Spelling Words
Week 1 ~ Unit 1~
1. jut 11. notch
2. dove 12. gush
3. nick 13. scan
4. tenth 14. batch
5. shrug 15. rough
6. stuff 16. stump
7. sense 17. tough
8. damp 18. laugh
9. cot 19. guess
10.fling 20. lead
Bonus: past, dock, plum, cinch, blond
Week 2 ~ Unit 1 ~
1. paste 11. theme
2. bride 12. type
3. shave 13. oak
4. spice 14. growth
5. greed 15. yolk
6. plead 16. folks
7. greet 17. aim
8. heap 18. prey
9. paid 19. tow
10. coach 20. grind
Bonus:tenth, damp, stuff, decay, lifetime
Week 3 ~ Unit 1 ~
1. tuna 11. booth
2. duty 12. handbook
3. lose 13. prove
4. few 14. mute
5. doom 15. amuse
6. bamboo 16. plume
7. brood 17. hue
8. crooks 18. view
9. hoof 19. bruise
10. hooks 20. union
Bonus: theme, coach, bride, strewn, accuse
Week 4 ~ Unit 1 ~
1. heart 11. barge
2. swear 12. thorn
3. aboard 13. marsh
4. squares 14. force
5. swore 15. harsh
6. chart 16. scarce
7. scorn 17. coarse
8. starch 18. flare
9. source 19. course
10. fare 20. sword
Bonus: brood, prove, hoof, uproar, gorge
Week 5 ~ Unit 1 ~
1. clear 11. nerve
2. squirt 12. verse
3. surf 13. lurk
4. year 14. stern
5. spurts 15. lurch
6. blurt 16.thirst
7. spur 17. engineer
8. jeer 18. sneer
9. dreary 19. squirm
10. swerve 20. yearns
Bonus: aboard, barge, scarce, smear, rehearse
Week 6 ~ Unit 2 ~
1. afternoon 11.background
2. overcome 12.pillowcase
3. rooftop 13.flagpole
4. footstep 14.vice president
5. cornfield 15.cornmeal
6. ice-skating 16.cardboard
7. field trip 17.ninety-one
8. eggshell 18.all right
9. cheerleader 19.armchair
10. earthworm 20. mountaintop
Bonus: blurt, jeer, thirst, first-class, briefcase
Week 7 ~ Unit 2 ~
1. rattlers 11. difficulties
2. fangs 12. batches
3. countries 13.abilities
4. liberties 14. lashes
5. potatoes 15. identities
6. rodeos 16. losses
7. taxes 17. possibilities
8. reptiles 18. notches
9. surroundings 19. zeroes
10. beliefs 20. eddies
Bonus: flagpole, vice president, ninety-one, mangoes, sinews
Week 8 ~ Unit 2 ~
1. jogging 11. deserved
2. dripping 12. applied
3. skimmed 13. relied
4. raking 14. renewing
5. amusing 15. complicated
6. easing 16. qualified
7. regretted 17. threatening
8. forbidding 18. gnarled
9. referred 19. envied
10. injured 20. fascinated
Bonus: difficulties, notches, rodeos, adoring, diaries
Week 9 ~ Unit 2 ~
1. joint 11. fountain
2. foul 12. sprawls
3. coil 13. douse
4. hoist 14. clause
5. stout 15. sprouts
6. dawdle 16. cautious
7. mouthful 17. turmoil
8. counter 18. scrawny
9. brought 19. foundation
10. bawl 20. turquoise
Bonus: relied, forbidding, easing, buoyant, renown
Week 10 ~ Unit 2 ~
1. dentist 11. culture
2. jogger 12. goggles
3. fifteen 13. summon
4. flatter 14. champion
5. mutter 15. kennel
6. mustang 16. valley
7. absent 17. fragment
8. hollow 18. gallop
9. empire 19. vulture
10. blizzard 20. pigment
Bonus: sprawls, sprouts, mouthful, clammy, hammock
Week 11 ~ Unit 3 ~
1. minus 11. vacant
2. loser 12. punish
3. humor 13. cavern
4. closet 14. shiver
5. recent 15. decent
6. student 16. linen
7. equal 17. legal
8. profile 18. panic
9. local 19. smoky
10. comet 20. tyrant
Bonus: valley, fifteen, culture, fatigue, fugitive
Week 12 ~ Unit 3 ~
1. video 11. fluid
2. poet 12. rodeo
3. riot 13. cruel
4. piano 14. genuine
5. diary 15. casual
6. radio 16. trial
7. ideas 17. fuel
8. ruin 18. meteor
9. diet 19. diameter
10. patriot 20. meander
Bonus Words: recent, closet, minus, situation, variety
Week 13 ~ Unit 3 ~
1. hilltop 12. pilgrim
2. grassland 13. improve
3. footprint 14. instant
4. handsome 15. dolphin
5. landlord 16. orphan
6. partner 17. concrete
7. cockpit 18. complain
8. fairground 19. district
9. address 20. although
10. fiddler
11. reckless
Bonus: ideas, piano, fuel, laughter. mischief
Week 14 ~ Unit 3 ~
1. dozen 2. beside
3. motion 4. appoint
5. season 6. phony
7. observe 8. active
9. restore 10. expert
11. reserve 12. embrace
13. coastal 14. python
15. govern 16. scorching
17. flurry 18. canvas
19. copper 20. cocoon
Bonus: partner, footprint, dolphin, superb, bleachers
Week 15 ~ Unit 3 ~
1. sugar 2. gentler
3. scissors 4. founder
5. director 6. scholar
7. saucer 8. labor
9. commander 10. error
11. crater 12. pillar
13. splendor 14. peddler
15. professor 16. shatter
17. governor 18. vapor
19. equator 20. soldier
Bonus: appoint, season, canvas, refrigerator, remainder
Week 16 ~ Unit 4 ~
1. slogan 11. global
2. woolen 12. bushel
3. listen 13. marvel
4. heron 14. barrel
5. frighten 15. practical
6. lengthen 16. pretzel
7. captain 17. fable
8. mountain 18. chuckle
9. sandal 19. angle
10. signal 20. nozzle
Bonus: scissors, pillar, governor, dungeon, salmon
Week 17 ~ Unit 4 ~
1. grownup 11. flawless
2. power 12. coward
3. shower 13. lawyer
4. bestow 14. applause
5. August 15.arousing
6. allow 16. faucet
7. encounter 17. trousers
8. grouchy 18. caution
9. rowdy 19. boundary
10 laundry 20. doubting
Bonus Words: angle, mountain, sandal, southern, roughness
Week 18 ~ Unit 4 ~
1. contest 11. minute
2. content 12. compact
3. protest 13. conduct
4. combat 14. contract
5. permits 15. refuse
6. rebel 16. conflict
7. present 17. research
8. insert 18. excuse
9. desert 19. entrance
10. subject 20. extract
Bonus: doubting, allow, caution, effect, affect
Week 19 ~ Unit 4 ~
1. rancher 11. pasture
2. searcher 12. creature
3. pressure 13. lecture
4. future 14. gesture
5. butcher 15. nature
6. measure 16. fracture
7. pleasure 17. moisture
8. mixture 18. stretcher
9. treasure 19. legislature
10. feature 20. azure
Bonus: contest, desert, entrance, miniature, disclosure
Week 20 ~ Unit 4 ~
1. distance 11.assistance
2. importance 12. ignorance
3. balance 13. brilliance
4. attendance 14. ambulance
5. absence 15. residence
6. performance 16. radiance
7. dependence 17. resistance
8. substance 18. reluctance
9. disturbance 19. persistence
10. appearance 20. hesitance
Bonus: creature, measure, rancher, vigilance, inference
Week 21 ~ Unit 5 ~
1. margin 11. damage
2. jolt 12. ranger
3. surge 13. jumble
4. plunge 14. luggage
5. jigsaw 15. baggage
6. legend 16. dodge
7. ridge 17. challenge
8. budge 18. journal
9. lodge 19. judgment
10. agent 20. knowledge
Bonus: assistance, importance, absence, oxygen, surgeon
Week 22 ~ Unit 5
1. sweet 11. pier
2. peel 12. waist
3. peer 13. currant
4. pole 14. presents
5. poll 15. counsel
6. peal 16. presence
7. waste 17. council
8. manner 18. stationary
9. current 19. stationery
10. manor 20. suite
Bonus: journal, budge, ranger, kernel, colonel
Week 23 ~ Unit 5
1. prewash 11. misjudge
2. disable 12. discomfort
3. discolor 13. dismount
4. mistaken 14. misunderstand
5. preheats 15. disobey
6. mistrust 16. dishonest
7. incorrect 17. injustice
8. disconnect 18. disapprove
9. preview 19. inexpensive
10. prejudge 20. indefinite
Bonus: presence, stationary, current, prehistoric, misbehave
Week 24 ~ Unit 5
1. sadness 11. bottomless
2. gladness 12. foolishness
3. needless 13. fondness
4. harmless 14. effortless
5. darkness 15. meaningless
6. fullness 16. emptiness
7. stillness 17. forgiveness
8. hopeless 18. motionless
9. fearless 19. ceaseless
10. weakness 20. fierceness
Bonus: dishonest, mistaken, preheats, weightlessness, thoughtlessness
Week 25 ~ Unit 5
1. impress 11. election
2. correct 12. discussion
3. elect 13. location
4. discuss 14. decoration
5. locate 15. confusion
6. decorate 16. estimation
7. confuse 17. concentrate
8. estimate 18. exhaust
9. impression 19. concentration
10. correction 20. exhaustion
Bonus: hopeless, fearless, forgiveness, conclude, conclusion
Week 26 ~ Unit 6
1. astronaut 11. telescope
2. telephone 12. mythical
3. automobile 13. telegraph
4. photography 14. mechanic
5. mechanical 15.telegram
6. myth 16. telephoto
7. television 17. autograph
8. phonics 18. astronomer
9. automatic 19. disaster
10. photograph 20. homophone
Bonus: correction, discussion, decoration, videophone, photogenic
Week 27 ~ Unit 6
1. subtraction 11. attraction
2. transportation 12. dismiss
3. missile 13. inspector
4. portable 14. distract
5. export 15. spectacle
6. committee 16. inspect
7. respect 17. mission
8. transport 18. import
9. tractor 19. intermission
10. spectator 20. suspect
Bonus: telescope, astronaut, photograph, spectacular, protractor
Week 28 ~ Unit 6
1. clothes 11. cycle
2. January 12. cyclone
3. cereal 13. gigantic
4. mortal 14. Olympics
5. lunar 15. territory
6. atlas 16. terrace
7. ocean 17. parasol
8. salute 18. fortune
9. fury 19. furious
10. echo 20. gracious
Bonus: suspect, inspect, mission, jovial, venerable
Week 29 ~ Unit 6
1. tripod 11. triangle
2. triplet 12. bisect
3. unicorn 13. trio
4. uniform 14. unify
5. unison 15. centipede
6. biweekly 16. centimeter
7. triple 17. century
8. bicycle 18. binoculars
9. tricycle 19. universe
10. unicycle 20. university
Bonus: cereal, terrace, atlas, bilingual, trilogy
Week 30 ~ Unit 6
1. enjoyable 11. comfortable
2. breakable 12. convertible
3. favorable 13. invisible
4. likable 14. honorable
5. usable 15. capable
6. respectable 16. sensible
7. affordable 17. unbelievable
8. possible 18. bearable
9. reasonable 19. collapsible
10. laughable 20. suitable
Bonus: uniform, bicycle, triangle, manageable, tangible
Wednesday, July 25, 2012
Math
Math
In math students will learn to...Determine if numbers are even or odd, prime or composite
Find multiples and factors
Analyze and use the rules of divisibility
Understand place value
Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1 or 0.01
Multiply and divide decimals
Understand congruence of geometric figures
Gather, organize, and display data and interpret graphs
Multiply and divide fractions
Understand the meaning of percentage
Compute the area of a geometric plane figure
Understand and compute volume of simple geometric solids
Convert units of measurement
Understand and solve problems with variables
Social Studies
Social Studies
5th Grade Social Studies:The History of the United States from 1860 to the Present
Units to be studied include:
The Themes of Social Studies Beliefs and Ideals
conflicts and change
Individuals, Groups, and Institutions
Location
Movement and Migration
Production, Distribution, & Consumption
Scarcity
Technology Innovations
Effective Citizenship
SS5CG1
After this unit students will be able to explain how a citizen’s rights are protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted and rights protected by the Bill of Rights.
SS5CG4
Students will explain the meaning of “e pluribus unum” and the reason it is the motto of the United States.
SS5E3
Students will describe how consumers and businesses interact in the United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
The Civil War: The Nation Divided SS5H1
Students will explain the causes, major events, and consequences of the Civil War.
a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was related to the Civil War.
b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South.
c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.
e. Describe the effects of war on the North and South.
SS5G1
a. Students will locate important places in the United States.
b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
SS5E2
Students will describe the functions of the three major institutions in the U. S. economy in each era of United States history.
c. Describe the government function in taxation and providing certain goods and services.
Reconstruction: The Nation ReunitedSS5H1
The students will explain the causes, major events, and consequences of the Civil War.
e. Describe the effects of war on the North and South.
SS5H2
The students will be able to analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th Amendments.
b. Explain the work of the Freedmen’s Bureau.
c. Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.
SS5CG1
The students will explain how a citizen’s rights are protected under the U.S. Constitution.
c. Explain the concept of due process of law.
d. Describe how the Constitution protects a citizen’s rights by due process.
SS5CG2
The students will explain the process by which amendments to the U.S. Constitution are made.
a. Explain the amendment process outlined in the Constitution.
b. Describe the purpose for the amendment process.
SS5CG3
The students will explain how amendments to the U. S. Constitution have maintained a representative democracy.
b. Explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments.
SS5E2
The students will describe the functions of the three major institutions in the U. S. economy in each era of United States history. a. Describe the private business function in producing goods and services.
SS5E3
The students will describe how consumers and businesses interact in the United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
b. Describe how people earn income by selling their labor to businesses.
Bigger, Better, Faster: The Nation Changing
SS5H3
Students will describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).
c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.
d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.
SS5G1
Students will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.
b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
SS5G2
Students will explain the reasons for the spatial patterns of economic activities.
a. Identify and explain the factors influencing industrial location in the United States after the Civil War.
b. Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.
SS5E1
Students will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).
e. Describe how trade promotes economic activity (such as trade activities today under NAFTA).
SS5E2 Students will describe the functions of the three major institutions in the U. S. economy in each era of United States history.
a. Describe the private business function in producing goods and services.
Ups and Downs: World War I, The Jazz Age & the Great DepressionSS5H4
Students will describe U.S. involvement in World War I and post- World War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships.
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).
SS5H5
Students will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority.
c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.
SS5G2
Students will explain the reasons for the spatial patterns of economic activities.
b. Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.
c. Map and explain how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power.
SS5CG3
Students will explain how amendments to the U. S. Constitution have maintained a representative democracy.
b. Explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments.
SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
b. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).
e. Give examples of technological advancements and their impact on business productivity during the development of the United States.
SS5E2
Students will describe the functions of the three major institutions in the U. S. economy in each era of United States history.
b. Describe the bank function in providing checking accounts, savings accounts, and loans.
c. Describe the government function in taxation and providing certain goods and services.
Hot and Cold: World War II & Its AftermathSS5H6
Students will explain the reasons for America’s involvement in World War II.
a. Describe Germany’s aggression in Europe and Japanese aggression in Asia.
b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.
c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.
d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen.
f. Explain the U.S. role in the formation of the United Nations.
SS5H7
Students will discuss the origins and consequences of the Cold War.
a. Explain the origin and meaning of the term “Iron Curtain.”
b. Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.
c. Identify Joseph McCarthy and Nikita Khrushchev.
Overcoming the Past: The Age of Civil Rights
SS5H8
Students will describe the importance of key people, events, and developments between 1950-1975.
a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.
c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.
d. Discuss the significance of the technologies of television and space exploration.
SS5CG3
Students will explain how amendments to the U. S. Constitution have maintained a representative democracy.
b. Explain how voting rights were protected by the 15th, 19th , 23rd, 24th , and 26th amendments.
SS5G1
Students will locate important places in the United States.
b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
SS5G2 The student will explain the reasons for the spatial patterns of economic activities.
b. Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.
SS5E1
Students will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).
c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).
e. Describe how trade promotes economic activity (such as trade activities today under NAFTA).
f. Give examples of technological advancements and their impact on business productivity during the development of the United States.
SS5E2
Students will describe the functions of the three major institutions in the U. S. economy in each era of United States history.
a. Describe the private business function in producing goods and services.
SS5E3
Students will describe how consumers and businesses interact in the United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
b. Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks to develop new goods and services to start a business.
Understanding the News: What is America's Role in the 21st Century World?
SS5H8
Students will describe the importance of key people, events, and developments between 1950-1975.
a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
SS5H9
Students will trace important developments in America since 1975.
a. Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001.
b. Explain the impact the development of the personal computer and Internet has had on American life.
SS5G2
Students will explain the reasons for the spatial patterns of economic activities.
b. Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.
SS5E1
Students will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).
c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).
d. Explain how voluntary exchange helps both buyers and sellers (such as among the G8 countries).
e. Describe how trade promotes economic activity (such as trade activities today under NAFTA).
f. Give examples of technological advancements and their impact on business productivity during the development of the United States.
SS5E2
Students will describe the functions of the three major institutions in the U. S. economy in each era of United States history.
a. Describe the private business function in producing goods and services.
SS5E3
Students will describe how consumers and businesses interact in the United States economy across time.
a. Describe how competition, markets, and prices influence people’s behavior.
b. Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks to develop new goods and services to start a business.
U.S. Geography
At the end of this unit the student will be able to locate important physical and man-made features in the United States.
a. Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.American Revolution
b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.
Standard: SS4G1 Early Native Americans The student will describe how early Native American cultures developed in North America.
a. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).
b. Describe how the American Indians used their environment to obtain food, clothing, and shelter.
SS4H1 Explorers By the end of this unit students will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.Standard: SS4H2 Colonization At the conclusion of this unit students will be able to explain the factors that shaped British colonial America.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
Standard: SS4H3
At the end of this unit students will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
Standard: SS4H4
Challenges of a New Nation
At the end of this unit students will analyze the challenges faced by the new nation.
a. Identify the weaknesses of the government established by the Articles of Confederation.
b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.
c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.
d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
e. Describe the causes of the War of 1812; include burning of the Capitol and the White House.
Standard: SS4H5
Westward Expansion
After this unit students will be able to explain westward expansion of America between 1801 and 1861.
a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
Standard: SS4H6
Abolitionist and Suffrage Movements
At the conclusion of this unit students will understand the main ideas of the abolitionist and suffrage movements. They will be able to:
a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth’s address (“Ain’t I a Woman?” 1851) to the Ohio Women’s Rights Convention.
Standard: SS4H7
Science
Science
Below are the 8 units of science we will be studying in 5th grade.Animal and Plant Classification
S5L1
In this unit we will learn to classify organisms into groups and relate how they determined the groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
Cells
S5L3.
In this unit you will learn about cells. You will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.
Microorganisms
S5L4.
In this unit we will learn and will be able to share how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.
Genetics
S5L2.
In this unit we will learn to recognize that offspring can resemble parents in inherited traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.
Constructive and Destructive Processes
S5E1.
In this unit we will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Mass
S5P1.
In this unit students will learn to verify that an object is the sum of its parts.
a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.
b. Investigate how common items have parts that are too small to be seen without magnification.
Chemical and Physical Changes
S5P2.
In this unit students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Electricity and Magnetism
S5P3.
Students will investigate the electricity, magnetism, and their relationship.
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
d. Compare a bar magnet to an electromagnet.
Monday, August 22, 2011
Weekly Reading Routine
Every Monday, students will be given a new set of reading vocabulary words. The words are discussed before we begin the readings. Monday nights they are required to make flash cards for the vocabulary words. On Tuesdays, I will check to see if they completed their homework. However, each unit has five stories. When we reach the third story, the children will not have new story vocabulary words that week. Instead, we will be reviewing reading skills and reading words from the previous weeks.
Students should begin studying the words right away and not wait until Thursday evenings. I taught the students how to study the words. Ask your child how he/she should study the words throughout the week.
These vocabulary words will be used in two different readings during the week. If the boys and girls study the words a little each night and review them on Thursday evenings, they should be successful on the Friday tests.
It's important for you to understand that in order for your children to develop as stronger readers, they need to increase their vocabularies. Students beyond second grade are no longer learning to read, rather they are reading to learn. The children with the stronger vocabularies are the better readers. Please support me in helping your children expand their vocabularies, so they can become better readers. Also, be sure they keep up with reading their library books. Thank you for your help.
Students should begin studying the words right away and not wait until Thursday evenings. I taught the students how to study the words. Ask your child how he/she should study the words throughout the week.
These vocabulary words will be used in two different readings during the week. If the boys and girls study the words a little each night and review them on Thursday evenings, they should be successful on the Friday tests.
It's important for you to understand that in order for your children to develop as stronger readers, they need to increase their vocabularies. Students beyond second grade are no longer learning to read, rather they are reading to learn. The children with the stronger vocabularies are the better readers. Please support me in helping your children expand their vocabularies, so they can become better readers. Also, be sure they keep up with reading their library books. Thank you for your help.
Saturday, July 16, 2011
Suggested Supply List
Supply List:
Mrs. Maddaleni’s Fifth
Grade
Suggested Supply List
for 2012 ~ 2013
v
10
pocket folders with prongs in 2-red, 2-blue, 2 yellow, 2 orange, and 2 green
{plastic folders last longer}
v
1
spiral, one subject notebook with 70 pages or more
v
1
composition book
v
2
boxes of # 2 pencils {Dixon are the best}
v
1
hand-held pencil sharpener with cover to catch pencil shavings
v
1
box of 24 crayons and/or 1 box of colored pencils
v
3
packages of loose-leaf paper ~ wide ruled
Welcome to Mrs. Maddaleni's Class
Dear Parents and Students,
Hello! Welcome to Mrs. Maddaleni's class.! Fifth grade is an important, academically challenging year full of responsibility. I anticipate a successful, positive year together for all of us. It should be full of fun!
As students learning is your job, and it’s important to be prepared to learn each day. I want to send the right message from the start. Organization, responsibility, accountability, and students working at their personal best each day are requirements for success. As you become more organized, responsible students, you will achieve more successes. Learning and school work will become easier and you will enjoy it more. If you stay caught up and don't fall behind with your work, you will achieve more and be proud of yourself.
Research and past experiences indicate students are more successful when parents take an active part in their children's education. Therefore, I am hopeful to have your full support for your children's fifth grade experience. Together we can make a big difference in your children's academic, social, and emotional growth this year. I’ll count on you from beginning to end.
Enjoy the rest of your summer! Practice your reading and math skills and come back with enthusiasm and a great attitude. I’ll be waiting with mine!
Sincerely,
Mrs. Maddaleni
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