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 reflect on their experience in creating a dichotomous key by writing instructions to explain in sequence the necessary steps. Include a definition and examples from your work with seed dispersal systems last week. Reflect upon what was challenging and fun in this task. 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) 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. |
| 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 discuss and correct worksheets from the previous week and the end of week quiz. Students will learn place value to the right of the decimal point to the millionth place and how to round each place value. Homework: Rounding numbers from in their math journal. |
| 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. |
| 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 4 Sight words, al/il, and academic vocabulary 1. top 2. ship 3. across 4. today 5. during 6. short 7. better 8. best 9. however 10. low 11. bridal 12. dental 13. gerbil 14. nasal 15. postal 16. hemisphere 17. climate 18. inverse 19. population 20. rainforest |
| 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. | 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 (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
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
| 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. |
| 9:30-10:00 | Centering/Class Meeting | Circle of Stones (build sculpture in window and set up station for ind. students to sketch second perspective study.) |
| 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 | KWL Charts for IRP: Check in and sharing of essential questions for research and investigation. Create a master list of class topics for library field trip on Thursday. |
| 10:00 | Math Groups Students grouped according to achievement in math with vertical lift | 5th Grade: check homework and introduce THE DOLLHOUSE PROJECT (5th graders will be randomly assigned to redesign rooms in dollhouse. Redesigns include getting accurate measurements for base, height of floors and walls (minus square area of doors and windows) to cut carpet and wallpaper for interior decorating project. Students will WRITE notes and record measurements in math journals with calculations for area and perimeter. 4th Grade: Check homework and practice rounding to tenths and hundredths. Students will study multiplication flash cards for 4’s, 5’s, 6’s, and 7’s. Homework: Students will memorize multiplication tables for 4’s, 5’s, 6’s, and 7’s. |
| 11:00- 11:30 | SMART BOARD/COMPUTER LAB Technology | IRP RESEARCH and bibliography practice with online resource for electronic MLA bibliography |
| 11:30-12:00 | Literature Circles and Explorer Book Club Reports/Projects | Subject and Predicate Diagramming sentences from last week’s lesson: 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. | ART: Sketches of whooping cranes for painting with water colors |
| 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. | 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: Area, of parallelogram (check homework p. 553) Give students graph paper to create a triangle with a base of 6 units and a height of 4 units. challenge students to propose a way to find the area of a triangle using what they already know about the formulas for finding the area of a rectangle or a parallelogram. Complete p. 554 in class. Students will practice 1-4 on p. 555 in class in pairs and share solutions. 5th Grade: Homework: p. 555 (A5-15) Perimeter, & Circumference: The Dollhouse Design Project Homework: 4th Grade: Students will play a game to test their knowledge of multiplication tables. Homework: Multiplication worksheet |
| 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. |
NGA Resource for elements of art:
3.
Continue examination of elements of art with NGA online resource.
Begin first edition Explorer Library Publications
Reread the story we illustrated and put together order of student watercolors to create a digital book with our collective artwork. Share online in FB and on blog in digital class library. Note citation of sources and
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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 | 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. | LONGITUDE and LATITUDE Lesson https://docs.google.com/a/odysseycommunity.org/document/d/1Ulzi8P0yE5x3guZebXZWF_J9Vd9EnX2NUL65VSkUBT8/edit 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: Review of latitude and longitude, equator, and prime meridian
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, 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 | ||||||||||||||||
| 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: 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 learn how to understand and solve multiplication word problems. Homework: Study multiplication tables for 4’s, 5’s, 6’s, and 7’s for the math quiz on Friday. | ||||||||||||||||
| 11:00 | Music in River’s Studio | |||||||||||||||||
| 12:00- 12:55 | Outside Play & Lunch | |||||||||||||||||
| 12:55- 1:30 | Back Porch Time | FIELD TRIP to PACK LIBRARY | ||||||||||||||||
| 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 | Library field trip | ||||||||||||||||
| 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. |
Library Field Trip (Pack Library) to borrow books for IRP
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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 | 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: Operations, open-book quiz: area, perimeter, circumference (p. 544) 4th Grade: Multiplication. 4’s, 5’s, 6’s, and 7’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 | 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!) students will record data in field journals |
| 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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