Friday Homework and Catapult Testing...

Math:  Page 329 #2, 3 and Page 333 #2, 5

Science:  Catapult Competition on Monday

Book Report:  March 5

Lipsynch Competition:  March 13th

The kids are having a blast with the book reports, lip synch competition and the catapults!  Below are some images of the kids!

Catapult Fun

Teaching Catapults:

I wanted to come up with a fun activity to encompass the ideas and teachings of simple machines for my Grade 5 students.  Catapults are made of levers-which we have been studying all week.

I began with using this website.  It was a great resource to get us started.  From there I provided the materials from the slideshow for building use.

Here are some pictures of the kids building and designing:

Homework

Science:  The catapults continue!

Book Report due March 5th

Math:  Page 321 #1, Page 325 #2

Literacy: Summary due tomorrow

Wednesday, February 25

Science:  Catapult Construction tomorrow...bring your glasses!

Book Reports:  March 5th

Homework

Math: Page 318 #5 and 6

Book Report:  March 5

Independent Reading Project: A Variety of Choices: Due on Thursday, March 5th

Independent Reading Assignment

Name: ___________________

Due: Thursday, March 5th, 2015

You have finished reading a novel of your choice.  Now it is time to report on this novel.

You have a choice between 3 different assignments:

Book in a Box:  

You can use a shoebox, cereal box, pasta box, canister or other similarly sized container for this project. Using a large, empty box as a form, students cover each of the sides in the following ways:

1. Draw an illustration to cover one large surface of the box. Include on this section the name of the book, its author, and your name.  Title of the literature and picture is related to title of book.

2. All book elements are included (title, author, # of pages). Neatly write a plot summary (what is the problem in the story and how the characters try to solve it). The main problem and solution are clearly stated. Attach to the largest surface on the other side of the box or container.

3. On one of the sides, list the characters in the story. On the other side describe the setting (where and when the story takes place).

4. You can draw and color pictures yourself, use pictures from magazines, newspaper, or the internet. Include the title and author of your book on the box as well as your name.

5. Find at least 5 to 10 different objects. You can use pictures if the object you want to use is too big to fit your box. The objects included is directly related to the main character or events in the novel. Originality and creativity is evident.

6. The box is completely and attractively covered. All items are written or drawn neatly. Sentences are complete with correct grammar and perfect spelling.

Some Examples:

Scrapbook:

You will create a scrapbook that represents your novel.

Page 1:  Cover Page with illustrations, title, author, and your name.

Page 2:  Summary of the book. Highlight the beginning, middle, and end.  Keep it “brief” (bahahaha).  Page 3:  Setting:  Explain and illustrate.

Page 4:  Characters:  Draw a picture of each of the main characters and give a “brief” description of each.

Page 5:  What was the theme of the novel?  Explain.

Page 6:  Review.  Write a review of the book answering the following questions:

Did you enjoy reading it?  Why or why not?

Who would you recommend this book to?

If you were the author, what would you have done differently?

 Tools2go Presentation:

1. Title slide with image, author’s name and your name.
2. Summary of the novel.  Follow the anchor chart in our classroom. Include setting, characters, problem, solution,
3. Description of main characters
4. Theme.  Describe in your own words.
5. Review:  Did you enjoy reading it?  Why or why not?

Who would you recommend this book to?

6. Slide with links that explain your novel in further detail.

Success Criteria:

Evaluation	4	3	2	1
Summary:  Brief, includes main events in beginning, middle, and end of the novel, no unnecessary information, written in own words.
Character Description:  characters are described both physically and by personality.  Their role in the novel and involvement in the plot is described.
Setting:  Settings in the novel are described.  An illustration or illustrations are drawn
Theme:  The theme is explained
Review:  A review of the novel is given as it pertains to the outline above
Creativity/Originality:   Book in a Box:  Items are chosen carefully to reflect important elements of the novel. Scrapbook:  Illustrations and decorations are chosen/drawn carefully to reflect important elements of the novel
Effort (Neatness/Pleasing to the Eye):  Just by looking at the presentation of the assignment one can take great time and attention to detail was involved.  No errors in spelling, grammar, punctuation.
Overall Mark

Sneak Peek at Science Lesson 3: Simple Machines and Mechanical Systems

On Monday we will begin learning about Simple Machines and Mechanical Systems.  I plan on introducing the topic with the videos below:
(I also have my husband building levers in our garage...)

Getting Kids to Read!

I'm not sure why, but nowadays kids in general just don't enjoy reading as much as they used to. I've been working on ways to get kids excited about reading. This is what I've come up with:

1.  Take them to the library. They love it.  They feel so important.  Even if they don't take out a book, they read magazines, or just peruse the backs of book covers.

2. Sign them up on on "NEWSELA." My Grade 5s are pumped about this website!  They just love it...because there are so many different topics that there is something everyone is interested in!  You can find the link here.

3.  Have mentor texts available.  The kids love reading storybooks, and there are many great themes and lessons we can learn in these books.  There are also may "storybooks" that are of longer length and more advanced vocabulary.  My friend is a librarian and she is currently helping me build literacy centers around fractured fairytales.  Once were have completed the centers I will post them so you can take a peek at what's happening in our classroom.

4.  Have technology available for reading purposes.  The kids will always choose an Ipad to read on over a book.  If you have some available in the classroom, they will read.

5.  Coffee House:  The kids loved when we did this activity, they were silent, and reading and analyzing each others work, along with other specified reading material.  Make the environment for reading fun!

I always tell the kids..."Readers are the leaders of tomorrow."  Nothing can grow your brain like reading.  Choose the appropriate material, and you can learn so much about the world around you and its' history...so pick up a book and read!

Science Evaluation Task #2: Due Monday, Feb 23

Evaluation Task #2:  External Forces on a Structure

Curriculum Expectations:

2.4 use technological problem-solving skills (see page 16) to design, build, and test a frame structure (e.g., a bridge, a tower) that will withstand the application of an external force (e.g., a strong wind or simulated vibrations from a train

3.2 identify external forces acting on a structure (e.g., the weight of people and furniture in a house, wind blowing on a tent, the movement caused by a passing train), and describe their effects on the structure

Assignment:

Yesterday you built a structure that was required to withstand wind, vibrations from the ground, and the weight of a load.

Answer the following question as to what you have learned from this activity:

If you were an engineer hired to construct a skyscraper  along the California Coast, where there are many earthquakes and high winds, how would you build it so that it would withstand these forces and support the weight of the many people and furniture inside?

Some areas you might want to comment on:

1. The formation of the structure (size and formation of the base, then upward).
2. Materials you would use
3. Formation of the frame.  What shapes would you use in the framing?  What shape would your skyscraper be?
4. How would you build it to support a load?  What kind or reinforcement would you need?
5. Draw a picture of your skyscraper

My Skyscraper Design

Name: ______________________

If I were an engineer hired to build a skyscraper along the California Coast I would…

Mardi Gras at CTK

Here are some pictures of the kids in their Mardi Gras masks!  I wish my camera would have had adequate batteries the day of French Cafe!  It was formidable!  C'est formidable!  Merci Madame Martin et Mr. Naim!

What's Happenin' in 5R: Math and Science Edition

Math:  We just began measurement (Chapter 9).  We began the unit with familiarizing ourselves with the measurements of every day items, and what the appropriate units are to measure these items.

We are currently working on converting the different metric units.  Kids always struggle with this...it's difficult to keep it all straight!  We created our own staircase to put in our math notebook.  I found the online:

Science:  We are working on force and its' effects on a structure.  Today, in accordance with the Ontario Science Curriculum:

2.4 use technological problem-solving skills (see page 16) to design, build, and test a frame structure (e.g., a bridge, a tower) that will withstand the application of an external force (e.g., a strong wind or simulated vibrations from a train

3.2 identify external forces acting on a structure (e.g., the weight of people and furniture in a house, wind blowing on a tent, the movement caused by a passing train), and describe their effects on the structure,

we built structures that had to withhold the force of a vibrating train (we shook the desks), a huge gust of wind (we all blew air towards it), and the weight of a load (the science curriculum) on the structure.  The students also played a game on forces that I found online that coincides with exactly what we are learning.  You can take a peek at that here.  The following are some pictures of our afternoon: