Fall Semester Theme: GETTING ORIENTED: Exploring Points, Lines, Intersections, & Angles
Spring Semester Theme: NAVIGATING: Exploring Systems, Cycles, Spirals, Perspectives & Connections
MONDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | October Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas, and Quito, Ecuador. . |
| 9:15 | Centering/Class Meeting Class Meeting Agenda: Review World Class Explorers Positive Discipline Plan for Individual and Collective Space and Respect Expectations Environment Questions Quests Ideas Itinerary Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook Homework this week (before Friday): Goals and Reflections: Resources & Self-organization GOALS & REFLECTIONS Notebook: Students will write a self-reflection about how ORGANIZATION helps in the IRP processes of research, creating, and presenting. . Set forth a personal goal with a plan and realistic timeline for achievement of that goal. Review work to date, then: Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. These presentations will be made in class on Friday to share with peers and as practice for the student-led conferences later this year. | Introduction to South America: Explain to students that geography is more than learning about the capitals of states and countries or where borders are on a map. Different kinds of maps give us different types of information. The maps they will look at online will tell them about three different parts of the geography of South America. Have students examine an Xpeditions outline map of South America, which is a political map. Ask students to tell you what they see on that map. They may point out such items as the boundary lines, country names, a neighboring continent, the scale, and/or lines of latitude. Ask students if they can tell by looking that map where the mountains are, how many people live in South America , or how much it rains there. They may have ideas or guesses, but the information is not displayed on these maps. Let students know that the maps they will see on the Internet will have information about the terrain, population, and rainfall. Write these words in three columns on the blackboard for the class. Ask students if they have ever heard those words before, and what they think they mean. Listen to all suggestions, but let students know the actual definitions, which can be found online atDictionary.com . For each term, ask students to name some words that come to mind when they think about terrain, or the surface of the earth, such as rocky, flat, grassy, or mountainous. When they think of population or how many people live in an area, do they think of words like crowded, sparse, city, or ghost town? What about when they think of rainfall? Do words like rainy, dry, or flooded come to mind? Post the associated terms in the proper column on the board as students suggest them. Ask students to listen for/look for words that fit into these categories when you do the online activity as a class. Development: Have students visit the Locator Booth . Begin by clicking on each of the buttons on the top of the map. Notice that each map represents the concepts that you have just discussed. Ask students to use their print maps , or political maps, to mark the places you are about see photos of online. Follow the directions on the beginning of the exhibit (see below) to match the pictures to the places, before marking them on their own maps. Tell students to listen for clues in the words as they read, such as the word rainy or mountain, for the best map to use to help find their answers.http://education.nationalgeographic.com/media/richmedia/0/200/project/xpeditions/hall/2/x4/xpedition4.html INSTRUCTIONS
When students have found all of the places in the Locator Booth and marked them on their maps, ask them which words or images gave them hints. Answers may vary, but some responses might be the term craggy peaks in the first caption (terrain), rainy pampas in the fourth (rainfall), or fewer people in the seventh (population). Suggested Student Assessment: Write a postcard, using the function in step five of the instructions above, to send greetings from the place that seems like the most fun to visit. In the body of the greeting, have students mention at least one detail that they would not have known if they had not used the proper map. For example, "I am very glad that I came to the Amazon Rain Forest, but I think there are more plants here than people! It is not very populated. See you soon!" Extending the Lesson: Have students create cartograms based on the population of the areas in South America studied in this lesson. Cartograms can be created based on many types of demographic information. Related Links: Dictionary.com National Geographic: Xpedition Hall—Locator Booth National Geographic: Xpeditions Atlas—South America Map Using Cartograms to Learn About Latin American Demographics |
| 9:30 | Daily Journal & Explorer Publishing Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust Math Journal: Explorers use math to count, number, name, measure, order, document, analyze, locate, time, compare, predict, etc. Time and Place: Measurement notes on units of time (millennium to millisecond); Place: Circle Facts for creating compass rose with cardinal directions Students will use word wall to write a paragraph about how Explorers Use math. | Crane Migration Report (field journal notes and updates from Journey South) Calculate total miles flown and distance yet to fly. |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift | MATHLETE TRAINING (warm-ups with multiples and square roots) 5th Grade: check calculations for the volume of the three main rooms in the dollhouse project: Parlor, Master Bedroom, Kitchen V= (l x w) x h or V=Bh (B= base layer, which is already square area); introduce Circumference (p. 542) students will conduct test of various circles in the school environment to determine if this statement is true: The relationship between diameter and circumference is always about 3.14. C= pi X diameter or C= 2(pi)r Homework: p. 543 4th Grade: |
| 11:00-11:55 | BIRD BOOK PROJECTS THE ART OF BIRD ILLUSTRATION, by Maureen Lambourne Art Explorations: Introduction to Ornithology and Illustration of Birds (Audubon and books from library, features of birds, etc.) Explorers will have centers to “fly to” in migrating groups of three or four to examine sample plates, field guides, and internet examples of bird illustration following an overview of tasks at each station (needed: field guides and sketch books, colored pencils) Discussion: How do early civilizations portray birds in art and stories? (Selected pages shown with doc camera to prompt discussion.) Compare an early sketch of an owl with owls drawn in each century. Begin sketch of condor. | AROUND-THE-WORLD Bird Books (table of contents) http://www.ornithology.com/Lectures/Introduction.html Students will add notes to categories in our ornithology on-going research project; creating a template for each bird selected for an Alphabetical Around-the-World Field Guide to birds from our adventures. Based upon this template (created last week) students will use the categories and questions we brainstorm collectively to create a template for research and observations, notes, and illustrations for our AROUND-THE-WORLD adventure in Ecuador. |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-1:30 | Multi-sensory Language Arts Students will explore different ways of learning, practicing, using language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) | CURSIVE PRACTICE Short vowels and the schwa sound New words: Week 6 Sight words, ile/il, and academic vocabulary 1. listen 2. wind 3. rock 4. space 5. covered 6. fast 7. several 8. hold 9. himself 10. toward 11. fragile 12. hostile 13. mobile 14. tonsil 15. evil 16. terrarium 17. depend 18. natural 19. resource 20. border 21. mountain 22. altitude |
| Or Back Porch Time (individual research, math, and reading projects) | THE EVOLUTION OF CALPURNIA TATE (GOOGLE EARTH tour of Fentress, Texas; historical places; habitat; historical context) Read through chapter 6 and discuss characters, conflict, internal and external conflict, setting. How does setting contribute to the conflict in this story so far? | |
| 1:30 | Explorations Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. Objectives: Students will
| Flight to Ecuador!!! http://www.timeforkids.com/destination/ecuador http://kids.yahoo.com/reference/world-factbook/country/ec--Ecuador http://kids.yahoo.com/reference/world-factbook/country/ec--Ecuador http://www.ecuador.org/country_information.htm http://www.youtube.com/watch?v=4veRvG5zmak http://www.youtube.com/watch?v=nIUQH0ZAZB4&feature=related http://www.youtube.com/watch?v=QD7aHIhHew8&feature=related http://www.youtube.com/watch?v=zhOW71hyrwc&feature=related |
| 3:00-3:25 | PE | BOOTCAMP 2 (personal measurements and goals) |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes: see inserted page with links for Whooping Crane Migration and Research
Materials:http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
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TUESDAY
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WEDNESDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | November Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas., and Quito, Ecuador |
| 9:15 | Centering/Class Meeting Class Meeting Agenda: Review World Class Explorers Positive Discipline Plan for Individual and Collective Space and Respect Expectations Environment Questions Quests Ideas Itinerary Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook | Fall Festival!!!! |
| 9:30 | Daily Journal & Explorer Publishing Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust Math Journal: Explorers use math to count, number, name, measure, order, document, analyze, locate, time, compare, predict, etc. Time and Place: Measurement notes on units of time (millennium to millisecond); Place: Circle Facts for creating compass rose with cardinal directions Students will use word wall to write a paragraph about how Explorers Use math. | |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift Promethean Board | |
| 11:10-11:55 | Language Arts Explorer Publishing Computer Lab and Smart Board | IRP Research, Typing Practice, and introduction to critical thinking and assessment of resources (Need to bring flashdrives for saving resources, notes, etc.) |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-2:30 | ART EXPLORATIONS: Art History and Studio OVERVIEW The goal of this unit is to introduce students to the basic elements of art (color, line, shape, form, and texture) and to show students how artists use these elements in different ways in their work. In the unit, students will answer questions as they look carefully at paintings and sculpture to identify the elements and analyze how they are used. Students will also learn about individual artists and their methods of emphasizing the elements of art. | BIRD BOOK PROJECTS THE ART OF BIRD ILLUSTRATION, by Maureen Lambourne Art Explorations: Introduction to Ornithology and Illustration of Birds (Audubon and books from library, features of birds, etc.) https://docs.google.com/a/odysseycommunity.org/document/d/1-ePYcaK7Wd3QtQVSpJ65DVwQY9ngcsmNNBOcjgTKPto/edit Explorers will have centers to “fly to” in migrating groups of three or four to examine sample plates, field guides, and internet examples of bird illustration following an overview of tasks at each station (needed: field guides and sketch books, colored pencils) Discussion: How do early civilizations portray birds in art and stories? (Selected pages shown with doc camera to prompt discussion.) Compare an early sketch of an owl with owls drawn in each century. |
| Or Back Porch Time (individual research, math, and reading projects) | Connecting letters and intro to cursive capitals. Students will create leaf print and cursive “resist” paintings with pastels and crayons and watercolor for portfolios | |
| 2:30 Key Unit Questions: How do the geographic features of a region affect the people who live there? How can the activities of people affect the local environment? How do the stories people tell reflect where they are from? How can stories be used to persuade people to act in a particular way? | Explorer Book Club Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. | OFF TO ECUADOR!!!! Multi-sensory centers contiinued |
| 3:00-3:25 | PE | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes: Review of latitude and longitude, equator, and prime meridian
Materials:https://docs.google.com/a/odysseycommunity.org/document/d/1-ePYcaK7Wd3QtQVSpJ65DVwQY9ngcsmNNBOcjgTKPto/edit
Reflections/Goals: Big Projects: IRP, Around-the-World Alphabet Book of Birds, Trip to Ecuador https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit
THURSDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | AVERAGE THURSDAY (5th graders calculate average high and low temperatures for both locations) November Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas, and Quito, Ecuador. | ||||||||||||||||
| 9:30 | Average Thursday | Whole Group Math instruction: Average Thursday (find mean for the high and low temperature in Quito, Ecuador) | ||||||||||||||||
| 10:00 | MATH Journal Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust | Longitude/Latitude Game Whooping Crane Update and statistics Record Latitude, Longitude, and Altitude for Quito, Ecuador and take notes from slides about climate, population, etc. (Math in Social Science, Science, and Economics) | ||||||||||||||||
| 10:45 | Math Groups Students grouped according to achievement in math with vertical lift How do Explorers use math? (Students will brainstorm collective list of ways that explorers use math. Discussion will include specific Operations, Processes, Purpose: Measurement, Counting, Naming, Locating, Describing, Numbering, Estimating, including Time, Temperature, Cost, Space….) | 5th Grade: DOLLHOUSE PROJECT, Circumference review, and SCALE lesson (students will learn how to use a ratio to create a mini version of some object) https://docs.google.com/a/odysseycommunity.org/document/d/1TPNaRcT6MKWGlDO6t0iI32X6VTbDar4xYVsOGLt8AmE/edit 5th Grade: 5th Grade: Finding Circumference Lesson (p. 542 together in book) Guided practice and intro to pi, radius, and diameter. Students will go outside and construct a circle using a centerpoint, a pole, and some string attached to a stick. Label radius and take measurements. In classroom, introduce formula for circumference (p. 544) Homework: p. 544-545 4th Grade: | ||||||||||||||||
| 11:00 | Music in River’s Studio | |||||||||||||||||
| 12:00- 12:55 | Outside Play & Lunch | |||||||||||||||||
| 12:55- 1:30 | Independent Reading, Research, Homework Help, and Project Time | Ecuador Multi-sensory Learning stations with ⅔ and 4/5 | ||||||||||||||||
| 2:30-3:20 | (Multi-sensory centers which include: Scientific Inquiry, Social Studies & Science, Cultural Arts & Humanities, Visual Arts, Games and Logic, History, Language, Diversity of Life Exploration) Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. Natural diversity North Carolina has within its borders the highest mountains east of the Mississippi River, a broad, low-lying coastal area, and all the land in between. That variety of landforms, elevations, and climates has produced as diverse a range of ecosystems as any state in the United States. It has also influenced the way people have lived in North Carolina for thousands of years. STUDENT OBJECTIVESStudents will observe and write about their observations in a science field journal. pay attention to detail in all types of observations. formulate questions that could be researched or that could lead to investigations. seek out answers to those questions through observation, exploration, and research.record and share information learned. |
MULTISENSORY CENTERS
Students will be randomly grouped with ⅔ and ⅘ students traveling through a series of stations that use skills across all disciplines as they explore Ecuador’s natural and cultural history, math, art, music...
Ecuadorian Flag
Map
Weaving
Geography/Climate
Recipes and Cooking
Natural Resources
Art, Dance, Music
Education
Traditional clothes
Transportation
Cities
Population
Government
Endangered Species and Threats to Environment
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| 3:20-3:30 | clean-up and Whole Class Collective Reflections/Goals | |||||||||||||||||
| 3:30 | Afterschool | |||||||||||||||||
| Essential Learning Skills: Self-organization, Communication, Collaboration/cooperation, Use appropriate resources to seek, access, and apply knowledge, Function Independently, Demonstrate Self-Confidence, Make Decisions, Take risks, and Be Present in Mind-Body-Spirit (conscious/conscience) | After Class
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Materials:https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit
Reflections/Goals:
FRIDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. Centering/Class Meeting | November Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, and Fentress, Texas. |
| 9:30 | Spelling Quiz | |
| 10:00 | Math Quiz | 5th Grade: Unit Review (open book test) p. 547 4th Grade: |
| 10:30-11:55 | Portfolio Independent Reading Document Camera | Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | Back Porch Time | Rain plan geography map game key out pressed leaves |
| 1:30 | SCIENTIFIC INVESTIGATIONS Students will work in teams and independently to conduct qualitative and quantitative research | Birding By Ear Students will follow up on their field trip to Balsam with a bird outing. Students will sit and listen to different bird songs and record their findings in their nature journal. Using the digital bird field guide, students will learn Mnemonics for 3 bird calls. |
| 2:30 | Students will work in teams and independently to conduct qualitative and quantitative research | Students will collect leaves to make leaf print flash cards. Students are expected to learn how to identify 20 trees by the end of the year. |
| 3:00 | Closing and Weekly REFLECTIONS Students will share self-selected texts and projects from portfolios and discuss goals/reflections for the week, collectively and individually. Student Jobs, Pack up &Pick up Leveled readers | Presentations of portfolio selections Bead ceremony |
| 3:30 | Afterschool |
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My Reflection
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Bird Book resources
for next week:
| FACT vs FICTION writing project (on-going) Introduce creative writing challenge (Students will pick an interesting fact or phenomenon that they have discovered in their research this year...ornithology, weather, adaptations, botany, etc....and develop a fictional short story to explain the “origin” of this fact. For example: Why the whooping crane has a red spot on its head and why it can change the color of that spot...) Stories due next Wednesday with an illustration and an explanation of the FACTUAL origin. |
| (see above) Leaf identification: NGM article: Why Leaves Evolved |
