WEEK 3: April 13-April 17

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

Science Fair Project 2019-2020 Grading Rubric 

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

Tuesday: Ordered Pairs & Patterns

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:

Math - Patterns in tables anchor chart for school. education (With ...

Math - Mrs. Martin's Classroom Website

Image result for coordinate grid anchor chart

 

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

Tuesday: Food Chain/Pyramid

Wednesday: Food Chain/Pyramid (Cont.)

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:

Image result for food chain diagram

Food Webs Anchor Chart … | Science anchor charts, Elementary ...

Food Chain Anchor Chart | Science anchor charts, Upper elementary ...

Here's a nice anchor chart comparing food chains and food webs ...

Science - Mrs. Martin's Classroom Website