This week students will conduct a fun research project about various Habitats . Students will search a habitat of their choice and answer given questions about their habitat. They will create a google slide to present their research and findings.

• Students will continue with their Novel Study questions. Each group will receive their own questions based on their stories through out the week.
• All the assignments will be posted on Google Classroom.

• French and Indian War Quiz will be posted on Google Classroom along with the study Guide.
• The following Activities will be due by March 27

Assignments for Social Studies 3/23-3/27 – ASSIGNMENTS DUE 3/29

1. Begin by watching the video on YouTube: https://www.youtube.com/watch?v=HKNTBHmWOyA on the Proclamation of 1763.

Next, go to the following link to read about the Proclamation of 1763 https://www.history.com/topics/native-american-history/1763-proclamation-of – take notes.

Finally, take the quiz found at https://quizizz.com/admin/quiz/582b85d34c97496701fc57bc/proclamation-of-1763 for practice to test your knowledge.

1. Go to the link https://detroithistorical.org/sites/default/files/lessonPlans/PontiacsRebellionFINAL.pdf  and read pages 2, 3 7, 8, and 9 ONLY

Answer the questions:

1. Who was Chief Pontiac
2. How does his rebellion show a change in the relationship between Europeans and Native Americans?
3. After reading pages 7-9 answer the questions: Who won? Why? Do you think the outcome was right, or fair? How do you think it should have ended?

ANSWER ALL THESE QUESTIONS ON A GOOGLE DOC AND SUBMIT TO YOUR TEACHER BY 3/29

Just for fun 

1. https://www.youtube.com/watch?v=TcDxSICplPE
2. Watch 4 Liberty’s Kids episodes each week

Volume and the Operations of Multiplication and Addition

Concrete understanding of volume and multiplicative reasoning (5.MD.C.3) come together in Topic B as the systematic counting from Topic A leads naturally to formulas for finding the volume of a right rectangular prism (5.MD.C.5).  Students come to see that multiplying the edge lengths or multiplying the height by the area of the base yields an equivalent volume to that found by packing and counting unit cubes.

Next, students solidify the connection of volume as packing with volume as filling by comparing the amount of liquid that fills a container to the number of cubes that can be packed into it.  This connection is formalized as students see that 1 cubic centimeter is equal to 1 milliliter.  Complexity increases as students use their knowledge that volume is additive to partition and calculate the total volume of solid figures composed of non-overlapping rectangular prisms.

Word problems involving the volume of rectangular prisms with whole number edge lengths solidify understanding and give students the opportunity to reason about scaling in the context of volume.  This topic concludes with a design project that allows students to apply the concepts and formulas they have learned throughout Topics A and B to create a sculpture of a specified volume composed of varied rectangular prisms with parameters stipulated in the project description.

Lessons in this Topic

• Standards 5.MD.C.5 | 5.MD.C.5.a | 5.MD.C.5.b | 5.MD.C.5.c

• Lesson 4: Use multiplication to calculate volume.
• Lesson 5: Use multiplication to connect volume as packing with volume as filling.
• Lesson 6: Find the total volume of solid figures composed of two non-overlapping rectangular prisms.
• Lesson 7: Solve word problems involving the volume of rectangular prisms with whole number edge lengths.
• Lesson 8: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters.
• Lesson 9: Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters.

Dearborn Schools offering free breakfast and lunch pickup for students at six sites

Dearborn Public Schools is offering free pickup lunch and breakfast for students while school is closed for the mandatory shut down over the next three weeks.

Families will be able to stop in and pick up a bag with both breakfast and lunch for each child in the family.  Pickups will run daily from 10 a.m. to noon starting tomorrow, March 17 at Fordson, Edsel Ford and Dearborn high schools, McCollough-Unis, Salina Intermediate, and Woodworth Middle School.

Signage at each site will direct parents and students where to enter the building. Food will be near entrances to minimize the amount of time community members spend in the facilities.

Please note, meals are available to anyone age 18 and younger.  Students do not need to be present, and the Dearborn School student does not need to attend at that building.  A designated person can collect meals for multiple children.  Meals for Saturday and Sunday can be picked up on Friday.

The program will allow the District’s 20,700 students to continue to have access to healthy food.  Gov. Gretchen Whitmer last week ordered all Michigan schools closed from March 16 through April 3 to slow the spread of novel coronavirus and cases of COVID-19.  Dearborn Schools is scheduled for spring break April 6 to 10, so school will not resume in the District until April 13.

The grab-and-go meals will be served at least through April 3.

Superintendent Glenn Maleyko praised the District’s food service team for quickly implementing this drastic change in service to meet the needs of families.

“We appreciate the patience of our families and community as we all try to adjust to this sudden change from closing schools,” Dr. Maleyko said.  “More than three quarters of our students qualify for free or reduced priced school meals.  We realize this food is important to our families, many of whom may be facing additional financial hardships from the sudden economic changes related to COVID-19.”

Check the Dearborn Public Schools website at www.dearbornschools.org for any updates or changes to the meal program or for other issues regarding the school closure.

https://iblog.dearbornschools.org/rammalh/

Lowrey School will be distributing Chromebooks to families in order to support their child’s remote Learning. Each Chromebook was checked and cleaned by admin and personnel to ensure that they are safe to be used. Please note that chromebooks need a working internet connection. If your family does not have a working computer and is in need of a chromebook then please come to Lowrey’s main doors, tomorrow Thursday March 19th between times of 11:30am to 3pm. One chromebook per household! All parents will need to sign a consent form to insure chromebooks will be returned in the same condition they were given. All parents and students are responsible for the chromebooks. They must be returned once students return to school.

Assessments and assignments will be communicated via Google Classroom.

In Science we are in the process of finishing  “Unit 3 Energy and Matter in Organisms.” The focus of this unit is explained below.

Through the study of this unit, children will be prepared to complete the following Performance Expectations:

    Support an argument that plants get the materials they need for growth chiefly from air and water. 

    Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

As children work towards success with these Performance Expectations, they will learn about more than just science content. They will develop and use models; engage in argument from evidence; evaluate, obtain, and communicate information; and understand that science models, laws, mechanisms, and theories explain natural phenomena. They will also explore systems and the relationships between energy and matter.

To stay up to date with our progress, ask often about what’s happening in science class.

To extend the learning at home, activities you and your child can do together include: 

   Visit a park or explore your backyard. Which kinds of plants live in sunny areas? Which thrive in shady areas?

Assignment will be posted and submitted via Google Classroom.

Students will finish Indian and French War, before we start the Revolutionary War.

Assignments for Social Studies 3/16-3/20 ASSIGNMENTS DUE 3/22

1. Watch the following video on youtube: https://www.youtube.com/watch?v=0bW51Jnu9tQand answer the three questions posed in the beginningby Ms. H. Record your under the Social Studies Tap  on Google  Classroom. In addition, to the questions from the video the answer to the three questions. Watch the video as many times as you need.

• Go to the following link https://www.ushistory.org/declaration/lessonplan/frenchindian.htmland read about the French and Indian War. 

Your key questions to answer for this link are:

1. What were the British fighting for? What were the French fighting for?
2. How and why were the various Native American tribes involved in the war?
3. What were the consequences to the British, the French and the colonists at the end of the war?
4. The War’s over! As a colonist, tell us how you feel about the British, the French, and The Indians and why.

Answer these questions  on Your Google classroom account and submit all work to your teacher via google docs by 3/22

Just for fun 

1. https://www.youtube.com/watch?v=Y2fjkNgQJTA
2. Watch 4 Liberty’s Kids episodes each week

All the assignments will be posted on Google Classroom.

Guided reading questions will be posted on Google classroom. Students should adhere to the due dates.

I will continue with the Novel Studies. We are in the process of finishing up what we have already started. Once we have completed these books, we will start new ones. All students should have the necessary materials .

Students will take a reading comprehension test on Friday .