models and interactive digital resources. The unit ends with a culminating engineering product utilizing an earthquake simulator.

Why does this unit matter?

Earth and space sciences are one of the fastest growing fields. It is vital for society to better understand and make decisions in how humans interact with the Earth.

What are we learning?

• I can learn how to properly sketch using the mandala design.

• I can use a compass, ruler, and protractor

• I can create a variety of symbols, patterns, and themes. I will apply these to my formative sketch. 

• I can accurately shade in my deisgn to add depth and contrast.

What to expect in this unit?

• Students will get a chance to draw their design and practice wood burning before starting their summative.

• Students will see examples of past student work.

• Students will learn how to draw different types of mandalas and research designs. 

• Students will use videos of mandalas being created and a demonstration of how to properly and safely use the wood burner and safety glasses.

Why does this unit matter?

• Students are taking a drawing and design technique and taking it to the next level by introducing the 3D element of wood burning. It takes patience and planning...wood burners don't have an eraser!

What are we learning?

1. I can build a simple gear train using VEX parts.

2. I can explain and identify the input movement and output movement of a mechanical system.

3. I can explore careers in automation and robotics.

4. I can build and program a motor to spin a gear train.

5. I can assemble, wire, and program a system to complete a task.

6. I can plan a program using appropriate strategies such as flowcharting.

7. I can create appropriate event handlers to respond to runtime events, such as the push of a bumper switch.

8. I can demonstrate successful collaboration within a team to meet development goals and design requirements. 

9. I can create algorithms that use loops.

10. I can calculate the gear ratio of a system.

11. I can describe the relationship between gear size, speed, and torque in a gear train.

12. I can build a prototype using a universal joint or bevel gears.

13. I can communicate a plan for creating a system using sketches and prototyping.

14. I can follow the steps of the design process to effectively develop a design solution.

15. I can use a decision matrix to evaluate potential solutions.

What to expect in this unit:

Students explore how gear trains and other mechanisms transfer movement in mechanical systems and design, build, and program automated systems to meet the needs of clients. In the end-of-lesson project, students can choose to design an interactive device to keep pets physically and mentally active, a spinning street sign to warn drivers to slow down and stop, or a high-speed dragster.

Why does this unit matter?
This unit is the students' introduction to some basic mechanisms that are a part of everyday systems, some coding using the VEX V5 coding platform, and the structural and mechanical hardware of the VEX robotics systems used throughout the course. 

What are we learning?

• Students are preparing for their third trimester playing test and their end of the year concert. The playing test includes less common key signatures and songs with a variety of sixteenth-note patterns. The concert music includes songs from many different styles.

What to expect in this unit?

• The spring concert is here at Westview Hills on Wednesday, May 15 at 7:00 PM with a 6:40 PM warm-up.

• The playing test will include formative assessments in Smartmusic and an in-person playing test.

Why does this unit matter?

• The playing test will help students become more confident playing various sixteenth-note rhythms and playing in a wider range of key signatures.

• The concert music will help students review and learn the ensemble skills necessary to perform songs in various styles.

What are we learning?

We are strengthening our skills with simple sentences including proper adjective agreement. We are practicing through both 1st person and 3rd person writing. We are ultimately learning how to write a clear and thorough paragraph in Spanish describing ourselves.

What to expect in this unit?

Students will be reviewing and expanding on previously taught vocabulary, noun/adjective agreement, the uses of ser and estar and bridging their skills from ELA into the Spanish classroom by developing a clear and concise paragraph. 

Why does this unit matter?

It is essential that Spanish 1 students have a firm knowledge base of how to write a detailed paragraph in the target language.