Lesson Plans for MArch 4, 2013

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

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.	Create March Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations:  Asheville, NC, Cape Town, South Africa, and Cairo, Egypt.
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	Goals and Reflections Class meeting updates and week’s agenda; field trip plans; goals and reflections notebooks
9:30	Spelling Quiz Week 18 Sight words, edge/idge patterns, and academic vocabulary 1. yes 2. clear 3. equation 4. yet 5. government 6. filled 7. heat 8. full 9. hot 10. check 11. selvedge 12. cartridge 13. partridge 14. porridge 15. knowledge 16. navigation 17. circumnavigate 18. trade 19. public 20. private 21. education	New Words and Prepositions Week 19 Sight words, long o words, and academic vocabulary 1.object 2. am 3. rule 4. among 5. noun 6. power 7. cannot 8. able 9. six 10. size 11. compose 12. coastal 13. soapy 14. toaster 15. owner 16. entrepreneur 17. boomtown 18. compromise 19. petition 20. slavery 21. fugitive
10:00	Math Groups QUIZ or DRILL	5th Grade:   Fractions on a numberlne http://commoncoresheets.com/Math/Fractions/Numberline/Numberline-1.pdf http://commoncoresheets.com/Math/Fractions/Number%20Line%20Points%20E/Fractions-Number%20Line%20Points%20E-1.pdf 5th grade:  Fractions in the REal World: Word Problems with fractions http://commoncoresheets.com/Math/Fractions/Adding%20-%20Subtracting%20(Word)/Adding%20-%20Subtracting%20(Word)-1.pdf HW: 4th Grade: Review adding fractions with unlike denominators.   Homework: Subtracting fractions with unlike denominators.
11:00- 11:55	Research and Writing Centers	THE MAGIC LAKE play practice
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)	Part One:  Children’s books presentations
	PBL (Project-based Learning: individual research, math, and reading projects)	http://odysseyexplorers.blogspot.com/ Due: African story project including characters, setting, story map and outline of plot, audience and purpose; final project in published form due
2:00- 3:00 Computer Lab	(On-going throughout Africa Studies Unit) Students will discuss and draw conclusions about the connections between the stories and the natural world that inspired them.   Revisit 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?	Africa Expedition continues: THE AFRICA STORY PROJECT: https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit EDITING and word-processing final drafts!!! Use Around-the World Explorations Guide to take notes, write curiosity questions, and record resources for further investigation; summarize notes http://www.iboard.co.uk/iwb/Fraction-Machine-Tool-377 http://cti.itc.virginia.edu/~bcr/
3:00-3:25	PE
3:25-3:30	Pack up and clean up
3:30	Afterschool

Notes:  http://commoncoresheets.com/index.php
https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit
Materials:  http://www.learner.org/jnorth/tm/robin/jr/JnKidsOverviewTeach.html
(robin lessons)
http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
Reflections/Goals:  THE AFRICA STORY PROJECT:
https://docs.google.com/a/odysseycommunity.org/file/d/1BYiRDZeUFjhGwcAl4MnicuELb43Z2tT2ied5Vdb9YK4zKuQJdG0ydofsEuda/edit

http://odysseyexplorers.blogspot.com/
Due: African story project including characters, setting, story map and outline of plot, audience and purpose; final project in published form due







TUESDAY

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.	March Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations:  Asheville, NC, Cape Town, South Africa, and Cairo, Egypt.
9:30-10:00	Mathlete Training	OLYMPIC MATHLETE TRAINING Biceps (multiples of two) and Triceps (multiples of three) and squats (quadriceps) multiples of four (abdominals) multiples of six (deltoids) squares and square roots)
9:45	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	http://travel.nationalgeographic.com/travel/continents/africa/ http://www.npr.org/blogs/thesalt/2013/02/28/173170149/sugars-role-in-rise-of-diabetes-gets-clearer?utm_source=NPR&utm_medium=facebook&utm_campaign=20130301
10:00	Math Groups Students grouped according to achievement in math with vertical lift	5th Grade:  Math in the Real World:   http://commoncoresheets.com/Math/Fractions/Adding%20(Different%20Denom)/Fractions-Adding%20(Different%20Denom)-1.pdf  (guided practice) http://commoncoresheets.com/Math/Fractions/Adding%20-%20Subtracting%20Table/Adding%20-%20Subtracting%20Table-1.pdf (independent application in class; finish for HW) 4th Grade:  Review subtracting fractions homework in workbook.  Continued practice of adding and subtracting fractions with unlike denominators.   Homework:  Adding and subtracting fractions with unlike denominators.
11:00-11:30	SMART BOARD/COMPUTER LAB Technology	Listening Practice: songbirds mnemonics (listen to robin’s 5 distinctive songs and calls and learn to identify local spring birds for up-coming project)  http://www.birds.cornell.edu/Page.aspx?pid=1478 http://macaulaylibrary.org/video/440601 http://www.learner.org/jnorth/robin/spring2013/update012913.html Continue following Robin Spring Migration http://www.learner.org/jnorth/tm/robin/indexCurrent.html Introduce songbird migration: http://www.learner.org/jnorth/weather/aborn/update022013.html http://www.learner.org/jnorth/tm/robin/jr/JnKidsOverviewTeach.html
11:30-12:00	Literature Circles and Explorer Book Club Reports/Projects Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.	Part Two:  Children’s books Author presentations Planting the Trees of Kenya gbmi@greenbeltmovement.org via e2ma.net Remembering Wangari Maathai in March 2013 Fiction:  Literature for children Examine examples of different children’s books that use factual research as a basis for historical, realistic, environmental, or cultural fiction; note purpose and audience, styles of illustrations, and plot/character development http://www.readwritethink.org/files/resources/interactives/plot-diagram/
12:00-1:00	Outside Play & Lunch
1:00-1:30	INDEPENDENT READING	http://www.childrenslibrary.org/icdl/BookPreview?bookid=aleelij_00460018&route=africa&lang=English&msg=&ilang=English Self-selected texts; individual reading assessments Students will read and peer-edit (in pairs) another Explorer’s story; discuss audience and purpose and identify literary elements:  plot, character, setting
2:55	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. Students will read a series of myths, legends, and folktales from Africa which include landforms, animals, seasons, etc. indigenous to Africa that appear as characters, symbols, or settings in these stories.  (On-going throughout Africa Studies Unit) Students will discuss and draw conclusions about the connections between the stories and the natural world that inspired them.   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?	AFRICA TRIP  http://sugarchangedtheworld.com/ Preparatory Activity:  The Geography of Sugar http://sugarchangedtheworld.com/teachers-guide/ How has sugar impacted the migration of people worldwide?   Procedures: The Journey of Sugar    Read aloud the passage from the book, “Hawaii is where the two journeys of sugar cane join:  hundreds of years earlier, the first inhabitants of Hawaii brought those cane stalks with them from their homes in the Pacific.  As we have seen, the plant had been taken from New Guinea and brought to India, then on to Persia, the Middle East, the Mediterranean, the Azores, then via Columbus on to the New World.” Direct students to mark the progress of sugar around the globe by locating and marking each of the locations in the paragraph with a sticker or pushpin on a world map or globe.  Next, connect the locations with a marker line or yarn.  Finally number the locations from the first (New Guinea, to the last, Hawaii.) Ask students to calculate the distances from New Guinea to India, India to Persia (modern Iran), Iran to the Mediterranean, the Mediterranean to the Azores, and the Azores to Hispaniola in the Caribbean.  What is the total distance sugar traveled to get to the New World? Discuss as a class why people would go to such lengths (or at least distances) to transplant sugar from its source to other locations.
2:45-3:20	Written Reflections (Field Journal Summaries, Analysis, Goal-checks, etc.) Objectives: Students will view images of different parts of Africa.  examine the human geography of Africa; examine the physical geography of Africa; and understand the relationships between factors such as terrain, population, animal life, and culture. ***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?	Synopsis of Idea:  Through language arts, music, physical education and culinary arts classes, students can explore through taste, touch, smell, sound, and sight the aesthetics of sugar. Procedures: Preparatory Activity Copy the following four sets of words onto index cards, keeping each set separate. Explain to students that etymology is the history of language and that they are going to figure out the history of the word “sugar” and the related words “candy”, “molasses,” and “syrup.” Divide the class into four teams.  Provide each team with a “target card,” the final word for the set (i.e. “sugar,” “candy,” “molasses” and “syrup.”)  Provide each team with a packet with cards showing the words that are the building blocks to the target sugar-related word. You may wish to announce that the base words are: Shakara, Kanda, Mel, and Sharab.  Direct the students to try to put the remaining cards in order, giving them a two-minute time limit.  The correct order is: Shakara, Shaker, Sukkar, Succarum, Zucchero, Sucre, Sugre, Sugar Kanda, Qand, Qandi, Candi, Candy Mel, Mellaceum, Melaço, Melasses, Molasses Sharab, Sirupus, Siroppo, Sirop, Sirupe, Syrup Which group had the highest degree of accuracy?  Does the progression make sense? Ask students to brainstorm a list of sugar related expressions from “candy striper” to “sugar daddy.” Sugar Literature Ask students to read and analyze Virgil’s Georgics IV, his poem about bees.  It is long, so it might be useful to divide the lines among the students, read it aloud, and “translate” the poem into modern language. Sugar appears in literature in many forms. Students may select and complete one of the following activities:     Create a reading list of at least ten stories and or books that feature sweets (such as Hansel and Gretel or Willy Wonka and the Chocolate Factory). Identify and analyze how sweets are used as a plot device in a story (for example, Chocolate Frogs and the role their collectable cards play in Harry Potter and the Sorcerer’s Stone.) Create a list of at least ten sugar similes and/or metaphors, for example, “sweet as sugar” and “land of milk and honey.”
3:20	CLEAN UP
3:30	Afterschool

Notes:
Materials:  http://africanhistory.about.com/od/apartheid/p/RobbenIsland.htm
http://www.conservation.org/where/priority_areas/hotspots/Pages/hotspots_main.aspx

http://www.jogtheweb.com/run/giGYSeWc4jcK/A-Jog-Through-Ancient-Africa
http://www.jogtheweb.com/run/giGYSeWc4jcK/A-Jog-Through-Ancient-Africa
Notes:  http://www.spellingcity.com/math-vocabulary.html
Materials:  http://africanhistory.about.com/od/eracol

Reflections/Goals: http://www.bcps.org/offices/lis/models/tips/i-search/dailyassm.html
Who was Nelson Mandela and why is he important?
Journey to Cape Town, South Africa, continued...
http://geography.about.com/od/southafricamaps/a/capetownsouthafricageography.htm
Who, What, When, Where, Why, How....???
nelson mandela

apartheid
robben island
cape town
world heritage site

http://africanhistory.about.com/od/africanhistoryresources/ig/Robben-Island-Tour/
http://www.childrenslibrary.org/icdl/BookPreview?bookid=aleelij_00460018&route=africa&lang=English&msg=&ilang=English

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. Species of the day: https://www.mnh.si.edu/sod/sod_archive.cfm	March Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations:  Asheville, NC, Cape Town, South Africa, and Cairo, Egypt.
9:15	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 measuring objectives Cursive Practice: “Lift a rock and you will find unexpected wonders” – Tsonga proverb Write in field journal.  Explain what this means to you.  http://www.learner.org/jnorth/weather/aborn/update022013.html
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.	Birdsong Identification http://www.wired.com/wiredscience/2013/01/macaulay-animal-sounds/ Listening Practice and Circle of Stones
To be cont. Thursday	History Investigations Students will: 1.  pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations.      3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned.	SUGAR The Demographics of Sugar Read aloud the passage from the book, “Every day, we live in the world sugar created – where the descendants of Africans live in the Caribbean, in Brazil, in the United States and Canada; where the grandchildren of indentured Indians share those Caribbean islands—and American cities; where the children of China, Japan, the Philippines, and Korea make up the population of Hawaii….”    Direct students to locate Africa on a world map or globe and to place a sticker or pushpin on it.  Next, have students place markers on the Caribbean, Brazil, the United States, and Canada.  Finally, have students connect the markers to Africa with marker lines or yarn.  Ask students to calculate the distances from Africa to each of the four destinations and then add all four distances. As students to locate India on a world map or globe and to place a sticker or pushpin on it.  Next, have students place markers on an island of the Caribbean, such as Cuba, and an American city, such as Los Angeles or New York.  Finally, direct students to connect the markers to India with marker lines or yarn.  Ask students to calculate the distances from India to the two points selected as destinations and then add the two distances. Finally, direct students to locate the Hawaiian Islands and place a sticker or pushpin on it.  Next place markers on China, Japan, the Philippines, and Korea.  Connect the marker to Hawaii with lines or yarn.  Ask students to calculate the distances from Hawaii to the four destinations and then add all four distances. Add the three subtotals for a final total of distances.  Ask students to evaluate the impact of sugar on the migration of people worldwide.
10:10	Math Groups Promethean Board	5th Grade:   http://commoncoresheets.com/Math/Fractions/Subtracting%20(Different%20Denom)/Fractions-Subtracting%20(Different%20Denom)-1.pdf http://commoncoresheets.com/Math/Fractions/Multiplying%20(With%20Reducing)/Fractions-Multiplying%20(With%20Reducing)-1.pdf 4th Grade: Review homework.  Play Kaiya’s multiplication and division game. No homework
11:10-11:55	Language Arts	SUGAR (see above in history notes)
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.	http://sugarchangedtheworld.com/teachers-guide/ ART Sugar Art Using a Venn Diagram, ask students to compare and contrast one of the following pairs of images: The Liberian Coin and the Wedgwood Medallion of Am I Not A Man? Compare and contrast a painting of boiling sugar with a photograph of it. Study the Clark series of eight prints unified by the theme of sugar.  Why does he make the choices he makes for each of the eight prints?  How does he make each picture distinctive?  How does he unify the series? Discuss who the artists are that made images of slaves working with sugar. How does that effect what is depicted? How do you think a slave might depict the same scene? How does the viewpoint of the artist change the impact on the viewer? To what degree should art be documentary rather than expressive?
	Diversity of Life (Multi-sensory centers which include: Scientific Inquiry, Social Studies & Science, Cultural Arts & Humanities, Visual Arts, Games and Logic, History, Language, 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.	Interactive geography of Africa game: http://www.sheppardsoftware.com/African_Geography.htm
2:30	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.
3:00-3:25	ART	Art Explorations:  Children’s Book Illustrations
3:25-3:30	Pack up and clean up
3:30	Afterschool

Notes: http://sugarchangedtheworld.com/teachers-guide/

Materials:  http://www.wired.com/wiredscience/2013/01/macaulay-animal-sounds/

Reflections/Goals:






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 March Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations:  Asheville, NC, Cape Town, South Africa, and Cairo, Egypt.
9:30	WHOLE GROUP MATH Estimation Station Make Reasonable Estimates Computational Estimation Goal 6: Make reasonable estimates for whole number and decimal addition, subtraction, multiplication, and division problems and fraction and mixed number addition and subtraction problems; explain how the estimates were obtained.	Word problems (Whole class reading, logic, reasoning, sequencing lesson to practice solving word problems.)   http://commoncoresheets.com/Math/Decimals/Ordering%20M/Decimals-Ordering%20M-1.pdf Pie Charts http://commoncoresheets.com/Math/Pie%20Graphs/Reading%20E/Reading%20E-All.pdf
10:15	Spanish	Students will explore different ways of learning, practicing, using Spanish language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics)
11:00	MUSIC with River
12:00-12:55	Outside Play & Lunch
12:55-1:30	Language Arts Story Circle and Literature Discussion Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying	THE MAGIC LAKE Play practice on stage in costume with props
1:30- 2:30	Science Investigations Students will: 1.  pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations.      3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned.	Archaeological Dig (weather permitting), or...
2:30- 3:20	History Investigations Students will: 1.  pay attention to detail in all types of observations. 2. formulate questions that could be researched or that could lead to investigations.      3. seek out answers to those questions through observation, exploration, and research. 4. record and share information learned.	Lesson 1:  The Science of Sugar Synopsis of Idea:  The sucrose molecule is formed of two rings, glucose and fructose.  The union and separation of the components seems a neat little metaphor for sugar changing the world.  Students will learn about sucrose and how saturation works (it’s the basis of candy-making) and then look at an ingredient and nutritional composition of a candy and relate it to how the body metabolizes sugar, relating it to issues including obesity, cavities, and diabetes. Procedures: Chemistry of sugar Direct students to look up the molecular formula of sucrose C12H22O11. Next, after examining a graphic representation of the molecule direct the students to make a model of sucrose.  They may use students in the class, tennis balls, and baseballs (borrowed from PE) to create their model.  If the school owns molecular model building kits, they may make a model, or make one on their own. Ask students to examine the crystalline form of sugar (which is not a perfect cube but an oblong crystal with slanting ends.) Direct students to conduct an experiment to determine the quantity of sugar needed to reach the point of saturation in a) refrigerated water, b) room temperature, water and c) hot water.  Students should measure and add sugar until it will no longer dissolve, recording the quantity under each of the three conditions.  Ask them to identify under which temperature condition the most sugar is absorbed. Explain that super-saturation (when a saturated heated mix cools it is super-saturated) is the basis of candy—crystalline (like lollipops) or non-crystalline (like fudge). Additional resources BBC History has an interactive map on the Abolition of British Slavery at http://www.bbc.co.uk/history/british/abolition/map/index.shtml which places many of the events of this book into geographic context, providing visual interplay between events in the Caribbean and in Great Britain.
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)
	Notes: Materials: Reflections/ Goals:

http://www.conservation.org/where/pages/in_the_field.aspx

Exploration of Africa Homework resources:
http://civics.sites.unc.edu/files/2012/05/RwandaPastPresentPPT.pdf


http://www.pbs.org/wnet/africa/explore/index_flash.html

http://www.pbs.org/wnet/africa/photoscope/index.html
http://www.pbs.org/wnet/africa/tools/index.html

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.	March Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations:  Asheville, NC, Cape Town, South Africa, and Cairo, Egypt.
9:30	Centering/Brief Class Meeting	BIRDING with ornithologist/ conservationist Kevin
10:00	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.	Self-reflection/Goals 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.
10:30-11:55	Portfolio Independent Reading Document Camera	Continued self-reflection and portfolio assessment time; reading and project work
12:00-1:00	Outside Play & Lunch
1:00-1:30	Back Porch Time/Bead Reward	Archaeological Dig! Come prepared to dig and be outside!
1:30	SCIENTIFIC INVESTIGATIONS Students will work in teams and independently to conduct qualitative and quantitative research	Lesson 1:  The Science of Sugar Synopsis of Idea:  The sucrose molecule is formed of two rings, glucose and fructose.  The union and separation of the components seems a neat little metaphor for sugar changing the world.  Students will learn about sucrose and how saturation works (it’s the basis of candy-making) and then look at an ingredient and nutritional composition of a candy and relate it to how the body metabolizes sugar, relating it to issues including obesity, cavities, and diabetes. Procedures: Chemistry of sugar Direct students to look up the molecular formula of sucrose C12H22O11. Next, after examining a graphic representation of the molecule direct the students to make a model of sucrose.  They may use students in the class, tennis balls, and baseballs (borrowed from PE) to create their model.  If the school owns molecular model building kits, they may make a model, or make one on their own. Ask students to examine the crystalline form of sugar (which is not a perfect cube but an oblong crystal with slanting ends.) Direct students to conduct an experiment to determine the quantity of sugar needed to reach the point of saturation in a) refrigerated water, b) room temperature, water and c) hot water.  Students should measure and add sugar until it will no longer dissolve, recording the quantity under each of the three conditions.  Ask them to identify under which temperature condition the most sugar is absorbed. Explain that super-saturation (when a saturated heated mix cools it is super-saturated) is the basis of candy—crystalline (like lollipops) or non-crystalline (like fudge). Biology of sugar Direct students to use a baseball card as a template for a Candy Card.  Each student should select a specific candy to research, for example: Hershey Kiss, Kit Kat, Snickers, Goodbar, Butterfinger, Life Savers, Jolly Rancher, Baby Ruth, Skittles, M&Ms, or Tootsie Roll Pops.  Information on the card should include: the year it was invented the person or company that invented it a picture of it and its wrapper the ingredient list nutritional information . Direct students to read how the body metabolizes sugar and then discuss the process in class. Ask students how the ingredient and nutritional information on their card relates to current guidelines on healthful caloric and sugar intake.  How much of the candy is it healthful to eat? Discuss how excess consumption relates to obesity, cavities, and diabetes. Additional resources: The San Francisco Exploratorium, a science museum, dedicates part of their website to the Science of Cooking.  The Science of Candy includes photographs of sugar crystals and discusses the chemistry of sugar during candy-making athttp://www.exploratorium.edu/cooking/candy/sugar.html. Try Engineering has an entire lesson plan dedicated to growing sugar crystals athttp://www.trynano.org/pdf/sugarnano.pdf
2:30	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.	Students will present their species of early human evolution and will create a human ancestor family tree on the wall. Students will map human migration out of Africa on the large wall world map.
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
3:30	Afterschool

Strands Visual Moral Spatial Aesthetic Logical Spiritual Kinesthetic Emotional Intrapersonal Mental Interpersonal Physical Existential Auditory Verbal	My Reflection
	Homework

Objectives:
Whole Class Math Projects
Estimation station results
·         Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
o Objective 1.03: Compare and order rational numbers.
o Objective 1.04: Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers.
Analyze computational strategies.
Describe the effect of operations on size.
Estimate the results of computations.
Judge the reasonableness of solutions.
Advanced Learners: Grade 6  The Number System
6.NS.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor...
Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually...

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

Common Core Standards addressed in this unit:
Apply and extend previous understandings of multiplication and division to multiply and
divide fractions.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve
word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent
the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4
multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each
person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by
weight, how many pounds of rice should each person get? Between what two whole
numbers does your answer lie?
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.
a.Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently,
as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model
to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3)
× (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be found
by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles,
and represent fraction products as rectangular areas.
5.NF.5 Interpret multiplication as scaling (resizing), by:
a.Comparing the size of a product to the size of one factor on the basis of the size of the
other factor, without performing the indicated multiplication.
b.Explaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1
as a familiar case); explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the principle of fraction
equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.
5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.1
a.Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model
to show the quotient. Use the relationship between multiplication and division to explain that
(1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For
example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the
quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 5
Grade 5: Multiplying and Dividing Fractions
20 because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers
and division of whole numbers by unit fractions, e.g., by using visual fraction models and
equations to represent the problem. For example, how much chocolate will each person get
if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins?
1
Students able to multiply fractions in general can develop strategies to divide fractions in
general, by reasoning about the relationship between multiplication and division. But division
of a fraction by a fraction is not a requirement at this grade.
Emphasized Standards for Mathematical Practice
In this unit all of the Standards for Mathematical Practice are addressed.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning

http://maccss.ncdpi.wikispaces.net/file/view/5_Standards_vertical.pdf/297931164/5_Standards_vertical.pdf
LA
Resources:http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
Materials:https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit


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.

Resources for this Week Ancient African Kingdoms -  Ghana, Mali, Songhay - Lesson Plans African Fables, Stories, Folktales, and Proverbs - Lesson Plans African Art, Drums, Masks - Lesson Plans Free Presentations in PowerPoint format about Ancient, Medieval and Modern Africa - History, Culture, Religions, Geography Africa - It's Not a Country Unit 1: Origin: Out of Africa   Unit 2: Let My People Go, 1619-1865   Unit 3: Up from Bondage, 1866-1939   Unit 4: Civil Rights and Beyond, 1939-Present   Out of Africa A Fourth Grade Interdisciplinary UNIT Passport to Africa UNIT A Celebration of Africa UNIT West Africa (several) Central and East Africa (several) African Craft Ideas for Kids Incredibly Successful Student Productions (Free Play for the Classroom) Paraphrasing - Timbuktu in Your Own Words- interactive lesson Be an African family - Kenya, Uganda (role play, lesson plan) Lesson Plans for Specific African Countries Western Africa/Egypt teachers guide (kids pages) Africa UNITS Africa - South of the Sahara (Stanford.edu) African Unit Plan (lesson) African Folktales African Songs, Chants, and Games Safari Scope 7 Natural Wonders of Africa Navigating the Niger (ng) Africa- Physical Geography Content Guide for Educators Africa- Human Geography Content Guide for Educators Pygmies- Getting Right to the Point Beautiful Blue Nile   Africa Geography Tutor (Free) Ancient Egypt The Story of Africa CanTeach- Africa - Africa Unit Plan Exploring Africa Unit Exploring the Diversity of Africa Learning about Africa Examining Africa’s Diversity Examining Africa’s Global Connections African History until 1500 African History 1500 to the Present The Story of Africa (teachers, background) African Politics and Government Africa and the World Lesson Ideas Define matrilineal and patrilineal descent. Research African societies in which each is the basis for inheritance. Discuss the advantages and disadvantages of each form of descent as it relates to the increase of nationalism. Explain why anyone trying to describe a "typical" African or African village will find it very hard to do with any accuracy. Discuss how a country might develop a high standard of living and prosper even though it has few natural resources. "…They resemble us, but in appearance are the colour of pumpkin-porridge… They are rude of manners and without any graces or refinement. They carry a long stick of fire. With this they kill and loot from many nations." Zulu impression of first white men, taken from Zulu epic poem, Emperor Shaka the Great, translated by Mazisi Kunene, drawing on the memories of a number of Zulu oral historians.

http://www.bbc.co.uk/news/magazine-20902355

Out of Eden Walk

Students will conduct Internet research about Africa.

Students will read and respond to literature about Africa.

Students will become familiar with the geography and climate of varied regions of Africa.



Students will create a class presentation.

Students will engage in reading and writing activities.

Students will analyze a variety of issues surrounding desertification and water use in Africa and their impact on the environment and economy.

Human migration  (chart progress of “out of eden” walk; students will use notes for Human Evolution project THE SKULL IN THE ROCK How a Scientist, a boy and Google Earth Opened a New Window on Human Origins, by Marc Aronson and Lee Berger http://www.bradshawfoundation.com/journey/ http://www.bradshawfoundation.com/origins/big_questions.php http://www.outofedenwalk.com/

5th Grade: Fractions in simplest form/multiplying with fractions http://yateslab.com/Fifth%20Grade.html Review of Percentages in real world application http://www.figurethis.org/challenges/c71/challenge.htm p. 501 check and complete as a class

http://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html Word-processing Practice http://www.hmnet.com/africa/1africa.html Explorers will work in pairs to research the following classifications of masks.  They will identify key characters or mask designs from one of the following, write at least 5 characteristics for each, and make a detailed technical drawing sketch of one mask, labeling its features and citing the source. Faces of Spirits | Images of Ancestors | Portraits of Rulers| Icons of Power

AFRICAN MASK-MAKING Faces of Spirits | Images of Ancestors | Portraits of Rulers| Icons of Power http://www.bradshawfoundation.com/south_africa/san_rock_art_film.php http://www.bradshawfoundation.com/south_africa/south_africa_gallery.php http://www.bradshawfoundation.com/africa/index.php http://www.africanart.org/traveling/17/grass_roots_african_origins_of_an_american_art http://www.africanrockart.org/index.php?option=com_content&view=article&id=81&Itemid=140 http://www.bradshawfoundation.com/journey/ http://www.mk.org.za/mkgeology.htm

African Ambassador Project (regions of Africa; diversity of life; students will locate African country of selected flag on map and write a description of the setting--time and place-- for their story based on factual research; focus on sentence structure and descriptive words/phrases) PEER EDIT in writing circles http://www.hmnet.com/africa/1africa.html

The Magic Lake (Play Practice)

Faces of Spirits | Images of Ancestors | Portraits of Rulers | Icons of Power

http://www.pbs.org/lifeofbirds/songs/index.html bird songs; auditory learning

Exploration of Africa Homework resources: http://civics.sites.unc.edu/files/2012/05/RwandaPastPresentPPT.pdf http://www.pbs.org/wnet/africa/explore/index_flash.html http://www.pbs.org/wnet/africa/photoscope/index.html http://www.pbs.org/wnet/africa/tools/index.html Use Around-the World Explorations Guide to take notes, write curiosity questions, and record resources for further investigation; summarize notes