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Ms. Dragomanovich
Science Through Art: Session 1: In our first class, we explored the three states of matter, learning about solids,liquids and gas. We watched water heat to a boil and felt the steam rise. We also used our senses to learn about the solid crystals of jello and how they transformed when water was added. We hypothesized about the effects of hot and cold water on the jello. Finally, we integrated art by making a sweet-smelling painting with our liquid jello. Time and Money: Session 1: In our first class, we learned about telling time by exploring the properties of a clock. We practiced following very specific directions as each child made their own clock and we talked about the "big hand" and the "little hand" and the function of each.
Community Helpers:
Session 1: In our first class, Mrs. Johnson asked each child about what job they would like to have when they grow up. She then read a very funny book about that topic and students named different businesses in our community. Each child chose a favorite business and then using construction paper shapes, they made their building and glued it to our giant community map. We started to add roads and parking lots before it was time to go home.
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Mrs. Hayes
mahayes@kern.org
Constitution Class - Week 4
1. Continue reviewing Vocabulary Notes and Questions 1-60.
2.Study Questions 61-90 for the Quiz this coming Friday.
3. Complete the 2 homework assignment pages - read & answer questions. 4. Study and work on memorizing the Preamble- Preamble due this Friday!.
Mrs. Johnson
tehughes@kern.org
333-4991
Fun with Writing
*Reminder: Please send your child to school with paper, pencils, water, and a snack each enrichment. Thank you :)
1/20- In our first class we read a very funny David Shannon called, Too Many Toys. The students learned that a summary is basically telling what happened in a story or event without retelling the whole thing. Each child shared something they remembered from the book and I recorded. Then, we went through each one and decided which were important details and which weren't. We used the 5 Ws (who, what, when, where, and why) to help us choose our details.
1/27- In this class we will be using the important details determined in the last class to help us fill out a graphic organizer story map. We will use a our story map and a rubric to guide our summary paragraph writing.
HOMEWORK: In order for me to get to know each of your students better and to keep your student writing at home I will give out a "Self-Reflection tool" sheet to be filled out and returned 2/3. If the area to write in on the page is too small they can transfer their answers to an attached piece of paper. Remember to answer in complete sentences!
2/3- First, I will collect homework and go over it with the class. Next, students will be peer editing each others' summary paragraph rough draft. We will review the rubric and go over the "hamburger method." Students will begin writing the final draft.
HOMEWORK: 2nd & 3rd graders will each be assigned a short passage to read and write a summary to. Due 2/10.
*To clarify the homework. GIST for our purposes just means summary. Have the students read the passage, write the "who, what, when, where, why, and how" and then at the bottom or on a separate piece of paper write a short summary about the passage.
2/10- Collect homework. Students will finish self-editing and begin peer-editing. We will review the editing process and what makes a complete sentence.
2/17: Students will write the final summary of their summary paragraph complete with an illustration that supports their summary. Students must turn in their rough draft, final draft, and picture into me. I will send home a copy of their work.
Community Helpers:
1/20- *See Mrs. Dragomanovich's description of what happened :)
1/27- Today we will learn about the tools and uniforms different jobs in the community use. We will play a "Who am I" game in groups and complete a match up coloring page. If time allows we will add to our "Community Map."
2/3- Today we will have a police officer visit us. He will teach about safety and show us his cool police car!
2/10- Today we will take a trip to the Tehachapi Fire Station on Curry Street. The Fire Station gives a great tour! Your little ones will love this adventure!
2/17- We will be going to Old Towne Pizza! Each student needs $5.00 to make their own pizza (includes a drink).
*PLEASE NOTE: A Parent/Guardian must take and accompany their child on all field trips. If you do not pick up your child by the designated time they will be sent to the office and miss out on the field trip. Please remember to weekly check the Enrichment Assignment Page on our website for details on these field trips.
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- learned about different graphs and how to create them
- how different graphs can manipulate the information
- how information depending on how it is stated can have an impact
- HW- complete worksheet "Misleading Graphs"
2nd Week-
- discussed ways to collect data (ie...samplings)
- Theoretical probability
- collected, calculated information and probability of M&M colors of different bag sizes
- HW- finish the worksheet on the M&M color data collected and bring to class next week
3rd Week-
- finished the HW sheets in class discussed the correlation between fraction/decimal/percentage
- students collected data from the class and created stem and leaf graphs to show data collected
FRACTIONS
1st Week-
- discussed parts of a fraction and part that make a whole
- played Fraction Strip game
2nd Week-
- discussed the meaning of a fraction and how they are used in different ways of our life
- discussed the use of fractions in sports
- played a Basketball game in teams and created fractions to show the amount of shots taken compared with shots made
3rd Week-
- reviewed equal fractions and fractions of a whole
- used manipulatives to created equal fractions
- created equal fractions using multiplication and/or fraction blocks
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sprestage@bak.rr.com
972-5226
*Ecosystems*
Week 1: 1.Complete the following worksheets, focusing on the tundra:
Tundra
What are the characteristics of this biome?_____________________________________________________________________________________
Which animals live in this biome?____________________________________________________________________________________
What plants can be found in this biome?____________________________________________________________________________________
Where is this biome located?______________________________________________________________
What is the climate of this biome?____________________________________________________________________________________
Week 2:
A. Complete the layers of a tropical rainforest worksheet. If you did not receive a worksheet,
draw and label the 3 layers of a tropical rainforest and draw 3 different plants and 3 different animals that live in each of those layers.
B. Complete the Rainforest worksheet. Include pertinent facts about the tropical rainforest, including location, climate, plant and animal life, and unique characteristics about that ecosystem. (You may use the tundra worksheet questions format
as a guide for your rainforest worksheet).
Week 3: Complete the following activity.
Biomes/Water Cycle
Outside Assignment
- Get 2 paper towels and soak them with water. Find the fastest way to dry the towels using only what you would have found in the classroom.
Write out how you dried the paper towels and how long it took for them to dry.
Answer the following questions:
a. Where does the water go?
b. What did you do to help the water evaporate?
2.Try to retrieve water from the air. You can use metal or glass containers and ice water.
a. Write out what you did to get water from the air.
b. What is that process called?
c. How might you change your process to get more water or to retrieve water more quickly?
- Review all the words from this week and last week.
- condensation
- precipitation
- percolation
- evaporation
- runoff
- elimination
- transpiration
Week 4: Study word list for "test".
adaptation:The process whereby individuals, populations, or species change in structure,form, or function making it better to survive under given environmental conditions.
biome:An area or life zone where several communities with the same major life forms share similar factors, such as geography and climate, and cover a large area of land.
coloring:Appearance as to color.
condensation: The process by which a vapor becomes a liquid; the opposite of evaporation.
conservation:The act to preserve from loss, decay, waste, or injury.
consumer: Could be primary (herbivores) or secondary consumers (carnivores)
desert:Biome of arid regions where rainfall is less than 10 inches per year as well as the yearly evaporation exceeds ten inches; sparse, widely spaced vegetation.
dummy:An imitation or copy of something.
dune:A hill or ridge of wind-deposited sand.
ecosystem:A community of plants and animals interacting with each other as well as with the nonliving materials of its environment.
environment:The aggregate of surrounding things, conditions, or influences.
evaporation:The process to turn to vapor.
groundwater:Water in the zone of saturation.
habitat:The kind of place where a given plant or animal naturally lives or grows.
organism:Living thing.
pollination:Process by which pollen reaches the female gametes or sex cells.
precipitation: Waterfalling, in a liquid or solid state, from the atmosphere to Earth
predator:An animal that preys on another organism.
producers:First level in a food chain; plants that produce food for the primary consumers (plant-eating animals)
species:Includes any subspecies of fish or wildlife or plants, and any distinct population segment of any species or vertebrate fish or wildlife which interbreeds when mature.
transpiration: The process by which water absorbed by plants is evaporated into the atmosphere.
#2. Complete a short animal report. Include habitat, prey/predator relationships, special characteristics, illustration, and favorite fact.
*Colonial Times & American Revolution*
Week 1: The following Outside Work, due February 10.
Colony Project
Project Due Date: February 10,2012
Your Colony _____________________________________
Part One: Research- Started in Class, Paper completed at HOME
In a written report, that is free of spelling and grammar errors, you must answer the following questions:
MIGRATION
_____Where did the first European setters come from?
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REASONS FOR MIGRATION
_____ Why did they come toAmerica? |
REASON FOR SETTLEMENT
_____ Why did they choose the area where they settled?
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LEADER
_____ Who was their leader? |
RULES AND LAWS
_____ Did they have rules or laws to follow? |
NATIVE AMERICANS
_____ What was their relationship with the Native Americans in the area?
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HOME LIFE
_____ Describe jobs, schools, living arrangements, food and entertainment.
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LAND
_____ Describe the land, climate and resources. |
COOL FACTS
_____ Share interesting facts about the people and their lives (famous
people?)
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The report will be written at HOME.
Part Two: Map Skills- (Completed at HOME)
Draw a map of the COLONY. Show the surrounding colonies only- label those colonies. Include the following on your assigned colony map.
_____ Label the major settlements
_____Draw symbols that represent the types of food grown in the colony.
_____Put symbols for the types of business/ industries they had.
_____Label Rivers, mountains, or other important features. DO NOT label the colony as it is today!
_____Label the colony, as it was when it was first settled.
_____Create and includeALL IMPORTANTinformation in a map key.
Part Three: Presentation- (Optional)
Create a poster about your colony. The poster should:
_____ Have your map glued on it. Draw the map first on separate paper and then glue it on the poster neatly.
_____ Have 7 Interesting facts about your colony
_____ Your Name
_____ The Name of Your Colony
Some helpful websites:
http://www.socialstudiesforkids.com/subjects/usstatescolonies.htm
http://www.proteacher.com/redirect.php?goto=4789
http://tutorial.teachtci.com/
Week 2:
1. Continue to work on colonial project.
2. Complete 13 colonies work search.
3. Complete the daily "schedule".
Week 3: Colonial Project Due
Complete the following:
Quotes From Famous Americans
From the list of quotes, pick out 5 and identify who said them. Then write what you think the quote means. Have your parents help because the language is different from how we speak today. Use this website to help you decide. http://www.brainyquote.com
Abigail Adams (2) Martha Washington (1) James Otis (2)
Marquis de Lafayette (1) John Adams (2) Samuel Adams (1)
Benjamin Franklin (2) George Washington (2) Patrick Henry (2)
Thomas Jefferson (2) James Madison (1)
1. “If the freedom of speech is taken away then dumb and silent we may be led, like sheep to the slaughter. “
2. “A man's house is his castle.”
3. “A Bill of Rights is what the people are entitled to against every government, and what no just government should refuse, or rest on inference.”
4. “Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of facts and evidence”.
5. “Mankind are governed more by their feelings than by reason.”
6. “Is life so dear or peace so sweet as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take, but as for me, give me liberty, or give me death!”
7. “Do not fear mistakes. You will know failure. Continue to reach out.”
8. “If particular care and attention is not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound by any laws in which we have no voice, or representation.”
9. “The greater part of our happiness or misery depends on our dispositions and not our circumstances.”
10. “Humanity has won its battle.Libertynow has a country.”
11. “Learning is not attained by chance, it must be sought for with ardor and diligence.”
12. “My mother was the most beautiful woman I ever saw. All I am I owe to my mother. I attribute all my success in life to the moral, intellectual and physical education I received from her.”
13. “Taxation without representation is tyranny.”
14. “Being ignorant is not so much a shame, as being unwilling to learn.”
15. “Every government degenerates when trusted to the rulers of the people alone. The people themselves are its only safe depositories.”
16. “For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst and provide for it.”
17. ”There is danger from all men. The only maxim of a free government ought to be to trust no man living with power to endanger the public liberty.” 18. “Each generation should be made to bear the burden of its own wars, instead of carrying them on, at the expense of other generations.“
WEEK 4: If you haven't finished the colonial project, be sure to complete it and bring to class to share.
Also, complete the Road to Revolution sheet. If you do not have that paper, you can make one of your own. Just draw a "road" from the top to the bottom of a 81/2" by 11" and list 5 events along the "road" leading up to the American Revolution. Write a sentence and/or illustrate the meaning of each of those 5 events.
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Mrs. Rosander
christyrosander@gmail.com
340-1071
*Constitution Research Paper* Week 3 Homework Assignment due February 10:
1. Complete your written outline that was started in class.
2. Complete additional research and note cards (this is extra research you found you needed after doing your outline).
3. Complete a rough draft of your 1st paragraph only. Remember to include a thesis statement letting the reader know what your paper is going to about (no details yet, just main ideas).
Links:
http://www.usatoday.com/
http://www.nytimes.com/
http://www.washingtonpost.com/
http://www.latimes.com/
Use the Online Kern County Database: http://www.kerncountylibrary.org/
http://www.encyclopedia.com/
Tutoring: I will be in Classroom B/C on Wednesdays from 1:00-2:00 for anyone who would like come in and get extra individual help or just to use the school computers.
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Mrs. Smith
calms@sbcglobal.net
*Inventioneering*
Inventioneering Assignment
Due Friday, February 17 1. baker’s dozen of invented healthy chocolate delicacy 2. one sample packaged to attract buyer to product 3. list of ingredients (most to least) 4. catchy name for product 5. price of product (cost + profit) Parent Invitation to Chocolateering Convention
Join Valley Oaks Charter students as they showcase their delectable chocolate creations on Friday, February 17 in Classroom G at 9:45 or 1:15. At our Chocolateering Convention, you will experience the flavors and bliss of chocolate.
*Writing* Due Friday, February 17Write a five-paragraph persuasive essay about benefits of indulging in chocolate. Use information about antioxidants and other nutrients in cacoa. Create mindmap before writing essay. Add some humor, quotes, lyrics, 3 amazing facts, or 3 questions to hook the reader in your first paragraph.
copper93561@yahoo.com
Working Together to Save Water
Week #1 – This week’s class will focus on the Water Cycle. Key vocabulary words are Evaporation, Condensation, Precipitation and Water Storage. Using a ziplock baggie the students made a “mini” water cycle in a bag to take home and make observations.
Measurement & Geometry
Week #1 – In this week’s class, students were introduced to measuring using inches and centimeters. They measured multiple things in the classroom and were asked to write their answers identifying the type of measurement used. For example, 3 is not a complete answer. A correct answer would be 3 inches. Students were also taught that rulers sometimes have a gap before the zero mark.
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