Monday, December 17, 2012

Arctic Tundra

A few activities using a map of the Arctic tundra with countries and animals of the area identified.

What is the Arctic Tundra?

Name a large animal that is common in the Arctic tundra.

Which animals are common along the coasts of the Arctic tundra?

Arctic Haze

Daily Geography Practice, Grade 5 Teacher's Edition

Thursday, December 6, 2012

Trail of Tears

Why did certain Native American tribes take this annual journey across the continent? 

View Video, Living with the Land   We weren't nomads, we had a annual journey that we made.  "They were the freest people the world has ever known." They obtained their  food, water, and other supplies they needed from their surrounding environment.

  Link to Cherokee Print
Photo A: Morning Tears
Photo B: Image Credit: The Granger Collection, New York
Link: Obsevation Sheet


Photo C: Choctaw Trail of Tears Link to Choctaw Print
View video, Trail of Tears 
What was the Indian Removal Act? The Indian Removal Act was the law that ordered all Indians east of the Mississippi River to move west on that river.

Fifth grade students have been studying the Age of Jackson.
Why it Matters . . .
American Indians were forced to move west, and live in a new environment. Their removal changed the history of people both east and west of the Appalachians. Retrieved from, Houghton Mifflin Social Studies Textbook (2005)

Andrew Jackson: Good, Evil, & the Presidency:  An Introduction of an overview of the two-term American president.
John G. Burnett’s and Samuel Worcester Story of the Removal of the Cherokees
Cherokee survivor later recalled: "Let me tell you this. My grandmother was a little girl in Georgia when the soldiers came to her house to take her family away. . . . The soldiers were pushing her family away from their land as fast as they could"
 Walking the Trails of Tears Students will read accounts and learn about what happened on the Trail of Tears. They will discuss the causes of removal, explore the trail, and understand the effects it had on the Cherokee.

Friday, November 30, 2012

Marshmallow Challenge

Fifth Grade students stepped up to the Marshmallow Challenge!
 I heard, "We can just try." "I'm glad we had fun!"

Reflections: Your still a winner cause you tried! I learned to work together. 

Math Thoughts: Trying to balance a marshmallow on time. What angle to use. I wonder what the weight of the spaghetti is? Should we have cut in 1/5, or 1/6's?
You don't have to touch
"I'm glad we had fun!"

It's this tall?

I think this is it!

You can link to the Marshmallow Challenge
and the click on the directions to make it larger. 
"Don't worry how tall it is."

I wonder how it works?
I think it goes this way.        PDF Format

Students shared something we could do better next time:

Work better and stay on task and contribute and use quiet voices.
We can work together which means not 1 or 2 should not be working, all the people should work together. 

Tsunami Stories ~ Five Paragraphs

Akasha page 1

Akasha page 2

Tayen page 1

Continued ~ Tayen


Basic essay writing with line-by-line color-coded organizer Students are writing a five-paragraph essay on an organizer about the Tsunami emergency.
  • First paragraph is facts about the recent earthquake.
  •  Second is, How did you know? & Where was your destination?
  • Third, What did you do to entertain your self?
  • Fourth, Your choice.
  • His adding photos too.

  • Fifth, What did you learn from the experience? and What will you do next time? 
  • Publishing!
    Here goes!
    Paragraph 3; What did you do during the Tsunami Emergency?
    Typing on Pages

Wednesday, November 21, 2012

Happy Thanksgiving From Fifth Grade

Turkeys come in all sizes and shapes!Pattern Block Paper

A Day to Remember

Near the end of November
when harvest is done,
comes a day to remember
with thanks and with fun,
a day full of pleasure
and Thanksgiving praise
for the good without measure
that brightens our days
Aileen Fisher

It begins with a pattern. Pattern Paper Pdf
I think . . . I got it!

Tuesday, November 13, 2012

 Students are learning about their families: exploring family experiences through writing and reading. 
In class, students practiced interviewing a partner.
Now, they are interviewing a family member. They have questions like . . .
  • Can you describe your father or mother as you remember looking at them when you were small?
  • Who was the best cook in your family?
  • Any relatives remembered? Grandparents or Aunts and Uncles?
  • Did your family ever move?
Then, they will acquire "My Interview Book" to interview an adult they know.