Educating Our Eagles - Issue 23

Educating
our Eagles
23

CONTENTS
4
Introduction - Curriculum Director, Julie Dolan
6
High School - Cabaret – Courtney English
8
Elementary School - Fascinating Rhythm – Elizabeth Petty
10
Middle & High School - Net Games – Josh King
12
High School - Keychain Design – James Siket
14
7th grade- Animal and Plant Adaptations – Lindsey Brown
16
11th & 12th grades– Probability Basics – Neal Barbieri
Cover: Nick and company perform Beastie Boys’ “Fight For Your Right”
during Mount Everett’s Cabaret.
Right: Students in Ms. Giordano's Advisory sing Valentine-o-grams for
their classmates. Aiden plays the saxophone solo on “Careless Whisper.”
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INTRODUCTION
From SBRSD’s Director of Curriculum
and Instruction, Julie Dolan
March came in like a lion this year. Let’s hope it leaves like a lamb.
I know we are all ready for some spring weather! A big part of
the spring in schools is MCAS (Massachusetts Comprehension
Assessment System).
Students in grades 3-8 will be taking two sections for Math and ELA
(English Language Arts). The Science MCAS will be taken in grade 5
& 8. In 10th grade, students must pass ELA, Math, and the Science and
Technology test to graduate. We need you to help us get students ready
to be at their best when testing.
The top things you can do to support your student are to:
• make sure they come to school every day.
• make sure they get a good night sleep.
• eat a good breakfast.
• tell them not to worry and just do their best!
MCAS is part of the accountability system the state uses to evaluate
our district's success. This makes the test important, but we realize it
is just a snapshot of your child on one given day. This is why we have
benchmark assessments through the year that show us a student's
needs and growth so we can support them best in real time.
Please read the emails that come home from your building
administrators, so you know when your child has a MCAS test.
All My Best,
Julie Dolan
Right: Ms. Petty's students practice rhythm in music class.
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HIGH SCHOOL:
Cabaret
Mount Everett’s CABARET returned to the stage this year! Students chose to work as a solo or
small group and picked their own music to perform. Since returning from break in January,
students rehearsed two days a week on their chosen pieces, with a check in from a teacher. As
a class, they chose a date for the Cabaret, a format which included holding it in the TACPAC with a five
dollar charge that would include refreshments that they provided, and they helped facilitate the whole
evening. The students set up and ran the refreshments, they hosted the event, worked the backstage setup
and change-over of each act, and were the clean-up crew at the end of the evening. They designed their
own act down to what would be appropriate to wear for what they were performing.
As a result of instruction, students will be able to:
• time-manage and run a rehearsal with their piece of music over the course of five weeks.
• take direction from an instructor to incorporate into their rehearsals pieces to make improvements.
• start and end pieces on their own without a conductor.
• work with an accompanist.
• enter a stage as a soloist or ensemble, and properly bow (acknowledge applause) as well as
acknowledge their pianist.
• perform in a solo or small ensemble in front of an audience.
MA Standards:
Select, analyze and interpret artistic work for presentation. Contribute to the production of a small group
performance (e.g., run a section of a rehearsal). (P.M.P.04)
Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression
works from the vocal or instrumental literature with a level of difficulty of 3, on a scale of 1 to 6; or a
comparable scale. (F.M.P.05)
Convey meaning through the presentation of artistic work. Modify a performance by anticipating audience
responses to better align to student's artistic intent. (P.M.P.06)
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ELEMENTARY SCHOOL:
Fascinating Rhythm
Our languages naturally reveal rhythm in the words that we speak. Using sentences and
meaningful vocabulary, the syllables reveal a possible inspiration for a pattern of sound. As
students prepare to read music notation, making their own in an improvised way, using a
new language, allows them to share and record their own rhythm. As an exercise, these rhythms are
written on staff paper and played on instrumentation chosen by the student composers.
As a result of instruction, students will be able to:
• understand the way rhythm can be translated - to be understood by another.
• have an opportunity to improvise and compose.
• recreate their rhythm (half, quarter and eighth notes) in physical form.
• have an opportunity to share their work with others by having them try it out.
Observations:
We used large straws as manipulatives to replicate a pattern of half notes, quarter notes and eighth
notes into a random playable/clappable order. The students dove right in to creating their own
patterns. They enjoyed working alone as well as collaboratively. Some realized that the rhythm and
sound they had planned is not what was “read” by their teammate(s). Some rhythms were pared down
in order to be easier to remember and “catchier“ to play.
MA Standards
Creating, Performing, and Responding
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MIDDLE AND HIGH SCHOOL:
Net Games
The week prior to vacation students in Wellness 6, Wellness 1, and Lifetime Fitness
(grades 6-12) had the opportunity the play a variety of different games related to net
games. Students had the chance to use a variety of different implements to play games.
Striking with an implement (also referred to as the two handed strike) involves applying force
to an object using an implement. Those games included ping pong, badminton, tennis, and
pickleball. Each game required different types of skills in striking with an implement and speed
of the game itself based on their preference.
As a result of instruction students will be able to:
• choose an activity based on their interested skill level.
• use a variety of different long or short handled implements (tennis racquets, pickleball
paddles, badminton racquets, and ping pong paddles).
• learn the various rules of each game.
Observations
The participation on all levels by the students worked well. Most of the students had the
opportunity to experience a variety of different games and activities. I think for the majority of
the students, they enjoyed the variety of choices of games they played. I was glad to see student
involvement.
MA Standards:
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve
mental and emotional tension
2.14 Apply advanced movement concepts and beginning game strategies to guide and improve
individual and team performance
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HIGH SCHOOL:
Keychain Design Lesson
Students in 3-D Printing and Design have been designing and printing their own
key chain while learning 3-D software. Their designs include a variety of shapes,
colors, and textures. Throughout this lesson, students will learn fundamentals
of composition including positive and negative space to design a key chain with
their name on it. Students will practice design elements by taking their idea from an
isometric drawing and computer-aided model design, to a three dimensional final
product - a functional printed key chain.
As a result of instruction, students will be able to:
• take an idea from a 2-D design to a 3-D design.
• group and combine shapes in 3-D software.
• use scale and proportions to have accurate measurements.
• print with/on a 3-D printer.
• complete an isometric drawing and understand its purpose.
• save and export different file formats and format conversions.
Observations:
Students showed a good sense of design and layout. They were creative, and I am always
impressed by the creative touches they think to add. This is a very popular project, as is
it their first design printed with the 3D printer!
MA Standards:
HS-ETS2-1(MA). Determine the best application of manufacturing processes to
create parts of desired shape, size, and finish based on available resources and safety.
HS-ETS1-5(MA). Plan a prototype or design solution using orthographic projections
and isometric drawings, using proper scales and proportions.
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MIDDLE SCHOOL:
Animal and Plant Adaptations
Seventh grade Science students study adaptations that organisms need for increased
survival and reproduction in various habitats. To demonstrate their understanding,
they create a project to show the behaviors or structures needed for increased
survival and biological fitness within a chosen species. Students were able to research an
existing plant or animal, or create a new species based upon inspiration from an existing
adaptation. To show understanding, students could create: a diagram/drawing, a model,
a written explanation, or a poster to show the relationship type, animal behavior(s)/
structure(s), or plant structure(s), involved, habitat, and unique species related vocabulary.
These projects were required to relate content vocabulary words, important plant/animal
structures and relevant animal behaviors to our unit essential question, and to show clarity,
organization, focus on topic, and understanding of content.
As a result of instruction, students will be able to:
• construct an explanation based on evidence for how characteristic animal behaviors
and specialized plant structures increase the probability of successful reproduction of
animals and plants.
• explain how the structures and/or behaviors of organisms enable and enhance life’s
functions.
Observations:
Students really showed their individuality and creativity with this assignment. They practiced
their researching skills, evaluating and citing sources, and showed investment and focus on
their projects. They also were able to gain a greater level of understanding of content and build
in relevant examples of animal and plant adaptations to draw upon when thinking critically
about the standard on future assignments and assessments.
MA Standards:
7.MS-LS1-4
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HIGH SCHOOL:
Probability Basics
Students in 11th and 12th grade Math were presented with the definition of probability
and discussed sample spaces and events. Two major types of probability (theoretical
and empirical) were discussed and explored. Students explored and provided
examples of real-life scenarios to illustrate the different types. Common misconceptions
were investigated such as that probability is always based on luck or chance, emphasizing
that it can also be calculated using mathematical principles. Students then used empirical
probability to make predictions and decisions regarding outcomes.
As a result of instruction, students will be able to:
• calculate probability, both theoretical and empirical and evaluate potential outcomes
of a decision by allotting probabilities to payoff values and computing expected values.
Observations:
Students were using their knowledge of theoretical and empirical probability to make informed
decisions based on the likelihood of events.
MA Standards:
Using Probability to Make Decisions
A. Calculate expected values and use them to solve problems.
B. Use probability to evaluate outcomes of decisions.
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