4th-5th Grade
Explorers 2012-2013
Fall Semester
Theme: GETTING ORIENTED:
Exploring Points, Lines, Intersections, & Angles
Spring Semester Theme: NAVIGATING:
Exploring Systems, Cycles, Spirals, Perspectives & Connections
MONDAY
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9:00
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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.
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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.
.
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9:15
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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
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:
Homework this week (before Friday):
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, an
d 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.
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Class Meeting Agenda:
Passportfolios
Bead Chart
IRP
Transitions
Weekly Itinerary
New Words:
Week 9
Sight words, ure
pattern,
and academic vocabulary
1. cold
2. cried
3. plan
4. notice
5. south
6. sing
7. war
8. ground
9. fall
10. king
11. capture
12. culture
13. creature
14. fixture
15. fracture
16. species
17. agriculture
18. architecture
19. transportation
20. density
21. algorithm
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9:30
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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.
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10:00
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Math Groups
Students grouped according to achievement in math with vertical lift
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MATHLETE TRAINING (warm-ups with multiples and
square roots)
MATH QUIZ
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11:00-11:55
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12:00-1:00
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Lunch & Recess
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1:00-1:30
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Multi-sensory Language Arts
Students will explore different ways of learning, practicing, using
language, reading, listening, writing, and speaking (includes vocabulary,
spelling, phonics, phonemics)
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Week
8 QUIZ
Sight
words, le pattern,
and
academic vocabulary (usage parts of
speech in context)
1. table
2. north
3. slowly
4. money
5. map
6. farm
7. pulled
8. draw
9. voice
10. seen
11. ankle
12.
freckle
13.
knuckle
14.
sprinkle
15.
dimple
16.
camouflage
17.
habitat
18.
hibernate
19.
mimicry
20.
predator
21. prey
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Or Back Porch Time (individual research, math, and reading
projects)
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THE EVOLUTION OF CALPURNIA TATE
(GOOGLE EARTH tour of
Fentress, Texas; historical places; habitat; historical context)
Read through chapter 21 and discuss characters, conflict,
internal and external conflict, setting.
How does setting contribute to the conflict in this story so far?
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1:30
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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
view images of different parts of South America;
examine the human geography of South America;
examine the physical geography of South America; and understand the
relationships between factors such as terrain, population, animal life, and
culture.
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Natural and Cultural
History Exploration of Ecuador!!!
Students will use resources to gather information about our questions
for natural and cultural history of Ecuador.
Focus: Galapagos Islands (model
website resources below as search tools)
Each Explorer will
design a book, travel guide, prezi, or other format for sharing results of
research by December 7.
Coast: PowerPoint, Web site, www.ecuador365.com/canoal.html.
Amazon: Web sites, www.ecuador365.com/jungle.html
,
www.Matuschek.net/vacation/ecuador2002/gal1/index.html.
Related Links:
http://www.capilladelhombre.com/
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3:00-3:25
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PE
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Ecuadorian
Rayuela Game
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3:25-3:30
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Pack up and clean up
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Crane Migration Report (field journal notes and updates from
Journey South)
Calculate total miles flown and distance yet to fly.
listen:
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3:30
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Afterschool
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Notes:
Ecuador Resources:
TUESDAY
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9:00
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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.
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9:30-10:00
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Centering/Class Meeting
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Circle of Stones
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9:45
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Daily Journal & Explorer Publications
Students respond to writing prompt/morning discussion in daily
personal journal.
Multi-sensory Language Arts
Students
will explore different ways of learning, practicing, using language, reading,
listening, writing, and speaking (includes vocabulary, spelling, phonics,
phonemics)
Risk-taking;
cooperation; literacy, communication, trust
Students
will work in teams and independently to conduct qualitative and quantitative
research
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Andean Explorations
Condor:
Story from Andes ni THREE MAGICAL LEGENDS FROM ECUADOR
(hovercam shared reading)
List of indigenous species and origins of mountains, people,
animals, night, light, and day
Students will summarize literary elements in the story and
record notes in field journals for Ecuador books; character, plot, theme,
conflict, origin, settingAndes: PowerPoint,
Web site, www.ecuador365.com/andes.html.
Coast: PowerPoint, Web site, www.ecuador365.com/canoal.html.
Amazon: Web sites, www.ecuador365.com/jungle.html
,
www.Matuschek.net/vacation/ecuador2002/gal1/index.html.
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10:00
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Math Groups
Students
grouped according to achievement in math with vertical lift
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5th Grade: Introduce
SOLID FIGURES (p. 594-595) Students
will find examples of solid figures for homework to identify each of the following: sphere,
cone, cylinder, and pyramid. Homework: students will complete p. 596 in books. Vocab specific to this lesson:
Polyhedron, solid, figure, edge, face, vertex, prism, cylinder, cone,
pyramid, sphere, equilateral.
4th Grade: Students will use manipulatives to build a
deeper understanding of division in the context of Ecuador.
They will also practice two digit by one digit multiplication
and for some students, two digit by two digit.
Homework:
Multiplication and division worksheet
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11:00-
11:30
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SMART BOARD/COMPUTER LAB
Technology
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prepositions
(2).ppt (362kb, Powerpoint document)
IRP word-processing in computer lab
KWL Charts, Bibliographies and outlines for IRP: Check in and sharing of essential questions
for research and investigation.
Review writing a
thesis statement and organizing supporting paragraphs.
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11:30-12:00
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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.
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AROUND-THE-WORLD Bird Books (table of contents)
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.
Students will read a series of myths, legends, and folk tales
from Ecuador. They will discuss how
the characters and setting of these stories came from the natural world. Make a list of natural elements (landforms,
animals, seasons, etc.) indigenous to Ecuador that appear as characters,
symbols, or settings in these stories.
(See bibliography at end of lesson plans)http://whoopingcrane.com/whooping-crane-man/
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12:00-1:00
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Outside Play & Lunch
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1:00-1:30
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INDEPENDENT READING
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Ecuador facts
Coast: PowerPoint, Web site, www.ecuador365.com/canoal.html.
Amazon: Web sites, www.ecuador365.com/jungle.html ,
www.Matuschek.net/vacation/ecuador2002/gal1/index.html.
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2:55
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EXPLORATIONS
Around-the-World Adventures (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.
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ART: Ecuadorian Art http://www.olgafisch.com/andean-art-ecuador/
(Modern and Ancient); Students will examine the themes of
balance, equivalency, and intersections in Art. Continue to brainstorm examples of these
themes as a class. Look at examples in
Modern and traditional art of Ecuador.
See 2nd lesson at NGA: http://www.nga.gov/education/classroom/elements/index.shtm
After viewing and discussing the slides about lines and form,
students will create original pastel studies of line to represent the
traditional themes listed above. Each
student will create a title for his or her work and write a paragraph of at
least five sentences (for homework) to describe their original work. Label exhibit in hallway; Sketch design for 3D project.
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2:45-3:30
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Spanish
Students will
explore different ways of learning, practicing, using Spanish language,
reading, listening, writing, and speaking (includes vocabulary, spelling,
phonics, phonemics)
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Travel vocabulary for Ecuador trip
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3:30
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Afterschool
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Materials:
Reflections/Goals:
Oswaldo Guayasamin was an Ecuadorian artist that dedicated his entire life to painting, sculpting, collecting and fighting the injustices of life.
All of Guayasamin's paintings or
sculptures evoke an immediate reaction. The strong colors, often disturbing
images and forceful themes are meant to make the patron stop and take notice.
Since early in his career, Guayasamin used Ecuador art to fight against the
cruelty of life, violence and injustice.
The Guayasamin Foundation was created to
showcase his most important works. It includes a collection of pre-Colombian sculptures,
Ecuador colonial art and his contemporary masterpieces.
http://www.galapagos-islands-tourguide.com/ecuador-art.html
WEDNESDAY
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9:00
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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
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Andean Explorations
Story from Andes
THE EMERALD LIZARD
List of indigenous species and origins of mountains, people,
animals, night, light, and day
Students will summarize literary elements in the story and
record notes in field journals for Ecuador books; character, plot, theme,
conflict, origin, setting
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9:30
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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.
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(see above)
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10:00
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Math Groups
Students grouped according to achievement in math with vertical lift
Promethean Board
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5th Grade:
Check homework.
Find geometric solids
in dollhouse furniture. Students will
budget for furniture purchases for rooms.
Visit to “store” tomorrow with 4th graders pricing furniture
items. Each 5th grader will have 5
hundred dollars to spend.
4th grade: Review homework. Students will learn how to solve two
digit-by- two digit multiplication problems.
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11:10-11:55
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Language Arts
Explorer Publishing
Computer Lab and Smart Board
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IRP Practice Presentations
Smartboard room
Computer lab for last minute Writing: Research, Typing
Practice, and introduction to critical thinking and assessment of resources (Need to bring flashdrives for saving resources,
notes, etc.)
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12:00-1:00
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Lunch & Recess
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1:00-2:30
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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.
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On-going: BIRD BOOK PROJECTS
THE ART OF BIRD
ILLUSTRATION, by Maureen Lambourne
Art Explorations: Continued work on 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.
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Or Back Porch Time (individual research, math, and reading
projects)
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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?
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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.
|
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...
Inca Silver and Metal designs
with totem animals ( Mini Math Lesson
in Symmetry)
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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3:00-3:25
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PE
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Ecuador: Children’s
games
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3:25-3:30
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Pack up and clean up
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3:30
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Afterschool
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Notes: Review of
latitude and longitude, equator, and prime meridian
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
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Visual
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Moral
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Spatial
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Aesthetic
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Logical
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Spiritual
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Kinesthetic
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Emotional
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Intrapersonal
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Mental
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Interpersonal
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Physical
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Existential
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Auditory
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Verbal
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9:00
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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.
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9:30
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Average Thursday
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Whole Group Math instruction:
Average Thursday (find mean for the high and low temperature
in
Quito, Ecuador) |
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10:00
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MATH Journal
Students respond to writing prompt/morning discussion in daily
personal journal.
Risk-taking; cooperation; literacy, communication, trust
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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)
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10:45
Connect new concepts to prior learning
Recognize and use connections between similar
mathematical situations
Use connections among process standards and strands
when solving problems
Use representations to connect mathematical ideas
Use connections between mathematics and other subject
areas -- science, history, etc.
Apply mathematics to problems that arise outside the
classroom
NCTM
Connections Standard
Instructional programs . . . should enable all
students to --
Recognize and use connections among mathematical ideas
Understand how mathematical ideas interconnect and
build on one another to produce a coherent whole
Recognize and apply mathematics in contexts outside of
mathematics
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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….)
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5th Grade: DOLLHOUSE
PROJECT Part 2, Solids review, and SCALE lesson (students will learn how to
use a ratio to create a mini version of an object or piece of furniture for
the room they are designing) https://docs.google.com/a/odysseycommunity.org/document/d/1TPNaRcT6MKWGlDO6t0iI32X6VTbDar4xYVsOGLt8AmE/edit
Experiment with creating “hexominoes”: challenge students to create as many of the
35 possible hex. as they can in small groups and record on graph paper
(6 squares must lie flat and connect on one side and at both
corners)
For homework, experiment with this online practice in area
and perimeter:
4th Grade: Review worksheet from Homework.
Play a math game.
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11:00
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Music in River’s Studio
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12:00-
12:55
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Outside Play & Lunch
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12:55-
1:30
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Independent Reading, Research, Homework Help, and Project
Time
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THE EVOLUTION OF
CALPURNIA TATE
(final chapters!!!) Literary terms books started; discussion
questions and notes
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2:30-3:20
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(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 OBJECTIVES
Students 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.
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Volcanology: The science behind
Cotopaxi and the Ring of Fire.
Volcano part 1
ring of fire part 1
lonesome george
marine iguanas
https://www.youtube.com/watch?v=OJgfcOd1R7Ehttps://www.youtube.com/watch?v=I974jKrR4VQ&feature=relmfu
episode 1, part 1
episode 1, part 4
episode 1, part 5
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3:20-3:30
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clean-up and Whole Class Collective Reflections/Goals
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3:30
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Afterschool
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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)
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After Class
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Notes:
Reflections/Goals:
FRIDAY
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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.
|
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9:30
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Spelling Quiz
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10:00
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Math Quiz
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Bird Walk
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10:30-11:55
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Portfolio
Independent Reading
Document Camera
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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.
|
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12:00-1:00
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Outside Play & Lunch
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1:00-1:30
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Back Porch Time & Bead Reward
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IRP
Living Museum
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1:30
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SCIENTIFIC INVESTIGATIONS
Students will work in teams and independently to conduct qualitative
and quantitative research
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IRP
Living Museum
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2:00
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Students will work in teams and independently to conduct qualitative
and quantitative research
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3:00
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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
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AUTHOR’S TEA for Explorers in classroom following IRP
presentations
Bead ceremony
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3:30
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Afterschool
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Common Core Standards:
4.W.5With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and editing.
4.RIT.3Explain
events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information
in the text.
5.SL.1Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others’ ideas and expressing their own
clearly.
4.SL.2Paraphrase portions of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
4.SL.1Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 4 topics and texts, building on others’ ideas and expressing their own
clearly.
5.W.9Draw evidence from literary or informational texts
to support analysis, reflection, and research.
5.W.7Conduct short research projects that use several
sources to build knowledge through investigation of different aspects of a
topic.
5.W.8Recall relevant information from experiences or
gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of
sources.
Notes:
Materials:
Reflections/Goals:
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Visual
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Moral
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Spatial
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Aesthetic
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Logical
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Spiritual
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Kinesthetic
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Emotional
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Intrapersonal
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Mental
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Interpersonal
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Physical
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Existential
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Auditory
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Verbal
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After Class
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My Reflection
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Homework
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Bird Book resources
for next week:
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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.
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