5th grade
Ms Donna Kinkead
Zip Code: 47408
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Calendar of Events

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December 15- December 19

University Elementary School

Mrs. Kinkead's 5th Grade

IStudents are expected to go outside every day and to be dressed properly for the weather.  Teachers are on duty outside, and cannot supervise students in classrooms or library. To play in snow students are expected to have waterproof boots and mittens/gloves. If the wind chill is below 18 F degrees  students will have inside recess.  Otherwise families should plan on outdoor activity.

 

 


Important  Announcements and Dates

Monday, December 15 - Presentations and retake CH 14 Branches of Government

Tuesday, December 16 - Presentations and retake Chapter 5 Explorer Words;

                                   All Science Notebooks collected for assessment.

Wednesday, December 1 - Presentations and retake CH 4 Vocabulary Words

Thursday, December 18 - School wide  4-5-6 Geography Bee (Go Diana!) and Presentations

Friday, December 19  9-9:45 Parents and classes invited to see 5th Grade Biomes in cafeteria;  take critters home; Vocabulary Quiz on Chapter 5 EXPLORERS; Vocabulary Squares

 


 

December 18 - School Geography Bee

January 29 - School Spelling Bee

March - Field Trip to IU Art Museum

February 6 Grade Math League Contests

April - 5th Grade Math League Contests

 

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University School Events

February 19, 6:30-7:30 PM “How to Support Writing at Home” Grades K-6

 


Biome Presentations Schedule

 

Friday, December 12

Monday, December 15

Tuesday, December 16

Wednesday, December 17

Thursday, December 18

 

  1. Amru
  2. Diana
  3. Sigal
  4. Ethan
  5. Katrina
  6. Ravi
  7. Younwoo

 

 January 5 - Siya

  1.   Avery
  2. Macy
  3. Christine
  4. Destiny
  5. Nikhil
  6. Yebin
  7. Caleb

 

  1. Holley
  2. Skyler
  3. Steven
  4. Louis
  5. Ann

 

  1. Ariana
  2. Seeger
  3. Eli
  4. Isaac
  5. Kaysan
  6. Taryn
  7. Nora

 

 

  1. Joseph
  2. Bill
  3. Kevin
  4. Quincy
  5. Ruolin
  6. Jallah

 

 


 

Assignments:


Please Note: The new Indiana Academic standards for Reading, Writing, and Vocabulary are in a PDF file under Files.

Language Arts -Reading

Students should have plenty of time to complete reading logs during Daily 5 Class time. Reading response books will be collected each week except the week of January 5-9 when we will be returning and working on logs for the following week.

Reading Logs Turned in once a week on your assigned day (numbers are students' class numbers):

Monday - #1, 5, 9, 13, 17, 21, 25, 29, 33

Tuesday - #2, 6, 10, 14, 18, 22, 26, 30, 34

Wednesday #3, 7, 11, 15, 19, 23, 27, 31

Thursday #4, 8, 12, 16, 20, 24, 28, 32


Language Arts: Writing: Writing a WIKI entry for your Creature

  • Type in Word or Google Docs and correct all spelling.
  • Copy and paste into kidblog
  • Add photos of prey, predators, habitat/biome scenes
  • Take a photo of your creature and add to the page.
  • More points for three dimensional creatures
  • Drawings should be on plain paper, fill the page, be colorful and there should be more than one.
  • These will be graded December 15-19

Language Arts: Vocabulary and Grammar

Chapter 5 Exploration Words - Famous Explorers

Personification, Idioms, Hyperbole


 

Constantly reviewing: parts of speech and sentence structures in grammar lessons.  We are also working on good transitional words and how to use them and putting "said to bed" by enhancing tags in dialogue.


Charge Time:  Three Branches of Government, Bill of Rights, Checks and Balances

 


Social Studies:

Explorers and Discovery - Chapter 5

 

Indiana Standards

Historical Knowledge:
Ways of Life Before and After the Arrival of Europeans to 1610
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans.


Examples: The Anasazi (100 B.C./B.C.E. – 1300 A.D./C.E.) and Mississippian culture at Cahokia (600 A.D./C.E. – 1400 A.D./C.E.)


5.1.2 Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.
Examples: The Viking explorations and settlements in Greenland and North America;
Spanish expeditions by Christopher Columbus, Hernán Cortés, Hernando de
Soto and Francisco Vásquez de Coronado; expeditions by French explorers
Jacques Cartier and Samuel de Champlain; and expeditions for England and
Holland by explorers Henry Cabot, Henry Hudson and John White


5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, GreatPlains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.


Examples: Compare styles of housing, settlement patterns, sources of food and clothing,
customs and oral traditions, political and economic organization, and types and uses of
technology.


5.1.4 Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements.


Examples: St. Augustine, Roanoke Island, Santa Fe and Jamestown

.


Science:

Environments and habitats

Biological Sciences

Building terrariums

Observing plant growth

Making predictions

Observing isopods and darkling beetles

Vocabulary: biotic, abiotic, predator, prey, populations, habitats, biomes

Terrestrial Biomes: Deserts and Tundra Grasslands and Savanna,  Forests: temperate, deciduous, coniferous, boreal; rainforests: temperate and tropical

Students will be studying the different biomes and creating creatures and plants that could be found in those regions based on the characteristics one needs to survive in these conditions.

 

Standard 3: Life Science
------------------------------------------------------------------------------------------------------------------------------
Core Standard:
Observe, describe and ask questions about how changes in one part of an ecosystem create changes in other parts of the ecosystem.
------------------------------------------------------------------------------------------------------------------------------
5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem.
5.3.2 Investigate the action of different decomposers and compare their role in an ecosystem with that of producers and consumers.

The Nature of Science
Students gain scientific knowledge by observing the natural and constructed world, performing and evaluating investigations, and communicating their findings. The following principles should guide student work and be integrated into the curriculum along with the content standards on a daily basis.

  • Make predictions and formulate testable questions.
  • Design a fair test.
  • Plan and carry out investigations—often over a period of several lessons—as a class, in small groups or independently.
  • Perform investigations using appropriate tools and technologies that will extend the senses.
  • Use measurement skills and apply appropriate units when collecting data.
  • Test predictions with multiple trials.
  • Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports.
  • Identify simple patterns in data and propose explanations to account for the patterns. Compare the results of an investigation with the prediction.


The Design Process:
As citizens of the constructed world, students will participate in the design process.

  • Students will learn to use materials and tools safely and employ the basic principles of the engineering design process in order to find solutions to problems.
  • Identify a need or problem to be solved.
  • Brainstorm potential solutions.
  • Document the design throughout the entire design process.
  • Select a solution to the need or problem.
  • Select the most appropriate materials to develop a solution that will meet the need.
  • Create the solution through a prototype.
  • Test and evaluate how well the solution meets the goal.
  • Evaluate and test the design using measurement.

 

 


HEALTH: 9, 5, 2, 1, 0

Average of 9 hours of sleep is required for students in elementary and middle school.

5 Servings of fruits and vegetables daily

2 hours or less of screen time

1 hour a day of active outdoor play

0 sugar drinks

 

 


 


News and Notes


POETRY:  Students should practice reading their poem each night to a family member.  We are mining poems for words, themes and writing poems similar to these for our own poetry.

 

A Poem a Day increases fluency.

August 11-15: HOMEWORK I LOVE YOU!

August 18-22:  My Shadow

 August 25-August:  The Spinning Earth

September 2-September 5  Latitude and Longitude

September 8-12  I am From. . .

September 15  Abandoned Farm

September 22: Scranimals

September 29 - No poem this week due to BW

October 13 - Nature poems - snow, tigers, and Native American poem.

October 20: -Writing and typing up our own poetry for books.

October 27 - Haunted House

November 3 Kokopelli

November 10 Remnants, Ghost Warrior

November 17 Caged Bird

December 3 - Every Cat Has a Story


A person who never made a mistake never tried anything new.   ~Albert Einstein


Usual Weekly schedule for Specials:

Monday PE & Music;

Tuesday Art

Wednesday  (Late Start) No Specials

Thursday  Library Checkout;  Computer Lab Printing and working on writing.

Friday Music & PE,

 


 

GRADING RUBRIC FOR STANDARDS

 


 

 

4

Above Expectation:  In addition to exhibiting Level 3 understanding goes beyond what was taught in class and applies to diverse situations.  Does additional research and thinking about the topic. Expands answers/projects to address this. Shows creative thinking skills and unusual but appropriate ways to apply learned information.  "Thinks outside the box."

3.5

3

Proficient/Mastery: No major errors or omissions of information, ideas or processes that were explicitly taught. Is able to complete all parts of assignments independently.

2.5

2

Basic:  No major errors or omissions for simpler ideas BUT errors or omissions regarding complex ideas. May need help from teacher/adult for more complex parts of assignment.

1.5

1

Below:  Shows partial knowledge of simpler and complex ideas. Needs help to complete assignments.

0

Incomplete: Even with help does not complete work, shows little understanding of concepts or skills needed. Needs help to complete assignments.

 

 

 

 

 

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