Fall Semester Theme: GETTING ORIENTED: Exploring Points, Lines, Intersections, & Angles
Spring Semester Theme: NAVIGATING: Exploring Systems, Cycles, Spirals, Perspectives & Connections
MONDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | October Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas, and Quito, Ecuador. . |
| 9:15 | Centering/Class Meeting Class Meeting Agenda: Review World Class Explorers Positive Discipline Plan for Individual and Collective Space and Respect Expectations Environment Questions Quests Ideas Itinerary Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook | Goals and Reflections: SCIENCE FOCUS GOALS & REFLECTIONS Notebook: Students will write a self-reflection about how ORGANIZATION helps in the IRP processes of research, creating, and presenting. . Set forth a personal goal with a plan and realistic timeline for achievement of that goal. Review work to date, then: Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. These presentations will be made in class on Friday to share with peers and as practice for the student-led conferences later this year. |
| 9:30 | Daily Journal & Explorer Publishing Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust Math Journal: Explorers use math to count, number, name, measure, order, document, analyze, locate, time, compare, predict, etc. Time and Place: Measurement notes on units of time (millennium to millisecond); Place: Circle Facts for creating compass rose with cardinal directions Students will use word wall to write a paragraph about how Explorers Use math. | Crane Migration Report (field journal notes and updates from Journey South) |
| 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: Introduction to Area, Perimeter: students will apply formulas to answer questions posed on Friday to demonstrate mastery; class will discuss the similarities and differences between rectangles and parallelograms. Ask students to suggest a formula modification to find the square area of a parallelogram. Introduce BASE and HEIGHT. See p. 552 in text. HW; 553 4th Grade: Students will use manipulatives to understand and then make flash cards for multiplication tables; 7’s, 8’s, and 9’s. Homework: Students will spend 20 minutes studying their flash cards. |
| 11:00-11:55 | Research and Writing Centers | Part 2: Introduction to note-taking and recording resource data for bibliography http://www.noodletools.com/noodlebib/index.php or tools listed in IRP packet for citing references Student groups will enter bibliographic data for each of the bird books we are using in class research and create an annotation for the bibliography. Teams will edit annotations for publication and share orally with class using document camera.http://www.ornithology.com/Lectures/Introduction.html Students will add notes to categories in our ornithology on-going research project; creating a template for each bird selected for an Alphabetical Around-the-World Field Guide to birds from our adventures. Based upon this template (created last week) students will use the categories and questions we brainstorm collectively to create a template for research and observations, notes, and illustrations for our AROUND-THE-WORLD adventure in Ecuador. |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-1:30 | Multi-sensory Language Arts Students will explore different ways of learning, practicing, using language, reading, listening, writing, and speaking (includes vocabulary, spelling, phonics, phonemics) | CURSIVE PRACTICE Short vowels and the schwa sound New words: Week 5 Sight words, al/il, and academic vocabulary 1. hours 2. black 3. products 4. happened 5. whole 6. measure 7. remember 8. early 9. waves 10. reached 11. vocal 12. mental 13. neutral 14. anvil 15. council 16. abundant 17. thrive 18. canopy 19. nutrients 20. resist 21. retain 22. hemisphere |
| Or Back Porch Time (individual research, math, and reading projects) | THE EVOLUTION OF CALPURNIA TATE (GOOGLE EARTH tour of Fentress, Texas; historical places; habitat; historical context) Read through chapter 6 and discuss characters, conflict, internal and external conflict, setting. How does setting contribute to the conflict in this story so far? | |
| 1:30 | Explorations Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. 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. | 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 whooping crane. |
| 3:00-3:25 | PE | BOOTCAMP 2 (personal measurements and goals) |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes: see inserted page with links for Whooping Crane Migration and Research
Materials:http://www.k12reader.com/spelling/Fourth-Grade-Master-Spelling-Lists.pdf
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
http://www.learner.org/jnorth/tm/crane/jr/Countdown.pdf
Crane Migration Report (field journal notes and updates from Journey South)
http://www.ornithology.com/Lectures/Introduction.html
intro to ornithology
TUESDAY Field Trip to Balsam
| Leaving at 8:45 AM (Be here at 8:30) http://balsammountainpreserve.com/the-nature-center Agenda 8:45 Leave Asheville 9:15 Arrive at Balsam 9:15 – 11:15 Birds of Prey 11:15 to 12:15 Birding-by-ear hike with Blair 1:00 Hike Black Balsam Mountain (our own birding hike) 2:30 Drive back on the Blue Ridge Parkway |
| Daniel’s friend, Blair Ogburn, an expert birder, is the naturalist for the nature center at Balsam Mountain Preserve. They have some awesome birds of prey and other wildlife that our kids will love and she's a fantastic educator (Rumor has it that we will get to meet the cutest little screech owl). |
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. | October Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas., and Quito, Ecuador |
| 9:15 | Centering/Class Meeting Class Meeting Agenda: Review World Class Explorers Positive Discipline Plan for Individual and Collective Space and Respect Expectations Environment Questions Quests Ideas Itinerary Self-organization: Homework folder, math and writing journal, field notebook for science and social studies notes; Explorer Book Club reading log and literary analysis; sketchbook | FACT vs FICTION writing project 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. |
| 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: 5th Grade: Finding Circumference Lesson (p. 542 together in book) Guided practice and intro to pi, radius, and diameter. Students will go outside and construct a circle using a centerpoint, a pole, and some string attached to a stick. Label radius and take measurements. In classroom, introduce formula for circumference (p. 543) Homework: p. 543 4th Grade: Students will play a multiplication game to help learn their times table for 7’s, 8’s, and 9’s. Homework: Students will spend 20 minutes studying their multiplication flash cards 5th Grade: 578-579 Homework review (see answers in book after solving!) |
| 11:10-11:55 | Language Arts Explorer Publishing Computer Lab and Smart Board | IRP Research, Typing Practice, and introduction to critical thinking and assessment of resources (Need to bring flashdrives for saving resources, notes, etc.) |
| 12:00-1:00 | Lunch & Recess | |
| 1:00-2:30 | ART EXPLORATIONS: Art History and Studio OVERVIEW The goal of this unit is to introduce students to the basic elements of art (color, line, shape, form, and texture) and to show students how artists use these elements in different ways in their work. In the unit, students will answer questions as they look carefully at paintings and sculpture to identify the elements and analyze how they are used. Students will also learn about individual artists and their methods of emphasizing the elements of art. | BIRD BOOK PROJECTS THE ART OF BIRD ILLUSTRATION, by Maureen Lambourne Art Explorations: Introduction to Ornithology and Illustration of Birds (Audubon and books from library, features of birds, etc.) https://docs.google.com/a/odysseycommunity.org/document/d/1-ePYcaK7Wd3QtQVSpJ65DVwQY9ngcsmNNBOcjgTKPto/edit Explorers will have centers to “fly to” in migrating groups of three or four to examine sample plates, field guides, and internet examples of bird illustration following an overview of tasks at each station (needed: field guides and sketch books, colored pencils) Discussion: How do early civilizations portray birds in art and stories? (Selected pages shown with doc camera to prompt discussion.) Compare an early sketch of an owl with owls drawn in each century.
Begin sketch of whooping crane.
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| Or Back Porch Time (individual research, math, and reading projects) | CURSIVE PRACTICE/TYPING PRACTICE Connecting letters and intro to cursive capitals. Students will create leaf print and cursive “resist” paintings with pastels and crayons and watercolor for portfolios | |
| 2:30 Key Unit Questions: How do the geographic features of a region affect the people who live there? How can the activities of people affect the local environment? How do the stories people tell reflect where they are from? How can stories be used to persuade people to act in a particular way? | Explorer Book Club Shared origin stories, myths, legends, modern literature, poetry, non-fiction, and drama from the region of the world we are studying. Students will practice Essential Learning Skills as they complete a set of Explorer challenges pertaining to the context of the geographical region they are “visiting,” virtually. | OFF TO ECUADOR!!!! Multi-sensory centers contiinued |
| 3:00-3:25 | PE | |
| 3:25-3:30 | Pack up and clean up | |
| 3:30 | Afterschool |
Notes: Review of latitude and longitude, equator, and prime meridian
Materials:https://docs.google.com/a/odysseycommunity.org/document/d/1-ePYcaK7Wd3QtQVSpJ65DVwQY9ngcsmNNBOcjgTKPto/edit
Reflections/Goals: Big Projects: IRP, Around-the-World Alphabet Book of Birds, Trip to Ecuador https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit
THURSDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. | AVERAGE THURSDAY (5th graders calculate average high and low temperatures for both locations) Sept. Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, Fentress, Texas, and Quito, Ecuador. | ||||||||||||||||
| 9:30 | Average Thursday | Whole Group Math instruction: Average Thursday (find mean for the high and low temperature in Quito, Ecuador) | ||||||||||||||||
| 10:00 | MATH Journal Students respond to writing prompt/morning discussion in daily personal journal. Risk-taking; cooperation; literacy, communication, trust | Longitude/Latitude Game Whooping Crane Update and statistics Record Latitude, Longitude, and Altitude for Quito, Ecuador and take notes from slides about climate, population, etc. (Math in Social Science, Science, and Economics) | ||||||||||||||||
| 10:45 | Math Groups Students grouped according to achievement in math with vertical lift How do Explorers use math? (Students will brainstorm collective list of ways that explorers use math. Discussion will include specific Operations, Processes, Purpose: Measurement, Counting, Naming, Locating, Describing, Numbering, Estimating, including Time, Temperature, Cost, Space….) | 5th Grade: DOLLHOUSE PROJECT, Circumference review, and SCALE lesson (students will learn how to use a ratio to create a mini version of some object) https://docs.google.com/a/odysseycommunity.org/document/d/1TPNaRcT6MKWGlDO6t0iI32X6VTbDar4xYVsOGLt8AmE/edit P. 580-581 Unit Review 4th Grade: Students will play a multiplication game to help learn the multiplication tables. Homework: Students will spend 20 minutes studying their 7’s, 8’s, and 9’s flash cards. | ||||||||||||||||
| 11:00 | Music in River’s Studio | |||||||||||||||||
| 12:00- 12:55 | Outside Play & Lunch | |||||||||||||||||
| 12:55- 1:30 | Back Porch Time | Independent Reading, Research, Homework Help, and Project Time | ||||||||||||||||
| 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 | Ecuador and Ecology https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit | ||||||||||||||||
| 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. |
Bird Book Selections, Creation of
Table of Contents, on-going research project
Leaf identification: NGM article: Why Leaves Evolved
Ecuadorian Flag
Map
Weaving
Geography/Climate
Recipes and Cooking
Natural Resources
Art, Dance, Music
Education
Traditional clothes
Transportation
Cities
Population
Government
Endangered Species and Threats to Environment
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| 3:20-3:30 | clean-up and Whole Class Collective Reflections/Goals | |||||||||||||||||
| 3:30 | Afterschool | |||||||||||||||||
| Essential Learning Skills: Self-organization, Communication, Collaboration/cooperation, Use appropriate resources to seek, access, and apply knowledge, Function Independently, Demonstrate Self-Confidence, Make Decisions, Take risks, and Be Present in Mind-Body-Spirit (conscious/conscience) | After Class
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Notes:
Materials:https://docs.google.com/a/odysseycommunity.org/file/d/1XLBNSJTYMfLVTMVqhcvUw1Wgty33gFLOX0R3WBskZlUz_OFFOId753zlVCWp/edit
Reflections/Goals:
FRIDAY
| 9:00 | Weather Data Collection Students will create a weather station for measuring temperature, rainfall, etc. and record daily on calendar grid. Results used in science/math. Centering/Class Meeting | October Weather Data Calendars for recording daily precipitation, high and low temperatures, daylight hours, wind speed/direction for these locations: Asheville, NC, and Fentress, Texas. |
| 9:30 | Spelling Quiz | |
| 10:00 | Math Quiz | 5th Grade: Unit Review (open book test) p. 584-585 4th Grade: Multiplication Quiz. 7’s, 8’s, and 9’s |
| 10:30-11:55 | Portfolio Independent Reading Document Camera | Students will use Essential Learning skills in self-reflection of work (process and product) to select pieces for PassPortFolios. They will write an explanation of their work, what they learned, and why they have chosen this example for their portfolios. They will create a digital archive using the document camera and post to their own individual page on the class blog. |
| 12:00-1:00 | Outside Play & Lunch | |
| 1:00-1:30 | Back Porch Time | Rain plan geography map game key out pressed leaves |
| 1:30 | SCIENTIFIC INVESTIGATIONS Students will work in teams and independently to conduct qualitative and quantitative research | Birding By Ear Students will follow up on their field trip to Balsam with a bird outing. Students will sit and listen to different bird songs and record their findings in their nature journal. Using the digital bird field guide, students will learn Mnemonics for 3 bird calls. |
| 2:30 | Students will work in teams and independently to conduct qualitative and quantitative research | Students will collect leaves to make leaf print flash cards. Students are expected to learn how to identify 20 trees by the end of the year. |
| 3:00 | Closing and Weekly REFLECTIONS Students will share self-selected texts and projects from portfolios and discuss goals/reflections for the week, collectively and individually. Student Jobs, Pack up &Pick up Leveled readers | Presentations of portfolio selections Bead ceremony |
| 3:30 | Afterschool |
Notes:
Materials:
Reflections/Goals:
After Class
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My Reflection
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Homework
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Tuesday field trip notes:
Hey Daniel-
Yes, plan on being here 9:30 – 11:30am and the bird hike sounds fabulous. We may do that first (depending on weather, we could wait til it warms a bit) as it is easy to bird around our nature center. We will include a scavenger hunt (inside), animal show, and bird hike for the $3 a student.
As for the parkway, I like to go to Watterrock Knob which is towards Great Smokies when you get on at Waynesville. We usually see birds there like cedar waxwings, juncos, but it can be really cold in chilly weather (and windy sometimes).
Another suggestion is going towards Asheville on the BRP, stop at mile marker 431 (I think) to hike Richland Balsam loop. You will be up high again, but may hear kinglets, juncos, and see pretty fall colors for sure up there.
See you very soon, Blair & the birds
From: Daniel Manget [mailto:danielmanget@yahoo.com]
Sent: Wednesday, October 17, 2012 10:23 AM
To: Blair Ogburn
Subject: Re: Field Trip next Tuesday
Hey Blair,
It all sounds good. What we decided before is that we'd pay ya'll $3 per student because you were going to take us on a birding hike after the program. Is that still possible? I hope so.
We will have 4 cars driving us. But, one of the cars is leaving at lunch and another one is arriving at lunch to take the kids in that car back to school.
We'll try and get there by 9:15 but in reality it probably won't be until 9:30. Will we be finished around noon?
We're going to go hike on the Parkway after we leave ya'lls place. If you have any suggestions for trails that have good bird life, we'll take your word ;-)
YAY,
Daniel
From: Blair Ogburn <bogburn@bmtrust.org>
To: 'Daniel Manget' <danielmanget@yahoo.com>
Sent: Tuesday, October 16, 2012 10:55 AM
Subject: RE: Field Trip next Tuesday
Hi Daniel-
I am looking forward to meeting your kids and seeing you as a teacher next Tuesday. Program is rain or shine, as we have birds that live here too, and a scavenger hunt indoors if necessary. I think I told you that cost is $2 per student, donation style, so let me know if that is a problem.
To get here: Take I-40 west towards Canton, then take exit 27 towards Waynesville/Sylva/Cherokee. Travel HWY 23/74 through Waynesville and towards Sylva. Balsam Mountain Preserve is ½ way between Waynesville and Sylva, mile marker 90 off the 4 lane.
So, once you pass the rest area in Waynesville it will be another 5 miles. Get in the left hand lane around mile marker 91 and turn Left into the Balsam Mountain Preserve at mile marker 90 onto Preserve road. Address is 81 Preserve Road if you want to mapquest it.
Drive up to the guard gate and check in, then they will send you all on up to the nature center. About how many vehicles do you expect to come?
From the gate, follow signs to the stables and the nature center. Here are some directions once you checked in and are on property:
From main gate, drive about 2 miles passing East Reach Road on your left, then go another 0.2 miles and turn Right onto West Clubhouse Road (gravel). Pass over a stream and by the stables on your right, then veer left going downhill towards the tennis courts. Keeping the tennis courts on your right, pass and take a Left at the Y intersection, staying Left to turn into our driveway. We are not far from the tennis courts, in fact we sit up on a hill above them in the woods. So if you start going up and up and up on a paved road, you have missed our driveway on the left.
Call me 828-631-1061 or 508-6652 if you get lost or turned around. It happens sometimes, but there are signs to follow, so keep an eye out for those.
Adios! Blair
Here are the details regarding the Bird Extravaganza Field Trip to the Balsam Mountain Nature Center. It's going to be GREAT!
Remember, BRING $3 FOR THE TRIP NEXT TUESDAY!!!!!
Field Trip to Balsam
October 23rd, 2012
Leaving at 8:45 AM
(Be here at 8:30)
http://balsammountainpreserve.com/the-nature-center
Drivers:
Jennifer Stradling 2 Kids, 1 Adult
Anikka & Lily
Jamey Stradling 5 Kids, 1 Adult
Daniel, Janaka, Jackson, Connor, Gabe (maybe Jon Nilsson)
Stephanie Novak 3 Kids, 1 Adult
Edie, Kaiya, Bella, and Maja
Maureen Orland 5 Kids, 1 Adult
Maya, Jenna, Sovah, Caroline, and Chloe
Agenda
8:45 Leave Asheville
9:15 Arrive at Balsam
9:15 – 11:15 Birds of Prey
11:15 to 12:15 Birding-by-ear hike with Blair
1:00 Hike Black Balsam Mountain (our own birding hike)
2:30 Drive back on the Blue Ridge Parkway
3:30 Arrive back at Odyssey
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