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, September 3, 2012 LABOR DAY (No School)
| 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. | |
| 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 |
| 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 | |
| 11:00-11:55 | Research and Writing Centers | |
| 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) | |
| | Or Back Porch Time (individual research, math, and reading projects) | |
| 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. Students will work in groups to design fact cards with illustrations, artifacts, (2D and 3D) for each major era, period, epoch for our hall wall timeline of NC History. | |
| 3:00-3:25 | PE | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool | |
Notes:
Materials:
Reflections/Goals:
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. (technology- supported) | Create Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Mt. Mitchell, NC, and Fentress, Texas |
| 9:30-10:00 | Centering/Class Meeting | Silent Circle of Stones: involving a silent walk in the woods. |
| 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 | GOALS & REFLECTIONS: Students will use a tree metaphor of the strands and essential learning skills, subject areas, and their own word webs (I am an Explorer of…) to write a large personal goal for the coming school year. Explorers will also begin their Goals and Reflections Notebooks with an entry identifying a specific MEASURABLE GOAL for the coming week. They will explain how they will be able to show that they have met that goal and explain the process involved. Explorers can illustrate their goals. |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift | MATH ASSESSMENTS |
| 11:00-11:30 | SMART BOARD/COMPUTER LAB Technology | Longitude and Latitude Ordered Pairs |
| 11:30-12:00 | Literature Circles and Explorer Book Club Reports/Projects | Presentations from summer reading |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | INDEPENDENT READING | WADE Wilson Assessment of Decoding and Encoding |
| 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. | DARWIN, an introduction to BIOGRAPHY and to the study of EVOLUTION. Resources: DARWIN, by Alice B. McGinty and ONE BEETLE TOO MANY, by Kathryn Lasky http://www.christs.cam.ac.uk/darwin200/pages/index.php?page_id=j Explorers will take notes in field journals about Darwin and his work. |
| 2:45-3:30 | Spanish Students will explore different ways of learning, practicing, using Spanish language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) | |
| | | |
| 3:30 | Afterschool | |
Notes:
Materials:
Reflections/Goals: Learning Goals
• To provide a historical context for the observations that Darwin made during his voyage
• To have students use original sources to trace Darwin's voyage
• To have students explore how Darwin used his observations to formulate his theory of natural selection
• To provide a historical context for the observations that Darwin made during his voyage
• To have students use original sources to trace Darwin's voyage
• To have students explore how Darwin used his observations to formulate his theory of natural selection
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. | Create Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Mt. Mitchell, NC, and Fentress, Texas |
| 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 | Introduce COMPASS Magnetic compass, mathematical compass, and compass rose design |
| 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. | Students will put together the cover pages for their PassPortFolios with the self-portrait, finger prints, personal data sheets, and I am an Explorer of… essays. These will be digitally archived with the document camera for our blog. |
| 10:15 | | |
| 10:20 | Math Groups Students grouped according to achievement in math with vertical lift Promethean Board | MATH ASSESSMENTS |
| 11:10-11:55 | Language Arts Explorer Publishing Computer Lab and Smart Board | DARWIN, an introduction to BIOGRAPHY and to the study of EVOLUTION. http://www.christs.cam.ac.uk/darwin200/pages/index.php?page_id=j Resources: DARWIN, by Alice B. McGinty and ONE BEETLE TOO MANY, by Kathryn Lasky |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-2:30 | 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. | LANGUAGE ARTS (cont.) Students will be introduced to annotation and note-taking; KEY LITERARY ELEMENTS: Fiction and Non-fiction; point of view THE EVOLUTION OF CALPURNIA TATE Calpurnia is fascinated with Charles Darwin and his book The Origin of Species. Research Charles Darwin’s life and the book that made him famous. What, in a nutshell, was his premise? How does it link to Callie’s observations about the green and yellow grasshoppers? (See Chapter 1, pages 1 to 17.) Note: The epigraphs that open each chapter are from Darwin’s book. Students might take any given chapter and connect the significance of the epigraph to the theme of that chapter. |
| | Or Back Porch Time (individual research, math, and reading projects) | |
| 2:45 | | |
| 3:00-3:25 | PE | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool | |
Notes:
Materials:
Reflections/Goals:
THURSDAY
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 | |
| 9:30 | Spelling Quiz | |
| 10:00 | Math Quiz | |
| 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 | |
| 1:30 | SCIENTIFIC INVESTIGATIONS Students will work in teams and independently to conduct qualitative and quantitative research | |
| 2:30 | Students will work in teams and independently to conduct qualitative and quantitative research | |
| 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 | |
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