The Willow Weekly: Dynamic Dialogue 12/20/13

Happy Holidays, Dynamic Team!

Upcoming Events: Dec. 23^rd – Jan. 6^th , Winter Recess

Jan. 7^th, Second Semester begins
Jan. 10th, Term 3 Grade Reports Mailed

Important Information: Hixson's Adult Trivia Night is coming up in January. Click here for a link to all the details. We are asking parents to contribute items for two baskets to be auctioned off per team. Dynamic’s theme is Home Sweet Home. We are requesting items such as Lowes/Home Depot gift cards, gift cards for Bed, Bath, and anything other items that can be used to make home a sweeter place.

If you would like to activate your Edline account, please contact Mr. Daniels or Mrs. Pettid for your activation code.

English –

After reading "Miss Awful," a story with wonderful examples of dynamic characters, students are drafting a written response-- cause and effect essay-- to analyze the text and cite evidence from the text to support their thinking about a dynamic character. Essays are due this Thursday.

Students will participate in their final competitive game of root words which will determine the overall first semester Root Word tournament champion. Next semester we will add affixes to our word study.

Thank you for all the lovely holiday gifts. They are much appreciated. We have a wonderful, wonderful group of students this year!

Susan Artkras – artkras.susan@wgmail.org

Math-

Wilma Slaughter – slaughter.wilma@wgmail.org

Science –

In Dynamic Systems Science the students have finished working and testing on their Universe Learning Goals. The grading portal has been updated with the summative test over the following learning goals: #2 Student will develop and use models to describe the role of gravity, #3 Student will develop and use models to describe cyclic patterns of lunar phases, & #4 Student will develop and use models to describe cyclic patterns of Earth’s seasons.

The students had their scored test to review on Wednesday and had the opportunity to rework and retest on any of the 3 goals before the end of the week.

Next semester we will start the term with weather learning goals.

Goal 1: Student can analyze data, including maps, and construct and use models to develop

understanding of the factors that control weather.

4	Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal, such as Student will analyze air mass movement and weather data.
3	Student will explain changes in weather (temperature, pressure, humidity, precipitation, wind) in terms of air mass movement. explain possible weather in terms of data from weather maps, diagrams, visualizations, and experiments.
2	Student will: identify cause/effect relationship between changes in weather (temperature, pressure, humidity, precipitation, wind) in terms of air mass movement. interpret data from weather maps, diagrams, visualizations, and experiments to identify possible weather.
1	Student will: match changes in weather (temperature, pressure, humidity, precipitation, wind) with air mass movement. match data from weather maps, diagrams, visualizations, and experiments with possible resulting weather.

Goal 2: Student can analyze data, including maps, and construct and use models to develop understanding of the factors that control climate.

4	Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal, such as Student will analyze unequal heating and rotation of the Earth and cause patterns of atmospheric and oceanic circulation that determine regional climates.
3	Student will differentiate patterns of regional climate caused by different factors. (latitude, altitude, geographic land distribution, atmospheric circulation, ocean circulation)
2	Student will: identify cause/effect relationship between factors and regional climate. (latitude, altitude, geographic land distribution, atmospheric circulation, ocean circulation)
1	Student will: match factors with resulting regional climate. (latitude, altitude, geographic land distribution, atmospheric circulation, ocean circulation)

Goal 3: Student can analyze evidence, including tables, graphs, maps to develop understanding of the natural factors and human activities that influence change in global temperature.

4	Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal, such as: Student will analyze natural factors and human activity as they relate to global temperature.
3	Student will: compare natural processes (such as changes in incoming solar radiation or volcanic activity) and human activities (such as fossil fuel combustion, cement production, agricultural activity) with change in global temperature.
2	Student will: distinguish between natural processes and human activities that influence global temperature.
1	Student will: identify factors that cause change in global temperature.

If you have any questions or comments please let me know.

Dynamic Science Course Website

http://hixson.webster.k12.mo.us/pages/Hixson/Classes/daniels

Dynamic Systems Science – Coach Daniels - daniels.mark@wgmail.org

314-918-4603

Social Studies –

Students have spent time this week learning about the different forms of government in ancient Greece, with particular emphasis on Athenian democracy and its relationship to the United States. At the end of the week, we took a quick look at Greek culture – which we will continue when we return from break.

Grades for tests and projects are posted on the Parent Portal. I will be grading late work and retakes over break and will post them as they are completed.

Have a great holiday!

After school help is available in my room every Tuesday until 4:00

Dynamic Social Studies Course Website:

www.hixson.webster.k12.mo.us/pages/Hixson/Classes/pettid

Lisa Pettid – pettid.lisa@wgmail.org

314-918-4602

Please visit the following links for more information:

Hixson home page -http://hixson.webster.k12.mo.us/pages/Hixson

Dr. Heisserer's blog - http://hixsonprincipal.wordpress.com/