{"id":335,"date":"2017-03-06T15:10:11","date_gmt":"2017-03-06T20:10:11","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/chamseddine\/?p=335"},"modified":"2017-03-06T15:10:11","modified_gmt":"2017-03-06T20:10:11","slug":"week-of-march-6-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/chamseddine\/2017\/03\/06\/week-of-march-6-2017\/","title":{"rendered":"Week of March 6, 2017"},"content":{"rendered":"

This week in 5th grade we will be learning…<\/strong><\/p>\n

Language Arts:<\/u><\/strong> This week students will continue\u00a0learning about theme and making connections in reading.\u00a0While, they are reading each student will focus on a specific reading strategy (main idea, story elements, sequence of events, and parts of speech). \u00a0During Daily 5 students will continue practicing Daily 5 procedures and focus on learning about various strategies that will help make them better readers. \u00a0We will be focusing on QAR strategies to help them answer comprehension questions. \u00a0In writing we will be focusing on informational writing.\u00a0 Students will have to read\u00a0an informational article set to their level on Frontrowed.com (same login and password as the math) with guided reading questions everyday.<\/p>\n

Vocabulary Words<\/span>– \u00a0<\/strong><\/p>\n

Economics<\/u><\/strong><\/p>\n

    \n
  1. Capital resources<\/strong>\u00a0– Goods made by people and used to produce other goods and services.\u00a0Examples include tools, roads, bridges, factories, machinery, glue, lumber, chalk, rope, textbooks, and workbooks.<\/em><\/li>\n
  2. Consume<\/strong>\u00a0– Use goods and services to satisfy economic wants.<\/li>\n
  3. Consumers<\/strong>\u00a0– People who buy and use goods and services to satisfy economic wants.<\/li>\n
  4. Demand<\/strong>\u00a0– The amount of a resource or product buyers are willing and able to buy at different possible prices.<\/li>\n
  5. Economic decision<\/strong>\u00a0– A choice to produce or consume a good or a service.\u00a0Because we cannot have everything we want, we have to decide what we will choose and what we will give up.<\/em><\/li>\n
  6. Economic growth<\/strong>\u00a0– Producing more goods and services at the present time than were produced in the past.<\/li>\n
  7. Economic wants<\/strong>\u00a0– Goods and services people would like to have.\u00a0Examples include food, clothing, a place to live, a bicycle, a toy, a trip to an amusement park, and a birthday party.<\/em><\/li>\n
  8. Economy<\/strong>\u00a0– The way a society organizes to produce, distribute and consume goods and services.<\/li>\n
  9. Goods<\/strong>\u00a0– Things that people make or grow that satisfy economic wants. Examples include a house, a car, a toy, and an apple.<\/li>\n
  10. Human resources<\/strong>\u00a0– People (workers) doing physical or mental work to produce goods or services.\u00a0Examples include teachers, cooks, bus drivers, and carpenters.<\/em><\/li>\n
  11. Interdependence<\/strong>\u00a0– Depending on one another for resources, goods, and services. When people and businesses specialize, they become interdependent.\u00a0Example: Within a community, a grocer depends on a doctor for medical care and a doctor depends on a grocer for food. Geographers look at how transportation and communication link people and places.<\/em><\/li>\n
  12. Limited resources<\/strong>\u00a0– Not having enough resources to produce all the goods and services that people want.<\/li>\n
  13. Money<\/strong>\u00a0– Something that is used to buy and sell resources, goods, and services. Money is not a capital resource because it is not used to produce goods and services.<\/li>\n
  14. Natural resources<\/strong>\u00a0– Gifts of nature that can be used to produce goods and services.\u00a0Examples include trees, sunshine, soil, water, plants, animals, oil, coal, and metals.<\/em><\/li>\n
  15. Opportunity cost<\/strong>\u00a0– The next best (second-best) choice that is given up when a decision (choice) is made.\u00a0Example: Pedro is buying lunch in the cafeteria. The choices are pizza, tacos, or a hot dog. Pedro likes all three choices, but he can only have one. He chooses pizza. His opportunity cost is his next best (second-best) choice, which is tacos.\u00a0<\/em><\/li>\n
  16. Price<\/strong>\u00a0– The value of a resource, good or service stated in money terms.<\/li>\n
  17. Producers<\/strong>\u00a0– People who combine natural, human and capital resources to make goods and\/or services.<\/li>\n
  18. Product<\/strong>\u00a0– A good or service made with resources.<\/li>\n
  19. Production<\/strong>\u00a0– The process of combining natural, human and capital resources to make a product, either a good or a service.<\/li>\n
  20. Public goods and services<\/strong>\u00a0– Goods and services provided by the government and paid for with taxes.\u00a0Examples include roads, bridges, libraries, schools, policy, fire fighters and government.<\/em><\/li>\n
  21. Resources<\/strong>\u00a0– Things that can be used to produce a good or a service.<\/li>\n
  22. Services<\/strong>\u00a0– Actions (jobs) that people do for each other. A service is something that you cannot touch or hold. A service is consumed at the instant it is produced.\u00a0Some services, such as firefighter, mayor, police officer, and teacher are provided by the government. Other services, such as plumber, dentist, and hair cutter are provided by businesses.<\/em><\/li>\n
  23. Specialized work<\/strong>\u00a0– A job or a part of a job.\u00a0Examples include reading teacher, farmer, brick layer, police officer, taxi driver, and worker on an assembly line.<\/em><\/li>\n
  24. Supply<\/strong>\u00a0– The amount of a resource or product sellers are willing and able to sell at various possible prices.<\/li>\n
  25. Taxes<\/strong>\u00a0– Money paid to the government so it can provide some goods and services.<\/li>\n
  26. Technology<\/strong>\u00a0– Skills, methods, tools, machines and other things used to perform activities. Technology changes over time and affects the way we live, work, and play.<\/li>\n
  27. Trade<\/strong>\u00a0– The exchange of resources, goods, and services through barter or the use of money.<\/li>\n<\/ol>\n

    Spelling Words-<\/strong><\/span><\/p>\n

    Apples:<\/u><\/strong>Vowel long o sound silent e<\/u><\/strong><\/p>\n

      \n
    1. throne<\/strong><\/li>\n
    2. chose<\/strong><\/li>\n
    3. code<\/strong><\/li>\n
    4. joke<\/strong><\/li>\n
    5. globe<\/strong><\/li>\n
    6. hole<\/strong><\/li>\n<\/ol>\n

      Dolch words: so \u00a0 do<\/strong><\/p>\n

      Carrots, egg plants, dragon fruits:<\/strong><\/span>\u00a0Suffix ible- visible, flexible, incredible, irresponsible, collapsible, impossible, convertible, horrible, terrible, audible<\/strong><\/p>\n

      Bananas Silent \/wr\/ and \/kn\/ Pattern-<\/strong><\/span>write, wrist, wrap, knife, knot, know, knew, knee,\u00a0<\/strong><\/p>\n

      Math:<\/u><\/b>\u00a0This week we will continue\u00a0learning about Unit 8\u00a0Fractions.\u00a0 Everyday students should go on frontrowed.com for extra math practice. \u00a0They log in using their first name and their last name. \u00a0The class code is k9kyvt.<\/p>\n

      Science:<\/u><\/b> We will continue\u00a0learning about Life Science Survival of Organisms. \u00a0Research with your child about the Solar system\u00a0and find out these questions…<\/p>\n

      1.) How are the traits of species influenced by genetics and the environment?
      \n2.) How do the behavioral and physical characteristics of organisms help them survive in their environment?
      \n3.) How do we distinguish between inherited and acquired traits?
      \n4.) How do fossils provide evidence about how species and environmental conditions have changed?
      \n5.) How can species extinction be related to catastrophic events and environmental change?
      \n6.) How do the similarities in traits help us classify organisms?\u00a0<\/strong><\/p>\n

      Social Studies:<\/u><\/b> We will continue\u00a0learning about the Road to the Revolution. \u00a0Research with your child about how and why\u00a0different colonial regions developed in North America and find out these questions…<\/p>\n\n\n\n
      \n

      Why did some colonists from different regions join to create an independent nation?<\/p>\n

      How did economic issues and political experiences and ideas affect the relationship between Great Britain and the colonies?<\/p>\n

      Why were some colonists unhappy with British rule after the French and Indian War?
      \nHow and why did people in different colonial regions unite against Great Britain?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Important Dates<\/strong><\/span><\/p>\n

      Spring Break April 3-7<\/p>\n

      Important Remi<\/strong>nders<\/strong><\/span><\/p>\n

      Please send a healthy snack with your child.<\/p>\n

      We are in need of tissue boxes, it’s that time of the year where noses will run. \u00a0Please send them in with your kids.<\/p>\n

      If you have any questions or concerns please feel free to contact me at anytime (chamsef@dearbornschools.org).<\/strong><\/p>\n

      Thank you,<\/p>\n

      Fatima Chamseddine<\/p>\n","protected":false},"excerpt":{"rendered":"

      This week in 5th grade we will be learning… Language Arts: This week students will continue\u00a0learning about theme and making connections in reading.\u00a0While, they are reading each student will focus on a specific reading strategy (main idea, story elements, sequence of events, and parts of speech). \u00a0During Daily 5 students will continue practicing Daily 5 […]<\/p>\n","protected":false},"author":1229,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-335","post","type-post","status-publish","format-standard","hentry","category-blogs"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/posts\/335","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/users\/1229"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/comments?post=335"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/posts\/335\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/media?parent=335"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/categories?post=335"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/chamseddine\/wp-json\/wp\/v2\/tags?post=335"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}