5th grade
Ms Donna Kinkead
Zip Code: 47408
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February 8 - February 12

IB UNIT -Where we are in place and time:  Where in the World is . . .?

Colonies and settling a new land

 

Central Idea: Exploration and colonization change the world.

Lines of Inquiry:

- how the availability of natural resources determines success or failure

- motivations of explorers and colonists

- how exploration and colonization lead to change

  • impacts of exploration and colonization on indigenous people, animals, and environments

Colony project due March 4.


 

All students 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 15 F degrees  students will have inside recess.  Otherwise families should plan on outdoor activity.


 

Important Dates

Complete your Acts of Kindness Bingo - turn in with the paragraph about what you did for chance to win a prize.

February 8 - Wear red for healthy hearts

February 9 Wear yellow or orange for healthy vegetables

February 10 - Wear green for healthy habits

February 11 - Wear blue for outside exercise (maybe?)

February 12 - Wear Purple (or red, or pink) Valentine Exchange

February 12 - Guests for Space Station science

February 16 (Tuesday) Field trip to MAC

February 18 - Literacy meeting for parents in library

February 29 - March 4 ISTEP round #1

March 1 - ABC Book Due (illustrated and cover made)

March 4 Colony Projects due (end of third grading period)

March 14- March 18 Spring Break


 


Charge Time: 

Finish first draft for persuasive writing on school times
Choose a topic for your persuasive writing to finish (topic of your choosing using the persuasive writing rubric

 

In reading responses I am looking for the following:

5.RN.2.1  Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.

5.RN.2.2  Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.RN.2.3  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

5.RN.3.3  Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives the account represent.

5.RN.4.1 Explain how an author uses reasons and evidence to support claims in a text, identifying which reasons and evidence support which claims.

5.RN.4.2  Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject.


 

WRITING
5.W.3.1 Write persuasive compositions in a variety of forms.
 
5.W.3.2 Write informative compositions in a variety of forms.
 
5.W.6.1 B Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses. Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).
 
5.W.3.3 Write narrative compositions in a variety of forms.
 
5.W.4 Apply the writing process to generate a draft and revise to improve writing.

 


Reading/Language Arts

Reading Responses  NOTE :  The next nine weeks will focus on Non-Fiction responses for the reading response.  This will include a book on one topic: Abigail Adams, Dolphins, World War II, but NOT DK or Guiness books of records or books like this.  Non-fiction may also include poetry book poem collections on a topic or by an author, or biography.  How-to books are also included.  You are encouraged to pick different types of books so that you have at least 4 different books this nine weeks for responses.  Responses may be written on the same book for up to three readings.

 

In fifth grade we focus on writing more detailed explanations for what you read. Over one week make your response to one book 2-3 pages (or more.) Expand by doing some or all of the following.  You should be writing these at school or at home the DAY BEFORE THEY ARE DUE so you have plenty of time to edit.

 

You may type responses, but remember we don’t always have access to printers here at school every day. Plan so that your responses are completed the day before they are due. Typed responses must be neatly glued in response journal. No edges hanging out, no messes with glue!

 

 

SCORE

How you can get this score

4

Level 4 students will add some of the following things to the complete 3 list:

  • Research done and documented (bibliography where you found the answer) to answer questions you had as you read (example: I wonder when golf was invented?)
  • A response written in poetry form that furthers our understanding or extends your thinking about something you encountered in the book.  This may include a positive or negative response to information, a character, a plot twist or it may extend your ideas on the topic.
  • Detailed drawings or maps with labels and quotes from book to extend our understanding of the text
  • Analysis of a quote or passage - for non-fiction it might be a passage that you question or disagree with based on additional reading. Cite the other books/articles you read.
  • Compare and contrast ideas to other books/films/websites on the topic (be sure to document what you are comparing
  • Musical lyrics or responses set to music that can be performed (YouTube videos acceptable.)
  • Give Mrs. K some ideas of what you think should be included to prove you are a level 4.

3.5

3

Mastery Level 3 NON-FICTION should include: (Information books on a single topic. This DOES NOT INCLUDE things such as Guinness Book of Records or books like that. Not appropriate for reading responses)

Use post-its on which we write questions or comments while we are reading and

  • A summary of the book’s topic or main ideas
  • At least three new things you learned reading the book
  • Details that include quotes and examples from the text in the above
  • Analysis of the text devices (graphs, maps, photos, etc.) (Did they help – how?)

3

Mastery Level 3 for Fiction: (The following will be our standard for any independent books read) Any type of fiction story including historical, friendship, adventure, fantasy, etc. :

A brief summary of the plot (3-5 sentences) and at least three of the following:

  • Details about the main character and his/her motivation (behaviors and why they do what they do)
  • Signposts – all 6 giving specific example and an explanation why you say so.
  • All statements about characters, signposts, ideas, predictions supported by quotes and examples from the text (and page numbers)
  • Discussion of the theme or main purpose for the book
  • Examples of figurative language: metaphor, simile, imagery, alliteration, hyperbole, etc.
  • Examples of literary devices: symbolism, foreshadowing, subplots, etc.
  • Point of view: who tells the story and why is this important.

2.5

2

Attempts or does some of the above but lacks detail or depth to responses

0-1

Fails to turn in weekly journals or does below grade level work.

 

Tuesday

1,5,9,13,17,21,25, 29

Wednesday

2,6,10,14,18,22,26

Thursday

3,7,11,15,19, 23, 27

Friday

4,8,12,16,20,24

 


 

Writing and Vocabulary:

Words of the day

Greek and Latin Roots 

ABC Book (Information book on a single topic)

Persuasive Writing (School Start Times)

 


Vocabulary - Test Friday, February 12: Three American Colonies

 

Grammar/Vocabulary Standards:

Writing: Prepositions
5.W.6.1 D Writing sentences that include prepositional phrases and explaining their functions in the sentence.
Writing: Usage
5.W.6.1 E Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor).
Writing: Capitalization
5.W.6.2 A Applying correct usage of capitalization in writing.
Writing: Punctuation
5.W.6.2 B ii Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.
5.W.6.2 B i Applying correct usage of apostrophes and quotation marks in writing.
Writing: Spelling
5.W.6.2 C Applying correct spelling patterns and generalizations in writing.

Social Studies:

Chapter 6 Early Colonies

Creating a Colony Project - due March 4; Presentations due March 7-11

Students describe the historical movements that influenced the development of the United States from pre-Columbian times up to 1800, with an emphasis on the American Revolution and the founding of the United States.

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 andSamuel 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, Great Plains, 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 Britishsettlements.

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

Colonization and Settlements: 1607 to 1763

5.1.5     Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe.

Examples: Puritans fleeing religious persecution, search for wealth by the French and Spanish, debtor settlements in Georgia and the African slave trade

5.1.6     Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists

Examples: In agriculture, trade, cultural exchanges, military alliances, and massacres.

5.1.7     Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic organization and structure of each region.

Examples: Slavery, plantations, town meetings and town markets

 5.1.8     Identify the early founders of colonial settlements and describe early colonial resistance to British rule.

 Examples: John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop,

Thomas Hooker, George Whitefield and William Penn


 

 Chapter 13 & 14 Foundations of Government

Students identify main components and characteristics of the United States government. Students identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.

Foundations of Government

5.2.1     Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.

 

5.2.2     Identify and explain ideas about limited government*, the rule of law and individual rights in key colonial era documents.

Examples: The Mayflower Compact (1620), Fundamental Orders of Connecticut (1639)

  • limited government: the powers of government are specified and limited, usually by a written constitution, in order to protect individual rights

 

5.2.3     Give examples and explain how the British colonies in America developed forms of representative government,self-government and democratic practices.

Examples: Town meetings in New Hampshire, colonial legislative bodies in Virginia and

Massachusetts,and charters on individual freedoms and rights in Rhode Island and Connecticut                                  

5.2.4     Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights.

Example: Union*, popular sovereignty*, republican government* (representative government), constitutional government* (constitutionalism), federal government (national government), federalism* and individual rights*

  •  union: an alliance of citizens, colonies, states or other entities for mutual interest or benefit
  • popular sovereignty: government by consent of the governed who are the source of all authority in their government
  • republican government: type of government in which power is exercised by representatives chosen by the people
  • constitutional government: powers of government are distributed according to provisions of a constitution or supreme law, which effectively limits or restrains the exercise of power
  • federalism: type of government in which power is divided between a federal or national government and the states, such as the states of the United States
  • individual rights: personal, political and economic rights possessed equally by each person

 5.2.5     Describe and give examples of individual rights guaranteed by the Bill of Rights. Examples: The right to associate with whomever one pleases; the right to practice the religion of one’s choice; the right to vote, speak freely and criticize the government; the right to due process; and the right to be protected from unreasonable search and seizure

 Functions of Government

5.2.6     Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.

5.2.7     Identify the three branches of the United States government and explain the functions of each.

Examples: Separation of powers, shared powers, and checks and balances involving the legislative (law making), executive (law enforcing) and judicial (law interpreting) branches of government

Roles of Citizens

5.2.8     Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.

5.2.9     Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.

5.2.10   Use a variety of information resources* to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.

Examples: Proper use of the Internet, smoking in public places, payment of property taxes,development of highways and housing on historic lands.

  • information resources: print media, such as books, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and community resources, such as individuals and organizations

 

    


 SCIENCE: Floating, Sinking, and Bouyancy

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.

Standard 1: Physical Science
------------------------------------------------------------------------------------------------------------------------------
Core Standard:
Describe the weight and volume and measure the weight and volume of various objects.
(5.1.1, 5.1.2)
Core Standard:
Demonstrate that mass is conserved even when a substance has undergone a change in its state. (5.1.3, 5.1.4)
------------------------------------------------------------------------------------------------------------------------------
5.1.1 Describe and measure the volume and weight of a sample of a given material.
5.1.2 Describe the difference between weight and mass. Understand that weight is dependent on gravity and mass is the amount of matter in a given substance or material.
5.1.3 Demonstrate that regardless of how parts of an object are assembled the weight of the whole object is identical to the sum of the weight of the parts; however, the volume can differ from the sum of the volumes.
5.1.4 Determine if matter has been added or lost by comparing weights when melting, freezing or dissolving a sample of a substance.


 

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 


 

Supply Lists:

 FIfth Grade List

 2 Sharpie pens (Fine point, black)

 1 Box of markers

 3 Dozen pencils sharpened

 1 Box of colored pencils

 1 Dry erase marker

 2 Highlighters

 2Grading pens: red, green, etc.

 2 Glue Sticks

 1 Pair of scissors (Fiskars preferred)

 1 Ruler with inches and centimeters

 1 Protractor

 1 School box 9”x6”

 6 Composition notebooks

 1 Spiral notebook

 1 Package lined, college ruled paper

 2 Package 3x4 file cards (blank)

 6 Pads of Post-its

 8 Pocket folders with prongs:

       (1-red/plastic, 1-blue/plastic, 1-green,

         2-yellow, 1-orange, 2-purple)

 1 Small pencil case (to carry a pencil,

         grading pen, highlighter, dry erase

         marker  when

         switching classes)

 1 Box facial tissues

UES Assignment Notebook

 


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


Usual Weekly schedule for Specials:

Monday - Friday -students who have work completed may read to preschool and community base classrooms during reading to self time

Monday - PE & Music 9:55 - 11:05 AM

Tuesday - Art 9:55-11:05 AM

Wednesday - (Late Start 9:35) Computer Lab as necessary 9:45-10:45

Thursday -  Music & PE 8:45-9:50 AM

Friday - Library 9 AM  & Spanish 10 AM

 

Reminders

Teachers have been asked by our principals to pass along these reminders: 

  •  NO HATS in the building. Students are not to wear hats in the building & this must be consistently enforced by faculty and support staff in and outside of the classroom at all grade levels. Student/Parent Handbook page 65
  • No toys in school. Toys that are brought to school can cause a disruption, and run the risk of being stolen. Please be sure your students know our school policy – Student/Parent Handbook page 64
  • Early Pick-ups There are too many early pick-ups (3:30-3:50 PM). Early pick-ups should only happen on a RARE occasion & and teachers/office need to be notified by parents in advance if their child is going to be picked-up early. Last minute changes are very disruptive in the classrooms. The office is very busy during this time. Your help is much appreciated! (Thank you to those who always let me know in advance about late arrivals/early pickups due to medical appointments.)
  • No Gum ever
  • All students 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 15 F degrees  students will have inside recess.  Otherwise families should plan on outdoor activity.

 

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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