# BASIC REMOTE LEARNING INFO:

## 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.

I will also post instructional videos in Teams by request, so if you still don’t understand something, message me on Teams and I’ll do a quick recording to help you, or you can call me.

(Optional) For a printable checklist to keep track of your work this week for Math & Science: Click Here

Click here for the science fair packet – Project Due May 1

Controlled Experiment Example

Controlled Experiment Example 2

# MATH

 STANDARDS: MAFS.5.G.1 Graph points on the coordinate plane to solve real-world and mathematical problems.   MAFS.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).    MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.   MAFS.5.OA.2 Analyze patterns and relationships. LEARNING TARGETS: Students will: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. ASSIGNMENTS & PRACTICE: Monday: Numerical Patterns Study & review the charts under lesson resources Watch the following video: Input/Output Tables Song Study Jams: Function Tables Study Jams: Number Patterns Nearpod: Learn about Numerical Patterns – Code: SQZVN IXL: T.1 Tuesday: Ordered Pairs & Patterns Watch the following video: Coordinate Plane & Ordered Pairs Song Watch the following video: Patterns & Ordered Pairs Study Jams: Ordered Pairs Complete the following tutorial to learn about Coordinate Grids: Just Get to the Point Complete 1 regular full math iReady lesson + Quiz Wednesday: Coordinate Grids Nearpod: Coordinate Grids Practice – Code: VWHTZ IXL: U.2 Optional Game: Click Here Thursday: Field Trip to Kennedy Space Center Complete the virtual field trip to NASA! This is the ONLY assignment for today for ALL classes. Pleases submit your reflection to your HOMEROOM teacher. NASA Field Trip Friday: Using Grids in Real World Context Nearpod: Coordinate Grids in Real World Context Practice – Code: KSCNY Nearpod: Coordinate Grids & Patterns Formative – Code: LMGVW Optional Extra Credit – Complete and color one of the following “monsters” and email or message a picture to your teacher: Monster 1 – Monster 2 – Monster 3 LESSON RESOURCES:

# SCIENCE

 STANDARDS: 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. 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. 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 & PRACTICE: Monday: Ecosystems Study & review the diagrams & charts under lesson resources Study Jams: Ecosystems BrainPop – Complete the Ecosystems assignment in your dashboard or Click Here Complete the Tutorial: Where does your energy come from? Tuesday: Food Chain/Pyramid Nearpod: Learn about Predators & Prey – Code: UXFCB Brain Pop – Complete the Food Pyramid assignment in your dashboard or Click Here Study Jams: Food Chains Study Jams: Population Growth Wednesday: Food Chain/Pyramid (Cont.) Watch the following video: Food Chains Crash Course (15 min.) Complete the Tutorial: Food Chains in Florida SCIENCE IXL: P.3 Thursday: Field Trip to Kennedy Space Center Complete the virtual field trip to NASA! This is the ONLY assignment for today for ALL classes. Pleases submit your reflection to your HOMEROOM teacher. NASA Field Trip Friday: Review Food Chains & Adaptations Brain Pop (Make sure you are logged in) – Watch the following video: Food Chains  Study Vocabulary: Quizlet SCIENCE IXL: P.2 Nearpod: Formative on Food Chains & Adaptations – Code: EGSWA LESSON RESOURCES: