Home April Fools Day

THE WEEK OF APR 6th-10th

Hello everyone! Just wanted to inform you all on some changes that will begin starting Monday April 6th. I have transitioned everything to google classroom. This will make things more assessable for student to complete their assignments. There will no longer be PDFs. All work will be done through IXL, Khan Academy and this months reading will be assigned through Epic Books for Kids. Emails were sent to everyone, so please have the kids set up their account I have 8 students that have signed up which means I am missing 20. On Fridays at 12pm for 15 mins I will be scheduling a meeting to do silent reading with the kids. I would like for them to hold their books in the camera to show what books they are reading in their free time. April 12th-19th will still be spring break and I will not be uploading anything for that week. As far as this upcoming week, I am still available to meet with the kids. So feel free to let me know and I can always schedule meetings. This site will still be used to make announcements, update what work needs to be done and any other updates I receive. Continue to STAY SAFE AND I MISS YOU ALL!

Google Classroom Code: mgpojqv

Khan Academy Code: JQMX36KD

If you having trouble setting up or overlooked the Khan Academy email here is the link https://www.khanacademy.org/join/JQMX36KD


waynehughessr@yahoo.com: personal email
whughes@sthelenchicago.org: work email


Language Arts:
Monday: Main Idea (IXL), Read Chapters 1 and 2 of the book Warriors #1 into the Wild assigned on EPIC, Read ANY book of your choice for 30 mins then recall to your parents some key things from the reading.

Tuesday: Point of View (IXL), Read Chapters 3 and 4 of the book Warriors #1 into the Wild assigned on EPIC Read ANY book of your choice for 30 mins then recall to your parents some key things from the reading.

Wednesday: Analyze Short Stories (IXL), Read Chapters 5 and 6 of the book Warriors #1 into the Wild assigned on EPIC Read ANY book of your choice for 30 mins then recall to your parents some key things from the reading.

Thursday: Actions and Dialogue (IXL), Read Chapters 7 and 8 of the book Warriors #1 into the Wild assigned on EPIC Read ANY book of your choice for 30 mins then recall to your parents some key things from the reading.

Friday: Discussion Post Google Classroom, Read ANY book of your choice for 30 mins then recall to your parents some key things from the reading.


Math: (Google Classroom All IXL and Khan Academy)
Monday: Unit 6-1 Part 1 and 2, Khan Videos on Power of 10 and Multiplying and Dividing Decimals by power of 10

Tuesday: Unit 6-2, Khan Video using exponents with power of 10

Wednesday: Unit 6-3 Part 1 and 2, Khan Metric Conversions Exercise Multi Steps

Thursday: Unit 6-4, Khan Metric Word Problem Exercise

Friday: Unit 6-5, Khan Data Line Plots Exercise



Science: (Google Classroom All IXL)
Monday: Identify Mammals


Tuesday: Identify Vertebrates and Invertebrates 

Wednesday: Classify Mammals, Birds, Fish, Reptiles 

Thursday: Classify Animals

Friday: Describe, Classify and Compare Kingdoms

 (PARENTS PLEASE CHECK TO SEE IF ANY ADDITIONAL SCIENCE BOOKS ARE AT YOUR HOME.) THANK YOU




Social Studies: (Google Classroom ALL IXL)
Monday: Jamestown The Early Years

Tuesday: Jamestown Growth of a Colony 

Wednesday: Plymouth

Thursday: New England Colonies: Religions and Government 

Friday: New England Colonies: Economy and Conflict

Music:
Miss. Hofman has provided you guys with two videos you have to watch and two work sheets you have to complete as well links are at the bottom.


Here are some additional activities that the students can try. I would like for them to do the first week activities this week just to test it out and see how it go. https://classroommagazines.scholastic.com/support/learnathome/grades-3-5.html




After completed I would like you to send me a picture of you holding your project. 

Projects/Test

Classroom Announcements:
If you have a preferred time slot for conferences on March 19th please email me or you can complete the time sheet that was emailed in this week's newsletter.

These NEXT TWO WEEKS will serve as make days for students to complete any missing work they have. This will result in homework being lighter than usual. 

Envelopes have been given to each individual student pertaining to the possibility of them missing any work. This is to help them still receive points for things they haven't turned and won't result in a zero points.  

Teacher for a day Project (Due March 2nd - 6th)

Social Studies Chapter 6 Test (March 18th

Science Chapter 8 Test (March 18th)

Six Flags Read to Succeed Class Code: R6ZRD






Your Diorama

 

Part One: Research and Graphic Organizer

Each student has selected or been assigned an animal to research. Focusing on their animal, students will research and complete their graphic organizer at home. Students will write and publish their report in class. Each week students will work on part of the graphic organizer. Please follow the due dates on the graphic organizer. Each section will be checked by the classroom teacher following the dates provided.

Part Two: Diorama

 

DIRECTIONS

Objective: To help students learn about animals, their habitats, and adaptations they need to survive.

Project: Each student will create a diorama (a scenic representation in which sculpted figures and lifelike details are displayed) showing their selected species of animal in a three dimensional representation of its habitat. To create the diorama project a shoe box or other small box may be used as the space for the animal’s home or territory. Students may use a plastic or vinyl toy for their animal, or mold one from clay. Materials such as magazines (for photos), silk or plastic plants, Popsicle sticks, toothpicks, glue, construction paper, and other craft items may be used. Creativity is encouraged!

Diorama: “a life-size, three-dimensional scene from nature”

HOW TO MAKE A DIORAMA

1. Find a box at least as big as a shoe box - a slightly larger box works even better. Cover the outside of the box with construction paper.

2. Decide on a scale. This is key, because a diorama becomes believable to the extent that it looks "real." If you've got a focus (plastic animal), use that scale.

3. Collect your materials - animal figures, palm trees or sugar cubes to build an igloo, for an interior scene.

4. Decide on a background - you can paint or draw your own or use wallpaper or wrapping paper (or anything else you can find). Remember, though, that the background images should be consistent with the scale you've chosen. Decorate the Walls: Most every diorama has three walls or views, a ceiling or sky and a floor, ground or base. You need to decorate these inside walls first. There are lots of ways to do this. You can paint them or color them with markers, crayons or paint. You can measure them, cut construction or other paper to fit on them, and glue that on. Or you can go to your computer and design something to look more realistic.

5. Build your diorama working from the back to the front - start with the background (don't forget the sky/ceiling and ground/floor). Then place large objects such as trees. The smallest objects should go farthest forward. Use glue or putty to secure the objects. Objects such as birds, clouds, balloons, and airplanes can be hung from the top using black thread. Tape or tie the thread to the object and to the box.

6. Attach a title to the box where it can easily be seen.

 

Part Three: Presentation

On March 6, 2020 students will present their animal and diorama to the class.

The presentation should include:

1. The name of the animal and its habitat

2. One behavioral adaptation the animal uses to survive in its environment

3. One structural adaptation the animal uses to survive in its environment
  • Teacher for a day Rubric

Objective: Create and present a lesson to your classmates.

In this project, you will become the teacher for a day! You will create and present a lesson to your classmates. You may use your textbook and/or the Internet (Google, YouTube, etc.) to help you prepare your lesson. In your lesson, you must…

• State the objective of your lesson.

• Define any vocabulary for the section. (These are the highlighted words in the textbook.)

• Provide examples.

o Each person must explain AT LEAST 3-4 example.

o You must present AT LEAST 1 application problem (word problem)

o You may use the Checkpoint problems listed in the lesson as examples.

• Assign a homework assignment to reinforce what you taught.

• OPTIONAL: You may show a short YouTube video to help explain your topic. (2-3 min.)

o If you would like to show a short YouTube video, please email the link to my email.

whughes@sthelenchicago.org

SUBJECT LINE:

You may present your lesson using PowerPoint, a poster, the white board, etc. Make sure it is NEAT and CLEAR.

REMEMBER: You will be the teacher. You will need to be able to explain the problems and answer questions from the class.

After presenting your lesson, your group will review the homework answers for your lesson the NEXT

DAY in class. All group members are to be involved in reviewing the homework. (10-15 min. MAX)

You will be graded on the following:

Student:____________________________________________________________________

LESSON _______________________

Objective is stated (5)

Vocabulary is defined (5)

Examples (at least 3-4 per person) (10)

At least ONE application problem is explained (5)

Suitable homework assignment is assigned (10)

Presentation in neat and clear (10)

Review of homework answers (5)

Informative (5 points): The class will understand your topic after your presentation

Professionalism (5 points): Avoid laughing in front of the class. Remember, you are the teacher for a day!

TOTAL out of 60 points: _________________

Chapter 6 Study Guide

What did the slaves contribute to society during colonial times?

What was one characteristic of the colonial towns?

What was one disadvantage of being an apprentice?

What was one of the most popular books in the 13 colonies?

What was one way slaves resisted slavery?

What was school like in the colonies?

Which of the following BEST describes a triangular trade route?

Which of the following describes most slavery in the south?

Which of the following did NOT help slaves keep their African culture alive?

Which of the following was NOT a cash crop for the Southern Colonies?

Which of the following was NOT a job available to English colonist?

Which of the following was NOT grown on a Southern plantation?

Which of the following was NOT started by Benjamin Franklin in the city of Philadelphia?

Which of the following were common foods in the colonies?

Which was the most important building in a colonial New England town?

Why did many of the colonists want to leave Europe?

Why were the Middle Colonies known as the “breadbasket of the colonies?”

 

SHORT EASSY QUESTIONS

How are the ways we communicate today similar to and different from those in colonial times? COMPARE AND CONTRAST

How did colonists in the New England Colonies use trees? SUMMARIZE

How did Olaudah Equiano feel about slavery? ANALYZE INFORMATION (discover or reveal (something) through detailed examination.)

How did the city of Philadelphia and Benjamin Franklin help each other? DRAW CONCLUSIONS

What is the main reason some children became apprentices and others worked on family farms? MAIN IDEA AND DETAILS

What was daily life like for colonial children? SUMMARIZE

What were towns like in colonial New England? GENERALIZE (make a general or broad statement by inferring from specific cases.)

Why were laws passed that denied slaves many rights? DRAW CONCLUSIONS

Chapter 8 Review

Renewable Resource

Ozone Layer

Fossil Fuel

Smog

Acid Rain

Desalination

Water Cycle

Groundwater

Water Table

Aquifer

Spring

Well

Reservoir

Geothermal Energy