With the storms brewing this past week and the feelings of uncertainty, and maybe even fear, they can bring, I am brought back to the discussion my advisory held a few weeks back. We explored the autumnal equinox and what it entails scientifically – which is often where most people stop. Much like I speak about the “winter arc”, I view the autumnal equinox as a pivotal moment in our year – especially here in Charleston. September is very much a goodbye to the summer (even though it might not feel like it – my glasses fogged up every morning when I left my house), as we dive into earlier nights and chillier temps. This shift in energy feels HUGE for us – as we have seemingly become immune to the morbid heat and humidity the south brings us every summer.
However, the kids and I often talk about how our calendar years feel like they start in August. With a new school year comes new aspirations, hopes, dreams, and goals – and the autumnal equinox is an ideal time to evaluate our goals and their progress, and shift the energy if needed. During this point in the school year, we often fall complacent. Six weeks is enough time to learn the routines and find ourselves coasting along – until we catch ourselves – and now is the time! What habits have we created? Do they align with our goals? What things have we grown this summer? Do they align with our goals? What things can we shed to better align ourselves with our goals?
I did this activity and created a tree in my classroom, where green leaves represent growth, and orange leaves represent sheds. From the kiddos, I noticed hopes of growth in family time, patience, and confidence, while I noted hopes to shed things like screen time, co-dependence, and preconceptions. How awesome is it that our ten-fourteen year olds can identify these things in themselves? Surely, we, adults, can do the same.
I challenge not just myself and the kids, but all of us to use this major shift in our atmosphere – whether it brings on feelings of fear or uncertainty – to help us realign ourselves with what we want. What habits can we nourish, what habits can we shed, and what can we grow instead to help us be the best version of ourselves?
-Allison
ELA- This week, 6th grade writers learned the art of revisions – understanding how one can change, add to, or take away from a writing to improve it. Our stories are developing to have more meaning, detail, and focus! We also started grammar study, focusing on direct objects and subject complements!
Next week, 6th graders will type their final drafts to turn in on 10/9. They will test their grammar skills that same day, so be sure to begin studying and look out for the study guide coming home Monday!
Science- This week in science 6th graders explored factors that contribute to different weather patterns and climate changes around the world. Students examined how different earth materials get heated by the sun and how well they retain heat. Using this data, students made predictions about weather patterns in different parts of the world. Next week students will explore conduction and how to best insulate a home.
Social Studies- Sixth grade has finished its unit on Mesopotamia with their final quiz this Friday. This was a great unit and let the students see just how long it took as well as the significance of the growth of civilization on human existence. Our next unit will be on Egypt and will be a great way to compare and contrast the two civilizations as well as take a deeper look at the importance of Egypt on the world stage.
Math- This week in math, sixth graders began exploring percentages in the realms of discounts, taxes, and tipping. We discovered the relationships between percentages as decimals and fractions, and played with different strategies to help solve division problems.
Next week, we’ll begin wrapping up this unit. They’ll be assessed on their ability to translate ratios to unit rates, then translate to other necessary values. They’ll also be assessed on their ability to use percentages in terms of “_____% of _____ is _____”, but also “______ is _____% of what?” We’ll derive equations such as “is/of=%/100” to aid us in this exploration!
