This Tuesday April 28th, there will be chromebook distribution for Lowrey students only from 12pm to 2pm at Lowrey School.  Please come to the main doors.Even if you received a chromebook already and you have more than one child that attends Lowrey, then you can check out another one.  Large families will be given more than 2 chromebooks.  If your family already received three or more chromebooks, please do not come and ask for more, we need to make sure we have enough for all Lowrey students.
Also, we will not cater to Fordson siblings.  Fordson will have their own chromebook distribution tomorrow.”

Week of 4-27 thru 5/1/20

READING 4/27-5/1

Continue reading Bud, Not Buddy. You will watch the three chapters (links below), answer the questions on your study guide, and also the comprehension questions below each link. Submit a google classroom that has all questions from this week’s readings (chapters 4, 5, and 6).

Bud Not Buddy Chapter 4

Comprehension Questions for Chapter 4

1. Why did Bud get rid of the gun?

2. Why did Bud fill the jar with water? What did he do with it?

3. How does the author’s tone affect your mood?

Bud Not Buddy Chapter 5

Comprehension Questions for Chapter 5

1. Where did Bud want to go hide out? Why?

2. Why did Bud almost start crying when he got there?

3. Why was Bud’s mom mad about the cowboy hat?

4. Why does Bud insist on being called Bud, not Buddy?

Bud Not Buddy Chapter 6

Chapter 6 Reading Comprehension Questions

1.Why did the man in the overalls call Bud by the name Clarence?

2. Why did the mom and dad keep slapping Bud on the head?

3. Why do you think the pretend family treated Bud the way they did?

4. Do you think it would have been okay for Bud to lie to the man that told him to step out of line? Why or why not?

WRITING 4/27-5/1

You will be using the information you uncovered on your president (and put on your graphic organizer) to complete this weeks’ research. Your typed 25 facts, and draft are BOTH due on 5/1

Your assignments: 

Research:  Worth 20 points
     1.  Students are to type up 25 facts about their person.  These facts should be in the student’s own words.  They are NOT to cut and paste from internet sites.  That is plagiarism. This needs to be your OWN WORK.
     2.  Each fact should be a complete sentence with correct spelling, capitalization, and punctuation.
     3.  The facts should include why their person is famous as well as interesting facts about their life.  (8 Early life/9 during their president term/8 After their presidency term – if they died while in office, add an even split to early life and during their term)
     4.  These facts should be typed on a google doc and submitted by 5/3. Typed should be Arial or Times New Roman Fonts.  Size of font should be 12.

You will be using this information to draft your paper. Your draft is a 5-paragraph paper. Intro paragraph, 1st body (early life), 2nd body (career highlights), 3rd paragraph (post presidency/end of life), conclusion paragraph. 

Biography Paper:  Worth 30 points.  

     1.  The paper has correct spelling, capitalization, and grammar
     2.  The student’s name, number and date are on the paper in the top right-hand corner
     3.  An opening HOOK sentence that explains why the person is so famous
     4.  A proper closing statement that gives value to your person’s life and accomplishments
     5.  Flow of your writing and paper are important
     6.  At least three paragraphs that compile your president’s early life, professional time in government and as president, and finally their live after presidency. Include birth, death, spouse, and children if applicable.

FINAL COPY OF YOUR PAPER WILL NOT BE DUE UNTIL 5/17 However you have other assignments that are due before so DO NOT put off this assignment.

Math: 4/27 -5/1

***Make sure that by Friday you are on Lesson 9 on Zearn. I am checking daily for completion.

Module 6 lesson 5:

Module 6 lesson 6:

Module 6 lesson 7:

Module 6 lesson 8:

Module 6 lesson 9 :

SCIENCE 4/27-5/1

You will watch two videotaped lessons and take two quizzes. Submit in google classroom. The lessons can be found in google classroom (they are not able to be attached here).

Quizzes are below:




You will be submitting a google doc to answer ALL questions in bold on one paper.

  1. Read about the Declaration of Independence found at Take the Quiz found at the bottom for your knowledge. Be sure to click on the link that says “Who signed”. What did you notice when you looked at the link. ( write this observation in google docs)
  2. Next, review the link that discusses Washington crossing the DelawareWhy is this significant? Take the quiz at the end to test your knowledge.
  3. Next, read about our Flag and take the quiz found at: How are the first flag and the current flag similar AND different?
  4. Next, click on the link to read about the Battle of Saratoga found at and again, take the 10 question quiz for your own knowledge.
  5. Finally, click on the link to learn about Valley Forge. You will need to tell me where Valley Forge is presently located today. Was Valley Forge a great victory or defeat for George Washington? Read more about him here tell me 5 NEW facts about him you never knew.
  6. Watch Episodes  on Liberty’s Kids – send me your notes on the two episodes.
  7. Weekly IXL tasksSocial Studies Level G: G.7, N.1

You will need to download a QR scanner (the one I use is blue on the app store) on your phone or ipad to complete this week’s lessons. If you have no way of doing that you can email your teacher and she will send you the documents instead. There are three codes for you to scan this week and they are on finding Context Clues. Scan the mysteries to review the passages. Write down your answers and be sure to include WHERE in the text you found your answer. You will complete this on your own and We will discuss these during our class meetings.


Mystery 1:

Mystery 2:

Mystery 3:

Week of April 20-24

Language Arts –

Writing: We will begin a new writing assignment this week. We will be writing informational pieces (non-fiction genre). We will be selecting presidents to write a biography about and gathering information. This week your selection will be made, and you will compile information on a graphic organizer. Please see the graphic organizer below to help guide the different kind of information your should be uncovering as you start your brainstorming. Again, this graphic organizer is meant to help you START your research journey. You should be uncovering more information than what is written on the graphic organizer. We will be selecting our president in class on a shared document. Certain presidents are not available and no “calling” particular presidents. This is an opportunity for you to learn about someone new.BiographyGraphicOrganizer_2Download

Reading: We are beginning a new book this week. This book is available to listen to online. You will need to get through three chapters this week, answer questions and submit by Friday. 

This document is for you to answer along the way, throughout the book and will be submitted at the end of the unit when the book is finished:BudNotBuddyStudyGuideDownload

Below are the first three chapters you will finish this week and their comprehension questions. You will need to write the answers to these questions and submit them to me either as pictures or as a google doc. We will discuss this in class:

Bud Not Buddy Chapter 1

Comprehension Questions for Chapter 1

1. At the start of chapter one, where does Bud live?

2. Why does Bud think losing your teeth is one of the scariest things that can happen to a kid?

3. What does Bud keep in his suitcase?

4. Who does Bud think the person on the flyer is, and why does he think this?

Bud Not Buddy Chapter 2

Comprehension Questions for Chapter 2

1. How was Bud awakened in the middle of the night?

2. What was Bud’s third rule?

3. Why did Bud have a rubber sheet on his bed?

4. Where did Mrs. Amos say Bud would have to spend the night? Why?

Bud Not Buddy Chapter 3

Comprehension Questions for Chapter 3

1. Why did Bud run over to the pile of rags?

2. What happened to Bud’s friend Bugs?

3. Why did Bud regret looking out the window?

4. What did Bud hit and what happened afterwards?

Weekly IXL tasks. Language Arts Level G – complete to 90%: F.4, I.2, O.5, W.3

*During Class Meetings: In addition to discussing what you FOUND on the QR codes, we will work to solve different main idea/theme task cards. I will post these right before LA class days. Keep an eye out for them.

Math: Module 5 Lesson 21:

Math: Module 6 Lesson 1:

Math: Module 6 Lesson 2:

Math: Module 6 Lesson 3:

Math Module 6 Lesson 4:

Science – You will find 2 assignments for science this week. You can put them on a single document and submit to me by 4/26 in google classroom.

Introduction to Traits – Assignment #1


  1. Babies get traits from only their moms. Babies get traits from both their mother and their father. Some babies look more like their mother and some look more like their father. When looking closely it is most common to have traits from both parents. Which traits you get is often a matter of random chance, though for reasons far above this grade level, some traits can occur more frequently than others.
  2. Baby animals all look the same. People are very good at noticing traits in other people. The smallest differences in our bone structure, eye color and hair color are very obvious to us. However, students may think that baby animals are exactly alike. It may appear that way from a distance, but if you look closely, you can see many traits that are different, just like humans.
  3. Things that you eat can influence traits. Foods can not affect traits such as hair color or eye color. For example, curly hair comes from one or both of your parents. There are traits that are influenced by the environment, for example a plant grown with little water will look different from a plant grown in optimal conditions. At this grade level, traits that are 100% from parents and traits influenced by the environment are not differentiated. The focus is on understanding what a trait is and that all living things have traits.


Students are always interested to understand why they look the way that they do. At an early age, just simply understanding that specific traits are passed down from parents is enough. They will notice that some traits came from their mom, while others came from their dad. As they progress through school, they will learn about traits influenced by the environment, and then that some traits are dominant or recessive.

Before Video think about the following questions:

  1. Do you have a brother or sister?
  2. In what ways do you look different?  
  3. What are some features that all dogs share?
  4. What are some differences you have noticed in puppies or kittens?
  5. How would you describe the features of an alligator?
  6. How would you describe some traits or features of people?

What you will learn from this video

  1. Animals of the same type are not exactly alike.
  2. Animals have differences and similarities called traits.
  3. These traits help them survive in their environment.

View the following Generation Genius video found at

After Video answer the following questions in a google doc:

  1. What are some traits you can think of?
  2. Why do bunnies from the same parents look different from each other?
  3. What traits do all chameleons share?
  4. What are some differences you might find in a family of chameleons?
  5. What traits do all monkeys share?
  6. What are some differences you might find in a group of monkeys?

Vocabulary – DEFINE on a google doc:

  1. Parents
  2. Offspring
  3. Traits
  4. Survive
  5. Similarities
  6. Differences
  7. Vary

Exit Ticket to answer on a google doc:

  1. What are three common traits that all elephants have?
  2. What are three ways that puppies can be different from each other?
  3. Would light or dark fur help a rabbit survive in the desert? Why?

Variation of Traits – Assignment #2

First, click on the following link and read (or click the read to me button) all the information on traits found at :

Today we will be watching a video on trait variation

What you will learn from this video:

  1. Most traits are passed down from parents.
  2. Different individuals have different traits.
  3. Some traits are influenced by the environment.

Before the video consider the following questions:

  1. What is a trait?
  2. Do offspring look exactly like their parents?
  3. Will multiple offspring from the same parents look the same?
  4. Do all individual animals of the same type look the same?

View the video at:

After the video answer the following questions on a google doc:

  1. Why do the puppies look different from their mom and dad?
  2. What are some examples of types of traits?
  3. How might the position of a baby alligator’s eyes affect its chance of survival?
  4. What were some of the similarities between the individual lemurs?
  5. What were some of the differences between the individual lemurs?
  6. Why might different species in the same environment share some traits?
  7. Why is white fur not an advantage for tigers?

Vocabulary – Define on a google doc:

  1. Traits
  2. Offspring
  3. Inherit
  4. Predator
  5. Prey
  6. Camouflage

Complete the Exit Ticket on the google doc:

  1. List 3 examples of human traits that are inherited from parents.
  2. How are traits influenced by the environment?
  3. How might variation in the color of beetles help them survive?

IXL – Assignment #3

IXL tasks Level G. Complete to 85% –  N.1, N.2, N.3

Social Studies – all social studies assignments can be combined on a single google doc and submit to me by 4/26. You are submitting your notes from the videos this week.

1. Start by watching the following fun video on the causes of the American Revolution found at

2. Next, click on the following links to learn about AND TAKE NOTES ON the First Continental Congress: and

(Reminder* – Ducksters will read to you if you click the speaker icon at the bottom.) Take the quiz to test your knowledge on the 1st Continental Congress.

  1. Watch the following LEGO video on Paul Reveres’ Ride and Take the quiz at the bottom of the website to test your knowledge. If you need a reminder about this, re-watch Liberty’s Kids episode 105
  2. Watch the following videos AND TAKE NOTES on Lexington and Concord eMWMGreJcDVlQOcFzJZk7c92WY3My and the 10 question quiz at the bottom of each to test your own knowledge.
  3. Read about Fort Ticonderoga and the Battle of Bunker Hill found at and Again, take the quizzes at the end to test your knowledge. Take notes from this video on the Battle of Bunker Hill found
  4. Watch: Liberty’s Kids episodes 5-10 this week
  5. Weekly IXL TasksSocial Studies Level G: A.3, F.12

For Today’s google meet.

To scan you need to use your camera on a phone or an iPad. Open the camera and scan the QR code. There are three codes for you to scan this week and they are on finding MAIN IDEA. Scan the mysteries to review the passages. Write down your answers and be sure to include WHERE in the text you found your answer. We will discuss these during our class meetings. these will be due Sunday.


Mystery 1:

Mystery #2

Mystery 3:

Week of 4/13 to 4/19

Virtual Learning Meetings are this week  Tuesday and Thursday at 3pm.

You must be logged in to your school account (Dearborn Schools).
In a web browser, enter
Click Join a meeting.
Enter a meeting nickname.( The nickname was shared with you on Google Classroom)


  1. You will be assigned 2 Freckle articles per week.  Must be completed by Friday. 
  2. I passed out usernames and passwords last Wednesday.  If you don’t have it please contact me. Everyday you have to read the books assigned and answer the questions at the end.  Write down the questions and answers in your reading response notebooks.  You must be doing the writing response as well.  Teacher’s username for razkids is frida0.
  3. Reading logs: Please read 40 minutes every day from your library book and write a summary on google classroom.  Must be in your own words. 


  1. You will watch a video per lesson. The lessons are posted below.
  2.  Then go on and complete the module 5 lesson 16 on Monday.  
  3. Then complete succeed book lessons.  
  4. Take pictures of completed assignments and send to me through remind or my email.

Monday: Module 5 lesson 16:

Tuesday Module 5 lesson 17:

Wednesday: Module 5 lesson 18:

Thursday: Module 5 lesson 19:

Friday: Module 5 lesson 20:


Social Studies:

(What is due this week in ss? You will be completing research to write and create a visual representation of the Boston Massacre. You will follow the rubric to include all necessary components for BOTH parts)

America’s Revolution

  1. Start by watching the following video to understand the Boston Massacre and to understand the Boston Tea Party.


  • The Boston Tea Party Project

Part I:

Read the information below about the Boston Tea Party.  You will then make a newspaper article from either the modern time period or the past explaining in an article the 5 W’s of history (Who was involved; What happened; When did the events occur; Where did this happen; Why did it happen).  Please be sure to write the article in your own words and maintain the TENSE in which you are writing (past or present).  The article must have 250 words or more.  Use at least 5 social studies vocabulary words. 

Grading Rubric for Article (you are NOT aging this assignment*)

IncludeA:  5 pointsB: 4 PointsC: 3 PointsD: 2 Points
Vocabulary5+ vocabulary words, used properly and underlined4 vocabulary words, used properly and underlined3 vocabulary words, used properly and underlined2 or less vocabulary words, used properly and underlined
Length1+ pages¾ page½ page>1/2 page
Sentence FluencyNo grammatical errorsA few grammatical errorsSome grammatical errorsMany grammatical errors

                                                                                                    /15 Points

Part II

Create by drawing, painting or using any other artistic expression a depiction of the events of the Boston Tea Party.  This grade will be based on effort.  Please no stick figures.  If this is a weak skill for you then you can create a diorama of the event using clay or figurines. You need to be creative, use your imagination, and apply some effort. Please be sure to use color. You will take a picture of your creation and send it to your teacher’s email address.

IncludeA:  5 pointsB: 4 PointsC: 3 PointsD: 2 Points
RealisticSubjective:  Does the visual clearly depict the event?Somewhat depicts the event.Has some similar characteristics.Has little or no similarities to the events of the Boston Tea Party.
ColorFully Colored¾ Colored½ colored>1/2 colored
NeatnessVery neatSomewhat neatSloppyVery sloppy/ unrecognizable
Timeliness:On Time1 Day late2 Days Late3 Days Late

                                                                                                              /20 points

Boston Tea Party Information

It was another cold December night in Boston. The three British ships the Dartmouth, the Eleanor, and the Beaver were sitting in Boston harbor, their holds full of tea that wasn’t being unloaded because the angry residents of Boston were threatened not to buy or use the tea.

The anger was directed at the government of Great Britain, which at that time had passed the Tea Act, a law that almost guaranteed that the American colonists would buy tea from the East India Company. Why? Because the law lowered the price on tea that the East India Company so much that it was the cheapest tea around. In fact, it was way below the price charged by other tea companies. Most American colonists, looking for ways to cut costs and save money, would choose a cheaper tea over a more expensive tea any day.

Why did this law come about? Well, the East India Company wasn’t doing so well and the British government wanted to help the company get back on its feet.

Other tea companies weren’t happy about the Tea Act, of course, but the American colonists viewed it as another example of “taxation without representation”: In effect, the Tea Act was putting a tax on tea sold by companies other than the East India Company. As with the Stamp Act and other unpopular taxes, they were all voted in by Parliament, which was thousands of miles away, and the American colonists had no way to influence the law or speak out against it while it was being debated in government.

So the colonists were angry. They wanted to do something else to let the British know about the unhappiness that the Tea Act was causing. Some people wanted to keep things nonviolent; others wanted bloodshed. The result was somewhere in the middle.

A group of colonists determined to make things change was the Sons of Liberty. Led by such impassioned patriots as Samuel Adams and John Hancock, the Sons of Liberty had secret meetings at which they discussed how best to get their message across to Great Britain, that the American people wanted more of a role in governing themselves.

Christmas was approaching in the year 1773, and the colonists faced another year of unopposed and unrepresentative taxes. The Sons of Liberty decided to take action.

Donning disguises that made them look like they were Native Americans (remember seeing that in the Liberty’s Kids episode?), a large group of the Sons of Liberty on December 16 stormed aboard those three unsuspecting British ships and dumped 342 crates full of tea overboard. By any standards, that’s a lot of tea. These crates happened to be jammed full of tea, and so the companies that made that tea lost a lot of money that night.

Because the Sons of Liberty were disguised as Native Americans, they could claim that they were not guilty of dumping the tea. The British government knew better, of course, and grew angrier than ever at what it saw as Americans’ ingratitude. The very next year saw the passage of what came to be called the Intolerable Acts, one of which closed the port of Boston entirely.

The Boston Tea Party was a symbolic act, an example of how far Americans were willing to speak out for their freedom. Two short years later, Americans were willing to give their lives for their freedom, as shots rang out on Lexington Green. Text is from this website*

Watch the following videos

  2. Watch the next 4 Liberty’s Kids episodes (episodes 1-5) on youtube.

SCIENCE: ( For science I have about 15 students who have not turned this in. I am giving those students extra time to complete. ) If you have completed and submitted to google classroom you are fine.


1. Click on the link below to view the generation genius video. Be sure to take notes while you watch to answer the lesson questions below. Watch the video as many times as you need to get all the complete answers you need. Turn in all your answers on one google doc by 4/5

What you will learn from this video

  • An ecosystem is a community of interacting organisms & their environment.
  • Organisms only survive in an ecosystem when their specific needs are met.
  • Newly introduced organisms can throw off the balance of an ecosystem.
  • A healthy ecosystem has many different kinds of organisms.


Define the following words from the video:

  1. Ecosystem 
  2. Botanist 
  3. Nectar 
  4. Rainforest 
  5. Invasive species 
  6. Living Things 
  7. Non-Living Things 
  8. Algae
  9. Terrarium 
  10. Bacteria

Answer the following questions from the video in complete sentences:

  1. What is an ecosystem?
  2. What does a plant or animal need in order to survive in a certain ecosystem?
  3. What is found in a healthy ecosystem?
  4. What might happened if a new organism is introduced to an ecosystem?

Lesson Exit Ticket questions to answer in complete sentence:

  1. List 2 living and 2 non-living things that may be found in a forest ecosystem.
  2. Describe 2 interactions between living things and non-living things in an ecosystem.
  3. Describe how humans can both hurt and help ecosystems.

Online Meeting

Hello we will be doing our first online meeting tomorrow at 12:00pm. Here are the directions
You must be logged in to your school account (Dearborn Schools).
In a web browser, enter
Click Join a meeting.
Enter a meeting nickname which is Rida