3/27-Social Studies Unit 5 District Common Assessment- Study guides sent home 3/21.
3/28- Math Test- Unit 7
3/29- PJ Day- PBiS Reward
3/30 – 4/8 No School- Spring Break
4/10 – 4/12, 4/17 – 4/19, 4/24 – 4/26 – M-Step Testing for 5th Grade
Your student was given a schedule. It is blue.
Students will need recorders and music in school the following dates:
Concert rehearsal schedule
Mon: 3/19 10:30-11:45
Wed: 3/21 9:15-10:20
Thur: 3/22 9:15-10:20
Fri: 3/23 9:15-10:20
Mon: 3/26 10:30-11:45
Concert Schedule
March 27-Assembly 2:15-3:15
Concert: 7:15pm
Remember that on any given day your fifth grader should be able to tell you what we did in school. The planner is a good reminder for them to help with this narrative. Sharing what they have learned each day is an excellent way to help students review.
The planner should be signed by a parent or guardian every day.
Homework might not always be a worksheet!!!!!
**Students should be working on multiplication facts every night.
**They should be working on Spelling City 10-15 minutes per night Monday – Thursday.
**Students should be reading 30 minutes each night. Their comprehension can be checked using the question sheet given to parents at conferences.
**Moby Max or Khan Academy- at least 20 minutes should be done each night.
**Students can use Ducksters or History.com to review social studies and/or science topics covered in class.
**Students will have assignments which need to be completed on Readworks.
**Content binders should come home every night so students can study and review that day’s lessons.
Math, social studies and science material in the binder should be studied each night to prepare for upcoming tests.
Math
Unit 7-
Test 3/28
In this unit, students will investigate pre-algebra concepts and skills. Students are introduced to the notational conventions of exponents and scientific notation. Students will also make and analyze line plots involving fractional units. Students will also be adding and subtracting negative and positive numbers.
Social Studies-****Unit 5 Road To Revolution******
Test Date: March 27
Unit Description: In this unit, students explore the causes of the American Revolution. Focusing on the period from the Seven Years’ War to the battles at Lexington and Concord (1756 to 1775), students trace the disputes between the British government and her colonies. They examine the British Parliament’s attempts to tighten control from the early Navigation Acts and the Proclamation of 1763 to the Sugar Act, Stamp Act, the Townsend Acts, the Tea Act, and the Intolerable Acts. Students explore how colonists responded to the increasing control by Britain and analyze conflicting accounts of a variety of events such as the Boston Massacre and the Boston Tea Party. In doing so, students analyze how colonial and British views on authority and the use of power without authority differed. They read biographies of significant colonial leaders and compare their contributions during the Revolutionary War era. Students also focus on the role of political ideas, such as liberty (unalienable rights), representative government, and consent of the governed (social compact) as they analyze colonial disputes with Great Britain. They assess how colonial experiences with self-government, including the Committees of Correspondence and the First Continental Congress united many colonists from different colonial regions. Students also explore loyalist and patriot perspectives as the colonies moved closer towards declaring independence. The unit culminates with students constructing a chronology of events. Students then analyze the causes and effects of these events and assess their significance in leading to armed conflict at Lexington and Concord.
Dynamics of the Solar System
This earth science unit reinforces and extends the study of the sun, moon, and earth to objects within the solar system. Students explore the seasons and their relationship to the tilt of the earth on its axis and revolution around the sun. They define a year as one revolution around the sun. Students study the solar system and describe the position, motion, and relationship of the planets and other objects in the sky to the sun. They investigate the position of the moon in its orbit and it’s phases. Students observe and explain the apparent motion of the sun, moon and constellations across the sky due to the earth’s rotation and revolution. They study lunar and solar eclipses based on the relative positions of the sun, moon, and earth. Students relate ocean tides to the gravitational pull and orbit of the moon. They apply their knowledge of objects in the sky through various charts, illustrations, and models.
Writing– Students continue conferring with their teacher regarding adjustment of their goals and projects. Stamina and independence continue to be emphasized as students strengthen their literacy skills. Students will use the writing process to construct an opinion piece about banning sledding.
Reading-
*Fiction-We are continuing a genre study of Mystery novels while we also continue to strengthen our Daily 5 routine.
*Non-fiction- We will continue working on the skill of identifying the central/main idea and supporting details in a non-fiction piece.
Grammar – We will be learning about commas and their proper usage.
Spelling – Please see Spelling City for the current spelling list and activities.
