Remote Learning Q4W1 Week of 3/30

Mrs. McMullen’s Email: Mcmullenm@ivyhawnschool.org or mdmcmull@volusia.k12.fl.us (for office 365)

**I will make myself available for students and parents via Email, Phone, Microsoft Teams or Remind from 8:00 am-3:00 pm M-F. After 3:00 pm, question may not be answered until the following day.

STUDENTS: The quickest way to contact me is through Microsoft Teams chat on office 365 through vPortal. I will stay logged in throughout the day for you to reach me, and I will also schedule set times for our whole class to  meet to touch base. Make sure you check your office 365 email regularly.

**Submitting work: Submit all work via email or Microsoft word (through office 365 on vPortal) by typing numbered answers, or print, complete, and scan your work and email it to me. Please be sure to title the subject of the email the title of the assignment. **

MATH

STANDARDS:

MAFS.5.MD.1 Convert like measurement units within a given measurement system.
MAFS.5.MD.1.1 Convert among different-sized standard measurement units (i.e., km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (DOK 2)

LEARNING TARGETS:

Students will:
• convert units (required units are listed on Grade 5 FSA Mathematics Reference Sheet) within the same system (customary to customary and metric to metric).
• solve multi-step word problems using measurement conversions.

ASSIGNMENTS & ACTIVITIES:

**PrintFSA CONVERSION REFERENCE SHEET

**Complete on any day: 1 Full Math iReady Lesson + Quiz

*Please be sure to study and review the diagrams/anchor charts below under lesson resources.

Monday: Introduction to Measurement

Tuesday: Converting Units within the Customary Measurement System

  • Complete the assigned iReady lesson: Converting Customary Units of Length (will be available 3/31 and due by 4/4)
  • Complete the following worksheet for practice (even #’s only): Converting American Lengths

Wednesday: Converting Units within the Metric Measurement System

Thursday: Measure for Measure Activity

  • Complete the following Nearpod on converting units of measurement by clicking here and entering the following code: RGVEY
  • Make sure you enter your FIRST AND LAST name on each nearpod.

Friday: 

  • FORMATIVE GRADES – IXL: Z.6 & Z.17

LESSON RESOURCES:

Image result for converting customary units anchor chart

Image result for converting metric units anchor chart

Image result for converting customary units anchor chart

SCIENCE

STANDARDS:

SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support — some with internal skeletons others with exoskeletons — while some plants have stems for support. (DOK 2)
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. (DOK 3)
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. (DOK 2)

LEARNING TARGETS:

*Note: This is a 3 week unit & the majority reviews 4th grade skills*

Students will:

  • review plant structures and their functions.
    o flower/ fruit – reproduction
    o seed/spore – reproduction
    o leaf/needle – food production
    o stem –supports the plant, transports water and nutrients
    o root – supports the plant, absorbs water and nutrients
  • review animal classification and attributes for each group.
    o vertebrates – mammals, birds, reptiles, amphibians, and fish
    o invertebrates – include arthropods (segmented bodies, jointed legs, hard outer covering/exoskeleton)
  • differentiate the function(s) of organs in animals (e.g., exoskeleton vs. internal skeleton, lungs vs. gills, nose vs. antenna, skin vs. scales).
  • compare structure/function of plants and animals that serve similar roles limited to the following: skin to plant covering, skeleton to stem, reproductive organs to a flower (pistil, ovary, eggs, pollen/sperm, stamen).
  • review food chains (e.g., sun -> grass -> rabbit -> fox).
  • review the classification of consumers as herbivores, carnivores, or omnivores.
  • distinguish between physical and behavioral adaptations displayed by animals and plants.
  • explain how adaptations displayed by plants and animals enable them to survive in different
    environments.
    o physical characteristics (e.g., body/stem covering, body fat, leaf shape, body shape, teeth, claws, acute eyesight/hearing).
    o behaviors (e.g., dormancy, root growth, color change, climb, hide)
    o life cycles variations (e.g., complete and incomplete metamorphosis, seasonal dormancy, a seed’s germination following extreme environmental conditions)
  • distinguish between physical and behavioral adaptations displayed by animals and plants.
  • describe structures and behaviors that plants and animals use in a changing environment.
  • explain that physical and behavioral adaptations of plants and animals are used in changing
    environments to enable some plants and animals to survive and reproduce while others die or
    move to new locations.

ASSIGNMENTS & ACTIVITIES:

*Please be sure to study and review the diagrams/anchor charts below under lesson resources.

Monday: 

Tuesday: Comparing Pants and Animals

Wednesday:

  • Complete the following NearPod on plant structures by clicking here and entering the following code: LTMNY
  • Complete the following Nearpod on comparing plants and animals by clicking here and entering the following code: SONBE
  • Make sure you enter your FIRST AND LAST name on each nearpod.

Thursday: Animal Adaptations

  • Go to Discovery Education – Click Here
  • Login (I emailed everyone their login information – your password is your birthday, mmddyyyy, do not begin with a 0).
  • Go to assignments
  • Complete the two assigned lessons: Learning about Characteristics That Help Organisms Survive and What is Adaptation?
  • Please read, watch the videos, and complete all of the corresponding activities

Friday: Work on science fair projects + Formative

  • Complete the following NearPod on animal classifications and structures here and entering the following code: RGVEY **This will be a formative grade, you may use your notes**
  • Work on your science fair projects – conduct experiment, collect data, etc.
  • Message me if you have questions.
  • You may do a tri-fold board OR a PowerPoint. Each slide of the PowerPoint should be a section that would normally go on the board.
  • Click here for the science fair packet

LESSON RESOURCES:

Image result for animal classification anchor chart

Image result for herbivore carnivore

Image result for animal classification for kids

Image result for food chain diagram

Image result for parts of a flower and functions