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. | Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, and Fentress, Texas. . |
| 9:15 | 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 GOALS & REFLECTIONS Notebook: Students will reflect on their experiences, impressions thus far, express their hopes and dreams for the coming school year, and 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. |
| 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 | MATHLETE TRAINING (warm-ups with multiples and square roots) 5th Grade: Problem-solving strategies with 4 operation word problems (book practice with adding and subtracting decimals and camping problem check from last week). 4th Grade: Using math manipulatives to understand the relationship between multiplication and division. Continue making flash cards. |
| 11:00-11:55 | Research and Writing Centers | WHOOPING CRANES (students will continue notes and observations in field journals; see links at end of lesson plans) |
| 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 2 Word Cards and OG practice Sight words, schwa n, and academic vocabulary 1. horse 2. birds 3. problem 4. complete 5. room 6. knew 7. since 8. ever 9. piece 10. told 11. listen 12. children 13. heaven 14. satin 15. penguin 16. commutative 17. associative 18. ecosystem 19. community 20. reproduce 21. organism |
| Or Back Porch Time (individual research, math, and reading projects) | WADE assessments of decoding and encoding during independent reading | |
| 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. | 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? |
| 3:00-3:25 | PE | BOOTCAMP (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:
Reflections/Goals:
http://whoopingcrane.com/whooping-crane-videos/
http://whoopingcrane.com/whooping-crane-videos/?tubepress_page=2
http://whoopingcrane.com/picture-gallery/
http://whoopingcrane.com/whooping-crane-man/
http://www.learner.org/jnorth/tm/crane/fact_page.html
Whooping Crane
Grus americana
Classification:
Animal kingdom: Animalia
Phylum: Chordata
Class: Aves
Order: Gruiformes
Family: Gruidae
Genus: Grus
Species: Grus america
http://www.learner.org/jnorth/tm/crane/jr/CountdownTT.html
http://www.learner.org/jnorth/tm/crane/WeatherOrNot.html
http://www.learner.org/jnorth/tm/crane/WCEPOverview.html
http://www.learner.org/jnorth/tm/crane/sl/33_annual/index.html
http://www.bringbackthecranes.org/technicaldatabase/index.html
http://www.learner.org/jnorth/tm/crane/sl/33_annual/index.html
http://www.learner.org/jnorth/tm/crane/sl/33_annual/gallery.html
http://www.learner.org/jnorth/tm/crane/sl/33_annual/jan.html
http://www.learner.org/jnorth/tm/crane/jr/BookletListWesternFlock.html
http://www.learner.org/jnorth/tm/crane/WCEPHighlight050701.html
http://www.learner.org/jnorth/tm/crane/VisualizeEgg.html
http://www.learner.org/jnorth/tm/crane/jr/JnKidsOverview.html
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. | Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, and Fentress, Texas. |
| 9:30-10:00 | Centering/Class Meeting | IRP discussion (the research process and products) |
| 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 | PERSPECTIVE: Students will again build sculpture of stones in a shallow pool of water to symbolize reflection and perspective, and the intersection of the water and rock cycles (but without the element of the root ball.) Each student will use sketchbook to draw a 2Dimensional sketch of the 3D sculpture from their perspective around the outer circle. Vocabulary of art and science will be used to guide this activity. (color, texture, balance, light, shadow, surface, reflection, perspective…) Students will be asked to brainstorm examples of how the water cycle and the rock cycle are inter-related. CHALLENGE VOCABULARY WORDS FOR THE WEEK Focus on Planet Earth and Geological History: Stratigraphy, Rock Cycle, Sedimentary, Igneous, Metamorphic, Texture, Weight, Density, Length, Width, Shape, Size, Classification, Color, Mineral, Geology, stone, granite, gemstone, hardness, core, mantle, crust |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift | 5th Grade: Check addition and subtraction with decimals; introduce multiplication with decimals (story problems with money and grid) 4th Grade: Finish making flash cards. Homework: Find 5 arrays around your house. What multiplication problem do they create. Draw or describe the array. |
| 11:00-11:30 | SMART BOARD/COMPUTER LAB Technology | CRANE RESEARCH |
| 11:30-12:00 | Literature Circles and Explorer Book Club Reports/Projects | Use your field journal notes and knowledge about cranes to write complete sentence captions for the following two slide shows: http://whoopingcrane.com/picture-gallery/ http://whoopingcrane.com/whooping-crane-man/ |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | INDEPENDENT READING | BIRD RESEARCH PROJECTS |
| 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. | THE TREE OF LIFE Taxonomy and Ornithology (further study and practice in identification for classification). Continue working on Tree of Life artwork. |
| 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:
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. | Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, and Fentress, Texas. |
| 9:15 | 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 | Share: Circle of stones gallery of perspective sketches; students will read either “the story of my stone” or another selection of original text in circle). Explorers will offer positive and constructive feedback about this sharing experience at the conclusion of the stories. Circle of stones constructed. |
| 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. | (see above) |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift Promethean Board | 5th Grade: Area, Perimeter, & Circumference 4th Grade: Addition and Subtraction word problems. Understand the language of addition and subtraction. Homework: Word problem worksheet. |
| 11:10-11:55 | Language Arts Explorer Publishing Computer Lab and Smart Board | CRANE RESEARCH Teams will collaborate to locate facts with resources in the computer lab to answer questions about habitat, conservation, life cycle, etc. |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-2:30 | ART EXPLORATIONS: Art History and Studio | Origin Stories: Students will close their eyes and listen to the Cherokee origin story of how the earth was created. They will try to paint a scene from the story in their imaginations, listening for vivid details of color, texture, sound, setting, character and action. Later, they will be given a chance to use water colors to recreate this imaginative scene in an original illustration.
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| Or Back Porch Time (individual research, math, and reading projects) | ||
| 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. | 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? |
| 3:00-3:25 | PE | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes:
Materials:
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 (5th graders calculate average high and low temperatures for both locations) Sept. 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 | ||||||||||||||||||
| 10:00 | MATH Journal Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust | Whole Group Math instruction: WHAT IS AVERAGE? Students will explore the definition of “average” and learn the operations involved in finding the average (“mean”) in a data set. We will brainstorm examples of averages in our daily lives. | ||||||||||||||||
| 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: Area, Perimeter, and Circumference Project 4th Grade: Review word problems from homework. Practice writing addition and subtraction word problems for each other. Homework: Write 3 word problems using addition, subtraction, or both. | ||||||||||||||||
| 11:20 | Multi-sensory Language Arts Students will explore different ways of learning, practicing, using language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) | DIAGRAMMING SENTENCES (sentence patterns, predicates, subjects, objects, and parts of speech) Students will use any 10 first 2 weeks of vocab words in complete sentences and diagram 5 of these for homework. | ||||||||||||||||
| 12:00-12:55 | Outside Play & Lunch | |||||||||||||||||
| 12:55-1:30 | Back Porch Time | CURSIVE PRACTICE/TYPING PRACTICE | ||||||||||||||||
| 1:30-2:30 | SMART BOARD Around-the-World Adventures 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 EVOLUTION OF CALPURNIA TATE & Introduction to plant taxonomy: identification of tree species by leaf | ||||||||||||||||
| 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. | Origin Stories (continued): Students will close their eyes and listen to the Cherokee origin story of how the earth was created. They will try to paint a scene from the story in their imaginations, listening for vivid details of color, texture, sound, setting, character and action. Later, they will be given a chance to use water colors to recreate this imaginative scene in an original illustration. Students will discuss the similiarities and differences between these three stories, as well as their connections to the scientific “History of the Earth” film that relates geological time.
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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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Notes:
Materials:
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 | Sept. 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: Operations, area, perimeter, circumference 4th Grade: Addition and Subtraction word problems. |
| 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 | UNCA BOTANICAL GARDENS FIELD TRIP (Tree adoption) Students will record date, make observations of tree, use field guides to key out leaves, and estimate height, circumference, and age of tree. (We will later check these estimates with real measuring tape!) |
| 2:30 | Students will work in teams and independently to conduct qualitative and quantitative research | Students will key out at least five leaves from a variety of trees on our campus and at the Botanical Gardens, recording and sketching (leaf-rubbings and notes) in field journals. We will also collect and press leaves from the area in our leaf presses to dry for leaf books. |
| 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 |
Notes:
Materials:
Reflections/Goals:
After Class
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My Reflection
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Homework
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