There will be an informatonal camp meeting for parents on Wednesday, March 14th at 4:30 p.m. in the Lindbergh auditorium. We will have a representative from Tamarack Camp doing a power point presentation and answering any questions you may have. Parents will receive a packet and be able to sign up to be a potential chaperone for this fun trip.
See you there!!
Lindbergh is scheduled for spring pictures tomorrow. All students are photographed individually and as a group. Please have students bring in the pose and background preference sheets tomorrow if they have not already done so. If you do not wish for your child to be photographed tomorrow, please email me at hicksol@dearbornschools.org by 8:30 tomorrow morning.
March 5- Puzzle Book Project Due
March 5- Unit 8 Math Test
March 5- March Is Reading Month Assembly
March 7- First Class & PBiS Assembly
March 8- Electronics Reward
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 8 Test Alert!!!!!-
Test March 5!!!!!
In this unit, students will review the concept of renaming fractions and begin formal work of adding and subtraction fractions with uncommon denominators. They will be introduced to various strategies to multiply fractions and mixed numbers. They will be introduced to division of fractions with visual models and interpret the reasonableness of their answers through visual models.
Unit 7-
We will begin unit 7 on Tuesday March 6.
In this unit, students will investigate prealgebra 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.
Social Studies-****Unit 5 Road To Revolution******
Test Date: March 22
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.
Students are currently working on a planetary slideshow will be presented to the class March 9th.
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.
March 2- Puzzle Book Project Due
March 2- Unit 8 Math Test
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 8 Test Alert!!!!!-
Test March 8!!!!!
In this unit, students will review the concept of renaming fractions and begin formal work of adding and subtraction fractions with uncommon denominators. They will be introduced to various strategies to multiply fractions and mixed numbers. They will be introduced to division of fractions with visual models and interpret the reasonableness of their answers through visual models.
Social Studies-****Unit 5 Road To Revolution******
Test Date: March 22
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.
Students are currently working on a planetary slideshow.
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.
***A book project was assigned today. We worked on them in the room today after viewing three examples and discussing the project. We will work on them again tomorrow. Students were given a copy of the book project sheet that appears below.
Book Project: The Puzzle
Due date: March 2
You will be using a mystery book for this project. You are being given a small poster board and a baggie. These are the materials to be used for the report. Lost or ruined materials will not be replaced by the school, so be careful. This book project must be original work. Pictures printed off of your computer will not be accepted. Your work should be in color using crayons, markers, or colored pencil. Work done in pen or pencil will not be accepted. There should not be large white areas on your completed work. Do not glue any 3D items on the poster board. It is best if you do all the work before you cut the puzzle into pieces. The puzzle must be cut into at least 20 pieces but not more than 25 pieces. The pieces do not need to be in fancy shapes, but using all squares does make it hard to put the puzzle together. You can have help with the cutting from an adult if you need it. Write your name on the baggie, write your initials on the back of each puzzle piece, and put the pieces into the baggie to hand the puzzle in. You will be putting your puzzle together in school and will also have the chance to work other people’s puzzles.
Requirements:
Book title & Author
At least two scenes from the book.
At least two important sentences or phrases from the book.
Grading:
*Presentation-30 pts.
It is colorful and neat. No sloppy work!!
*Mechanics- 20 pts.
Spelling, punctuation, capitalization, sentence structure.
*Effort- 10 pts.
Late puzzles will lose all effort points and then 5 more pts. per day until handed in.
This week the schedule for instrumental music has been changed.
Tuesday:
Woodwinds & Brass – 1:15 – 2:00
Thursday:
Strings – 1:00 – 1:40
Percussion – 1:40 – 2:15
Please note these changes and don’t forget your instrument and music!!!
Feb. 5- Book Fair Preview
Feb. 6-8 Book Fair Open
Feb. 7- Late Start
First Class & Assembly
Jan. Reward
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 8-
In this unit, students will review the concept of renaming fractions and begin formal work of adding and subtraction fractions with uncommon denominators. They will be introduced to various strategies to multiply fractions and mixed numbers. They will be introduced to division of fractions with visual models and interpret the reasonableness of their answers through visual models.
Social Studies-****Unit 5 Road To Revolution******
Test Date: March 22
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.
Science
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 compare/contrast pieces.
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 begin working on the skill of identifying the central/main idea in a non-fiction piece.
Grammar – We will be learning about quotation marks and their proper usage in dialogue.
Spelling – Please see Spelling City for the current spelling list and activities.
Students received their 2nd marking period report cards and the results of the January NWEA test today. Please keep the report card and test results and sign and return the envelope.
Thanks!
We received an approval to have an extension on the School Mall packet collection. Students have until Tuesday 2/6 of next week to turn them in.
