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Renie Petropoulos » Ms. Petropoulos' Biography

Ms. Petropoulos' Biography

Ms. Petropoulos grew up in the suburbs of Chicago and holds her BA in English Language and Literature from the University of Chicago. She earned her MEd in Elementary and Middle-School Education from DePaul University in Chicago. Ms. Petropoulos is endorsed to teach middle-school English Language Arts, French, Social Science, and Science.

 

This is Ms. Petropoulos' ninth year of teaching with Chicago Public Schools and her second year at Decatur. Prior to Decatur, Ms. Petropoulos taught Exploratory Science (STEM Lab) for four years to Pre-K through 8th-grade students at Saucedo Elementary in Little Village. Before that, way back in the ‘90s, she taught Library Media to Pre-K through 8th-grade students and then First Grade. After that, she worked full-time for eighteen years creating K–12 curricula for the Great Books Foundation’s Junior Great Books program, Encyclopædia Britannica, and National Geographic Learning.

 

Being an editor allowed Ms. Petropoulos to work flexibly at home so she could cook healthy, delicious meals for her family and spend time with her two sons as they grew. When her sons reached middle-school and were more independent, Ms. Petropoulos realized she missed exploring this fascinating world with children and missed providing opportunities to help children find their passion in life! So, she returned to teaching.

 

In her spare time, Ms. Petropoulos loves reading, writing poetry, gardening, birdwatching, and thrift shopping. She also enjoys playing the violin, bass guitar, and electric keyboard—while her pet birds sing along.

 

 

 

 

 

 

 

Posts

Week of 4/14

G4 Math
This week we practiced adding and subtracting mixed numbers with unlike denominators. We also practiced representing data with line plots and solving problems using line plots. In addition to solving problems correctly, expectations include writing down all steps in the calculation, sharing strategies, and labeling word problem answers with appropriate measurements. We will spend tomorrow (Monday) practicing for our Unit 6 test, which will be on Tuesday 4/22. On Wednesday, we will start Unit 7: Shapes on the Coordinate Plane.
 
G5 Math
This week we found solutions to inequalities and interpreted and wrote inequalities with one or more variable. We also plotted points on a coordinate plane and created routes through mazes by plotting points. We will finish up the unit work next week and have our Unit 7 Test on Friday.
 
G4 Science
Students used a simulation, read a book about fossil and rock formation, recorded observations of rocks, discussed a scientific model of the rock cycle, and recorded observations of how and where sedimentary rock forms on Earth. Students also created their own scientific models of All Life on Earth: a timeline that records when different types of living things first appeared on Earth.
 
G5 Science
Students also created their own scientific models of All Life on Earth: a timeline that records when different types of living things first appeared on Earth. Students used an application to consider how a Rain Shadow forms. They took the Unit 3, part 1 test on Friday. We will continue unit work this week with a lesson about how the Earth System explains dinosaur extinction.

April 7–11

G4 Math
This week we practiced adding and subtracting fractions with unlike denominators. We also practiced adding mixed numbers with unlike denominators.
 
G5 Math
Students practiced and took a Sub-Unit Quiz on number lines and absolute value. Fifth graders also took the ISA Science standardized test during math periods for three days.
 
G4 & G5 Science
This week we dedicated our time to health lessons focused on learning about the changes we go through during puberty. The main message: You are not alone, and it's important to understand these changes and challenges we all face as we grow.

CPS Sexual Health Education for 4th & 5th Grade

CPS Sexual Health Education

This school year, your child will receive Sexual Health Education as required by the CPS Sexual Health Education Policy. The purpose of this education is to build a foundation of knowledge and skills for all students so that they can make the right choices for themselves now and in the future. This curriculum will also give our students important tools to recognize and report inappropriate behavior in order to keep them safe.

 

  • The lessons, including brief descriptions, for each grade can be found in the Scope and Sequence.  
  • More details about what your child will learn can be found under “Parent/Guardian Resources” on the CPS website.
  • At Decatur we will teach the curriculum between April 2-11. 

 

In alignment with Illinois law, “No student shall be required to take or participate in any class or course in comprehensive personal health and safety and comprehensive sexual health education. A student's parent or guardian may opt the student out [of this education] by submitting the request in writing.” (105 ILCS 110/3). No student with a written parental objection will be penalized for refusal to participate in any such course.

  • If you would like to have your child excused from participation in one, some, or all lessons outlined above, please let your homeroom teacher know in writing. [If you have turned this in already, no need to do so again.]
  • If you would like to have your child participate in this education, no further action is required.

March 3–7

G4 Homeroom
This week we had a talking circle about how our behaviors affect our learning. We also discussed how we can all help each other learn more by listening and getting our work done before socializing. We are still working on consistency with listening and following directions as a class—so as not to distract ourselves and others from learning. 
 
G4 Mat
Students started their new math Unit 6: More Decimal and Fraction Operations. Students made posters of different ways to represent one trillion. We also practiced representing powers of 10 using exponential form.
 
G4 Science
Students worked in a group to build their eye models from their design plans. They presented their models and explained them to Ms. Petropoulos. Students took their final written exam (focused on using scientific explanations) for Unit 2: Vision and Light. We will begin Unit 3: Earth Structures next week.
 
G5 Math
Students practiced using exponents in order of operations and exponent expressions with variables. They also practiced distinguishing between an independent and dependent variable, wrote equations with two variables to represent a table of data, and how graphs can represent the data and corresponding equation.
 
G5 Science
Students used a SIM to investigate water on a nanoscale, observe water vapor, track water molecules as they move. 

 

 

February 24–28

G4 Homeroom
Students continue to rate how well their class walks in line and listens during their essentials classes. These discussions continue to help the class as a whole be mindful of their behavior and attentiveness.
 
G4 Mat
Students practiced multiplying and dividing decimals. As always, they discuss the different ways that a problem can be solved.
 
G4 Science
Students worked in groups to plan how to build a model of a diurnal or nocturnal eye, showing the parts of the eye that influence how much light enters and is absorbed so that an animal can see in bright or dim lighting. They will finalize design plans and build models next week.
 
G5 Math
Students practiced using the distributive property to find equivalent expressions with unknown variables. After a day of practice, they took a Unit 6 quiz to show how much they understand so far of this unit work.
 
G5 Science
Students practiced writing thorough explanations about how two cities with increasing populations get drinking water. They discussed their hypotheses for why one city has less water than the other and how the city might obtain more drinking water. On Friday, they conducted two experiments with water and ice to observe and explain why cold water inside a glass causes condensation to form on the outside of the glass. Again, the emphasis in these simple experiments is on how thorough and clear students can be in their writing of scientific explanations.

February 18–21

G4 Homeroom
Students rated how well the class walked in line this week through the halls of Decatur on a scale of 1–5, with five being the best score. Students have been discussing the criteria for why they chose the rating they did and how they think the class can improve. And they were able to demonstrate improvement in how they walk in line as a class.
 
G4 Mat
Students practiced multiplying decimals for most of the week. They started dividing decimals on Friday.
 
G4 Science
Students discussed why some animals see better at night. They examined scientific diagrams of different eyes in our science simulations and how particular diurnal and nocturnal animals would see the same scene differently.
 
G5 Math
Students practiced writing expressions and equivalent equations with unknown variables, such as x, to represent different situational word problems. They checked their work by plugging in various numbers for the unknown—to verify that the expression or equation would be true no matter the value for "x."
 
G5 Science
We started Unit 3: Earth Systems by considering why a city on one side of a fictitious island would have much less drinking water than a city on the other side of the island. We discussed where freshwater is found on Earth and compared how much freshwater could be expected from each source. Students also discussed why they think Chicago extracts its drinking water from Lake Michigan far out from its shores.