Science Olympiad fun with aerodynamics!

Turn of the Century project and rubric

                                                                                                                      Name__________________________

 

                                                                                                                       Due:  November 9, 2017

                                             Turn of the Century Project

 

   SS5HI Describe how life changed in America at the turn of the Century

 

Description of the task: you will create/illustrate a VISUAL summation of this unit (Chapter 7-Lessons 3-4; Chapter 8-Lessons 1-3). Your visual assessment must include a short summary (4 details or ideas) and pictures/maps/charts/diagrams on the following topics:

 

1. The Importance of cattle drives
   Include maps of the Great Western Cattle Trail and the Chisolm Trail.
   Who were the Black Cowboys of Texas?
    
2. Inventions at the Turn of the Century
   Include the Wright brothers, George Washington Carver, Alexander Graham Bell, and Thomas Edison.
   What did they invent and how did it change Americans’ lives?
    
3. Immigrants to America –
   Why were people moving to America?  Where were they moving from?  Where in America were they settling?
4. The Growth of American Cities (Pittsburgh, Chicago) –

Why were people moving to the cities?  How many people were moving to the cities?

 

 

Digital Storytelling : Turn of the Century Project Teacher Name: Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Voice - Conversational Style	Uses a conversational style throughout.	Uses a conversational style the majority (85-95%)of the time	Uses a conversational style most (70-84%)of the time.	Presentation style is primarily monologue.
Soundtrack - Emotion	Music stirs a rich emotional response that matches the story line well.	Music stirs a rich emotional response that somewhat matches the story line.	Music is ok, and not distracting, but it does not add much to the story.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches and illustrates all of the concepts. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches and illustrates some of the concepts. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but images for half or more of the concepts were missing. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone or illustrate the concepts.
Grammar	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
Duration of Presentation	Length of presentation was 4 minutes.	Length of presentation was 3 minutes.	Length of presentation was 2 minutes.	Presentation was less than 2 minutes long OR more than 4 minutes.

Update for 10/30

     Dear Parents,

     We seem to have gone straight from fall to winter!  I hope you and your family are staying warm today.  We have a fun, busy week ahead.  This Tuesday, October 31 from 11:45am-12:45pm we will have your student’s final Spalding Fall Centers Celebration.  I have heard some of the plans and they sound amazing.  They are based on some of the standards that we’re learning in class, and they’re  fun and entertaining.  Tuesday is also Storybook Character Day.  Students are allowed to wear costumes of their favorite storybook characters, but they are not allowed to be Disney characters and they must be appropriate for school.  A costume is not required.  We will visit the Book Fair on Thursday from 9:45-10:15am.  If you are interested in having them buy something, please send them with cash. If you haven't already, don’t forget to return your report card folders (thank you to all of those who have).  Also, we are still collecting RSVP’s for the Thanksgiving Feast, if you plan to attend. 

  
 I LOVE how enthusiastic your kiddos are about our Turn of the Century Social Studies project researching the western cattle drives, inventions, immigration, and the growth of large cities such as Chicago and Pittsburgh.  This will count as a test grade for Social Studies and the students will present their projects on November 9th and 10th in class. The students are working in pairs to create a visual model/digital presentation of one of the concepts that we’ve been studying  They are allowed to be as creative as they’d like to be to prepare for this 3-4 minute presentation.  Many students have already made arrangements to work together outside of school hours.  They will be given plenty of time in class, but if there are pairs who would like to work together outside of school, please plan accordingly.

     For my 5^th grade math students, we have a test on Thursday on adding/subtracting decimals, rounding decimals, place value and comparing decimals.  My 6.1 math students will also have a test on Thursday over Ratios.  I hope the students have been reviewing the videos and links I've been sending on Remind.  Please let me know any questions or concerns!

     In Writing, the students are now working on an informational paper for any topic of their choice. We are focusing on structure this week so that students will have a clear understanding of how the paper should flow and fit together.  If you want to help your student be ahead of the game, you can help them to find articles and text features that actually enhance their paper.  For example, if they’re writing about “Pancakes”, perhaps a popular recipe or a chart with the top 5 pancake restaurants around the world would be interesting-not just a picture of a stack of pancakes (they could be nice too, but I’m trying to get them to understand how text features can help guide the reader through their paper).

      Also, they will have to write a brief outline on Monday night for homework. I will collect them on Wednesday.  This will be counted as a grade and it will help with the rest of the week as we talk about structure.  This should not be stressful, as I will show them how I’d like it done in class on Monday, here’s an example, just in case:

                               Topic: Pancakes

                               First paragraph: Intro paragraph where I start with an interesting fact about    

                               pancakes.

                               Second paragraph: Body paragraph 1 will be the history of the pancake.

                               Third paragraph: Body paragraph 2 will be the different varieties of pancakes.

                               Fourth paragraph: Body paragraph 3 will be how pancakes are enjoyed in 

                               different countries around the world.

                               Fifth paragraph: Conclusion paragraph will give more interesting facts about 

                               pancakes and sum up my paper.

     This is an example of what the students will be expected to have on Wednesday. They don’t have to have all of their text features or any paragraphs written out, simply an outline.  On Friday, they will write their intro paragraph and their first body paragraph in class.  This will count as a quiz grade.  By this time, we would have talked about thesis statements, etc.

I CAN:

5.1 Math -apply strategies to add, subtract, round, and label decimals

6.1 Math - use tables, tape diagrams, & double number lines to solve real-world ratio problems

Social Studies- research and gather information to present important details about the effects of specific Turn of the Century events

Modeled Read-hear the “5W+H” strategy applied to a higher level reading text in preparation to use the strategy on my own “At the Head of Her Class, and Homeless”

Literacy Centers-apply the “5W+H” strategy to analyze a text on my personal reading level

Writing-apply strategies on structure and research to complete an Informational text on a topic that I have chosen

ROAR-apply the “5W+H” strategy to comprehend an unfamiliar informational text

5.1 Standards: 

MGSE5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.


MGSE5.NBT.3 Read, write, and compare decimals to thousandths.

1. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
2. b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MGSE5.NBT.4 Use place value understanding to round decimals up to the hundredths place.


MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models, drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used

6.1 Standards: MGSE6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. MGSE6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. MGSE6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations. MGSE6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. MGSE6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. MGSE6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole. MGSE6.RP.3d Given a conversion factor, use ratio reasoning to convert measurement units within one system of measurement and between two systems of measurements (customary and metric); manipulate and transform units appropriately when multiplying or dividing quantities. For example, given 1 in. = 2.54 cm, how many centimeters are in 6 inches?

        Jenny M-G

Ratios practice for test on Thursday, 11/2

Looking for patterns in finding equivalent ratios:


https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-visualize-ratios/v/solving-ratio-problems-with-tables-exercise


Ratios practice with tables:
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-visualize-ratios/e/solving-ratio-problems-with-tables


Ratios practice with double number lines:
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-visualize-ratios/e/ratios-with-double-number-lines


Ratios practice with tape diagrams:
https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-algebra-visualize-ratios/e/ratios-with-tape-diagrams

Math Resources

Adding & Subtracting Decimals rap

https://www.youtube.com/watch?v=Yg2q2sAY2pw

Catchy Line 'Em Up song:
https://www.youtube.com/watch?v=26nJw1Ko4-A
Rounding Decimals video for 5.1
https://learnzillion.com/lesson_plans/7226-round-decimals-to-the-nearest-hundredth


Another rounding decimals video
https://www.youtube.com/watch?v=03mumcLAGRw

American Industrialization video

For any students missing today or those who want to review Soc. St:
https://app.discoveryeducation.com/learn/videos/3bec8e51-6dd6-480b-8cbb-57d477c6a1c3?hasLocalHost=false

Update for 10/16

       Dear Parents,


      We are in our second week of our Decimals unit in 5.1 and Ratios in 6.1 math.  Please look at my previous blog post and the Remind texts for informational videos and anchor charts that will assist your student in understanding this unit.  There will be a Decimals quiz on Friday for 5.1's.


     We are beginning our second bend of writing this week and will be focused on informational writing over the next several weeks.  We have discussed the elements of informational writing and examined a piece on Walt Disney, then .  Our first writing flash draft will focus on Westward Expansion - the students will be conducting research this week in preparation for next Monday's flash draft piece.


     In social studies, we are focused on the Turn of the Century and will be exploring the changes brought by American industrialization, the completion of the transcontinental railroad, economic supply and demand (cattle drives), the growth of cities, and the influx of immigrants seeking a better future.  This unit will culminate in an immigration simulation where students will move through the stations at Ellis Island to determine if they will stay in America or be sent back to the country they left in search of a new life. 


       Your students will also be starting new ROAR groups this week.  They will still be grouped based on their lexile reading levels, but may rotate to a new teacher for this nine week period.  Please let me know if you have any questions!


     Jenny M-G


5.1 Math Standards:

MCC5.NBT.3a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). MCC5.NBT.3b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 6.1 Math Standards: MGSE6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” MGSE6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."   ESSENTIAL QUESTIONS • What is a ratio? • What are some ways I can think about ratios? • How are fractions and ratios related? Standard     SS5H3 The student will describe how life changed in America at the turn of the century. Element   SS5H3d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.