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

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November 17 - November 21, 2014

University Elementary School

Mrs. Kinkead's 5th Grade

IMPORTANT NOTE: 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 18 F degrees  students will have inside recess.  Otherwise families should plan on outdoor activity.

 

 


Important  Announcements and Dates

Monday, November 17 - Wish Mrs. Piekarsky Happy Birthday or make her a card if you know her.

November 17-21 - Plan and make details about your creature.  We will create accounts in kidblog and write a "WIKI" page about our creature.

November 18 -retake CH 2 words if you scored less than 80% (in purple folder)

November 19 - Planner for critter due; Research notes (3 sources minimum) must be turned in Thursday

November 20 -  Retake Chapter 3 Words if you scored less than 80%;

                        Be ready for first draft typing WIKI Page about your creature

November 21 - Exploration Words Chapter 4 Quiz

                       Let's have a celebration for Thanksgiving and fall 2:45-3:45 Healthy snacks requested

November 22- November 30 THANKSGIVING BREAK (school December 1)

 

December 10 - Creature due in classroom, WIKI Page completed; Sign up for Presentation

December 11 - Tri North band 1:10 in cafeteria

 

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University School Events

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

 


 

IMPORTANT NOTE: Students are expected to e in the class before 8:35 and unpacked.  Coming in after this time disturbs the class routines.  Please help your child arrive in plenty of time.


 

Assignments:


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

Language Arts -Reading

Reading-Beginning on October 13 students will be writing on a specific strategy for  texts assigned for reading responses. Students have a due date assigned by class number. Students have a rubric and questions to guide them in their reading notebook.

Students should have plenty of time to complete this assignment during Daily 5 Class time.

Reading response books will be collected each 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: Realistic Fiction

Setting: Bradford Woods

Plot - student choice

Realistic Fiction - no supernatural, super powers, or aliens

Make certain you have addressed - main characters and traits

What is the problem? All stories have a problem the character must overcome.

How does the main character (and others) solve the problem?

What is the resolution or the solution to the problem?

Checklist: 

  • Does your writing include detailed character descriptions, figurative language and dialogue to "spice it up?"
  • Does your writing have a great beginning that introduces the story plot, and hints at what will happen in the story?
  • Does your story have closure - a real and believable ending?

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 tan one.

Language Arts: Vocabulary and Grammar

Environments, habitats, ecosystems

 

Ecosystem - places where living things interact with each other and with non- living components such a as soil and water.

 

Habitat – is made up of abiotic factors such as soil, moisture, range of temperature, and availability of light as well as biotic factors such as the availability of food and the presence of predators. A habitat is not necessarily a geographic area—for a parasitic organism it is the body of its host or a cell within the host's body.

Adaptations -features of a plant or an animal's body that makes it more fit for living in a certain environment.

Predators - Animals that hunt and eat each other.

Photosynthesis -a process by which a plant produces its food using energy from the sun, carbon dioxide from the air, and water from the soil

Producers - organisms that use the Suns energy to make food. Green plants (chlorophyll) are producers.

Consumers - organisms that use the Suns energy indirectly by eating other animals or plants.

Carnivores - animals that eat other animals.

Herbivores - animals that eat only plants

Omnivores - animals that eat a mixture of plants and animals

Food chain -The path that energy takes as it passes from the sun to producers and consumers.

Decomposers - Insects, bacteria, fungi that break down dead animals and plants. Fungi and bacteria play an important role in nature. They break down the unused dead material and turn them into nutrients in the soil, which plants use to grow. They are an important part of the food chain.

 

http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm

 

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  Point of View (first, second or third person;  if third person: objective, limited, or omniscient?)

Quoting Accurately from Text

Theme

 


Social Studies:

Explorers and Discovery - Chapter 4 and 5

  1. New World
  2. Nation State
  3. explorer
  4. astrolabe
  5. compass
  6. cash crop
  7. Age of Exploration
  8. archaeologist
  9. Americas
  10. sponsor
  11. motives
  12. impact
  13. route
  14. personal background

 

 

 

 

 

 

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

 

 


 


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


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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