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February 2015

2 - Weekly Math DUE

2-  No Google Classroom Journal due today

3- Reading STAAR Benchamrk

4-5 -Math CBA (curriculum based assessment)

9-  Weekly Math DUE

9-  Google Classroom Journal (reading) Due

13-Valentine's Day Parties 1:45

16-Student Holiday/Teacher Professional Development

17-Weekly Math DUE

17-18 Outdoor School at Briarwood Retreat

23-Weekly Math DUE

23-Google Classroom Journal (reading) Due

March 2015

4-Enterprise City Checkbook assignment due (instead of Weekly Math)

5 - Enterprise City Field Trip

9- 13 - Spring Break

23 - Weekly Math DUE

30 - Weekly Math DUE

 

Announcement:

REMIND101 - If you still have not signed up for Remind101 (text or email), you still can.  Text the number 81010.  In the message box type @hve5 .We don’t text often but when we do, I always have student mention that the reminder helped.  PLEASE JOIN. Students who have texting can sign up as well with parent permission.

 

IPADS– We are seeing more students coming to class with out their LISD issued iPads.  If they have an LISD issued iPad it MUST come to school everyday.  We consider them just like textbooks and utilize it as such.  It should be fully charged at the start of each day.  (We do plan around and accommodate for students whose iPads are being fixed.)  It is difficult to plan lessons and utilize the full class time when we are scrambling to accommodate students who “forgot” their iPads at home or didn’t charge them. We are now asking that it be considered a homework assignment to come to school with a fully charged iPad each day.  Thank you for assisting your child with following through on this.  (If your student does not have an LISD issued iPad, you can disregard this. We plan for those in lessons as well.)

 

 

Essential Questions: Big Ideas

  • How does reading texts from different points of view and genres inpact your understanding of a subject or topic?

  • How does applying a variety of strategies help you to read critically?

  • How do you choose a strategy to help you monitor your comprehension?

 

Reading/Writing: 

We will using Ladders: Connections to Nature.  Students will be reading about two people who use their skills and interests in nature to create a job and future that is impactful.

Students will focus on: 

  • critical thinking skills

  • compare/contrast

  • understanding how POV can impact thri thinking/understanding

  • track their thinking in a variety of ways; providing text support for thinking

  • short answer and mutliple choice comprehension questions

  • connect the information to thier interests.

 

Weekly Reading: Google Classroom Journal

Students will begin having a weekly reading assignment due on Mondays.  Work may be submitted before the due date/time.

  • They must read at least 50 pages (or more) each week.  Some of this may be completed in class during SSR.  

  • They will respond to an assigned question using the books they choose to read.

  • Theese responses will be submitted through google classroom.

  • All requirements are clearly posted on the assignmnet in google classroom. All work must be submitted by 8:00 am on Mondays.

 

State reports were awesome!  The kids taught us so much through their research and writing.

 

Reading STAAR Benchamark:

Students will be taking a practice February 3.  Please try to have your student at school on time with a healthy snack and water bottle on this day.  Parents will recieve data after testing is complete and I have time to go through the results.

 

e-portfolios

We will be working on learning the new e-portflio website and how to add projects and reflections onto our personal e-portfolios.  This will be an ongoing learning experience.  Please be patient as we navigate this new tool.

 

Istation: Students are asked to complete one lesson per week at home. 

Month of February 

We are finishing our earth science unit this month! 

First week: Fossil fuels

2nd week: Water cycle/Energy Resources

3rd week: Outdoor School /Energy resources

4th week: Climate

Essential Question(s):

How can renewable energy benefit our community?

How can you use fossils as evidence of past living organisms and the nature of environments?

Students should be able to: 

Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation (4.7C)

  • Identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels (5.7C)

  • Explain how the sun and the ocean interact in the water cycle (5.8B) 

  • Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky (5.8C)

  • identify and compare the physical

    characteristics of the Sun, Earth, and Moon

 

Inquiry / Labs:

Inquiry or Labs make-up 50% of our time. Students are continually being challenged to analyze their data and information to understand the concepts or standards (like the ones listed above). More importantly, they must be able to draw from these experiences and evaluate a new situation or scenario to predict outcomes. Some students have reached outside of the classroom to DO SCIENCE at home. I really encourage this, as it not only brings meaning to what we may be doing in class but demonstrate that science can happen anywhere. 

 

Homework: Science - Worksheet Weather tools (finish from class)

 

Assessment:

Students are continuously being monitored in the classroom each day and a grade may be utilized once a week. Students typically get instant feedback with their results, as they are electronic in nature.  

 

IMPORTANT**

We will be preparing for our upcoming Field Trip to Briarwood for science. We cover topics that we have discussed in class for earth science , but will not have addressed topics on Life Science at this point. 

 

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March 2015

 

Essential Questions:

How do I inspect what I observe to build a case for what I see?  How does what we measure influence how we measure?

 

The students will be learning about the different attributes of polygons this week. Next week we will begin data analysis over bar graphs and frequency tables. 

 

Homework:  Your child will continue to receive Weekly Math, as well as any classwork that needs to be finished up at home.  Since we have 90 minutes of Math each day they have time to work on anything they need to finish including their Weekly Math.  Thus, they shouldn't have alot of hw each night. There may be times that I require them to complete an exta assignment at home as we get closer to STAAR testing.

 

Think Through Math:

We will continue to work on these lessons weekly; however, it would be extremely helpful for your child to complete these lessons at home, as well.  The rigor on these lessons is good preparation for STAAR in April.

 

Below are the TEKS that I will be covering the remainder of this year (for a complete list of all TEKS you can visit the TEA website):

 

Math 5th grade TEKS ~ 3rd & 4th Nine Weeks:

 

  • 5(4)(B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity RS/RC #2

  • 5(4)(C) generate a numerical pattern when given a rule in the form y=ax or y=x + a and graph RS/RC #2

  • 5(4)(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph SS/RC #2

  • 5(4)(E) describe the meaning of parentheses and brackets in a numeric expression SS/RC #1

  • 5(4)(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping RS/RC #1

  • 5(4)(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form of a cube (V=l x w x h, V=s x s x s, and V=Bh)

  • 5(4)(H) represent and solve problems related to perimeter and/or area and related to volume RS/RC #3

  • 5(5) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties RS/RC #3

  • 5(6)(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible SS/RC #3

  • 5(6)(B) determine the volume of a rectangular prism while whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base SS/RC #3

  • 5(7) solve problems by calculating conversions within a measurement system, customary or metric SS/RC #3

  • 5(8)(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0,0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin SS/RC #3

  • 5(8)(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane SS/RC #3 

  • 5(8)(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input output table RS/RC #3

  • 5(9)(A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots SS/RC #4

  • 5(9)(B) represent discrete paired data on a scatterplot SS/RC #4

  • 5(9)(C) solve one-and two-step problems using data from a frequency table, dot plot, bar graph, stem-and leaf plot, or scatterplot RS/RC #4

  • 5(10)(A) define income tax, payroll tax, sales tax, and property tax

       SS/RC #4

  • 5(10)(B) explain the difference between gross income and net income SS/RC #4

  • 5(10)(C) identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments

  • 5(10)(D) develop a system for keeping and using financial records

  • 5(10)(E) describe actions that might be taken to balance a budget when expenses exceed income SS/RC #4

 

Enterprise City:

As part of our math curriculum your child will be learning how to write a check and balance a checkbook.  This will be especially important since they will need to know how to purchase items from the various shops and businesses when we go to EC.  We will be spending part of math time learning about financial literacy. 

 

 

 

 

 

 

Month of January: 

 

We will be evaluating our form of government 

Driving questions in class:

What is the American Dream? (elbow room, happiness, freedom)

How and why do people change their government?

 

Students should be able to: 

  • supply and demand

  • branches of the government

  • Amendments

  • Bill of Rights/ Constitution
     

Inside the classroom 

I have a very similar environment for Social Studies, as I do for science. Instead of labs, I have students explore topics in groups and we lead discussions about the information that is scaffoled. Students have opportunities to share their thoughts with others, so they have diverse perspectives of notes included from these viewpoints. We are engaged in different activities to bring history ALIVE for students to grasp a better understanding of what happened in the past. 

 

Homework

Typically, students will read the online textbook and develop important vocabulary outside of the classroom for homework. However, if an assignment that begins in class is not completed then students are advised to take it home to complete it. 

 

We wil be evaluating primary and secondary resources which will help students to see artifacts and understand meaning of its historical value and provide more insight.

U. S. STATES MONTHLY TEST

Students are required to know their states by the end of the year . This can be a such daunting task, that I will have students continue to master 10 states each month and test what they know each 3rd

Friday of the month, until all states are mastered. 

 

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