Curriculum

Chromebooks – 

Chromebooks were introduced to students last year.  This year students will be assigned a computer.  There will be assignments that students will complete on the chromebook.  The work assigned will be assigned on a google classroom site.  This site allows students to complete and turn in work without the use of paper.  One nice feature of this is teachers and students can comment to each other. 

At a workshop,  the instructor stated that parents that are interested in following along with their child’s work can download a Google Classroom App, have their child enter their password, and then parents can follow along with their child’s assignments.

Students must sign an agreement about using the computers correctly.  If the students visit a site that is not approved, the computer can be taken away.  Our goal is to teach technology responsibility.  Technology can be good, but we need to be responsible for what is posted/assigned.

If you do not have internet services at your home please contact us and we will help find an alternative plan.

School Improvement Goals:

Beattie’s Mission Statement:

TLC – Teaching, Learning, Caring for All

The 2016- 2017 School Improvement Goals for 5th Grade:

*  One goal will be in math.

*  One goal will be in reading.

Content:

We will cover all objectives of the 5th grade content areas, however some quarters students may have two Science or two Social studies units and not one of each. This allows students to rotate and for staff to specialize in a given content area.  If you have questions, do not hesitate to ask.

Health – Will be taught by homeroom teachers.

  • Emotional, Intellectual, & Social Health – 1st Quarter
  • Alcohol, Tobacco, & Drugs – 2nd Quarter
  • Nutrition – 3rd Quarter
  • Growth & Development – 4th Quarter

 Science Units – Will be taught by Mrs. Anderson & Mrs. Teer.

A Science Safety Rules and Contract Grade 5 Must be completed before students participate in experiments and activities within the science units.  Any student that has not completed the form will NOT participate and be an observer of the activities completed in class.

Rocks & Minerals – Mrs. Anderson

The student will be able to:

  • Day 1 – Classifying Rocks:  We will know the three different types of rocks; understand how they are formed; and be able to classify rocks based on their characteristics.
  •  Day 2 – Describing Rock Cycle:  We will know the three different types of rocks; understand how they are formed; and be be able to describe the rock cycle.
  • Day 3 – Characteristics of Minerals:  We will know the rock cycle and be able to describe the characteristics of minerals.
  • Day 4 & 5 – Characteristics of Minerals:  We will know the aspects of minerals and be able to describe the physical properties/characteristics of minerals.
  • Day 6 – Characteristics of Soil:  We will know the characteristics of minerals; understand how to test the characteristics of minerals; and be able to describe characteristics of soil.
  • Day 7 – Weathering:  We will know that wind slowly affects Earth’s surfaces; understand weathering; and be able to identify the effects of wind on sand over time.
  • Day 8 – Weathering, Erosion, and Deposition:  We will know how wind affects sand over time; understand that there are different processes that change Earth’s surface; and be able to demonstrate process that slowly change Earth’s Surface.
  • Day 9 – Formation of Landforms/Slow Processes:  We will know how the Earth changes slowly; understand the Earth’s surface changes through many slow processes; and be able to demonstrate how changes are made from slow processes.
  • Day 10 – Formation of Landforms/Rapid Processes:  We will know how Earth’s surface changes slowly; understand the Earth’s surface changes through many slow processes; and be able to describe how Earth’s surface changes through rapid processes.
  • Day 11 – Fossil Fuels:  We will know Earth’s fossil fuels are nonrenewable; understand the process in which coal is created; and be able define fossil fuels and explain how and where they form.
  • Day 12 – How Earth’s Materials are Used:  We will know the Earth materials are used for fuel, support plants, and building materials; understand the variety of material uses; and be able to list ways in which materials are used.
  • Day 13 – How Earth’s Materials are Used:  We will know the Earth materials are used for fuel, support plants, and building materials; understand the variety of material uses; and be able to list ways in which materials are used.
  • Day 14 – Complete Design Challenge:  We will know the Earth materials are used for fuel, support plans, and building materials; understand the variety of material uses; and be able to list ways in which materials are used.
  • Day 15 – Assessment:  Students will share their knowledge of what was shared during this unit.
  • Grades will include participation in class, cooperative group work, assessment, and other written work.
  • Scientific Investigations – Mrs. Teer

Day 1 – Measurement Investigation.  We will be able to use tools to measure items accurately.

Day 2 – What Makes a Good Question.  We will know tools are used for various scientific investigations.  We will understand how to measure with the tools in investigations.  We will be able to write a testable question.

Day 3 – Questioning.  We will know how to write a good testable question and be able to use a testable question to conduct an investigation.

Day 4  Hypothesizing.  We will know how to ask a testable question and be able to write a hypothesis for a scientific investigation.

Day 5 – Procedures with Variables.  We will know who to write a testable question and hypothesis, understand that investigations have procedures, and be able to write a procedure for an investigation.

Day 6 – Conduct Procedure of Loop Diameter.  We will know how to write a testable question, hypothesis, and a  procedure; understand how to collect and record data; and be able to conduct a procedure for a scientific investigation.

Day 7 – Loop diameter results, conclusion, and discussion.  We will know how to write a procedure and conduct a scientific investigation; understand how to collect and organize data; and be able to develop a good conclusion.

Day 8 – How does mass of a marble affect its speed?  We will know how to collect and organize data; understand how to conduct an investigation; and be able to identify the manipulated and controlled variable in an investigation.

Day 9  How does the mass of the marble affect its speed?  We will know how to collect and organize data; understand how to conduct an investigation; and be able to identify the manipulated and controlled variable in an investigation and conduct the investigation.

Day 10 – Roller Coaster Design Challenge.  We will know how to make observations and take measurements, collect and record data in making a roller coaster; understand how to write a testable question; and be able to design a roller coaster using criteria given.  Students will be able to identify the factors that impacts their investigation and design.

Day 11 – Roller Coaster Design Challenge.  We will know how to make observations and take measurements; collect and record data in making a roller coaster; understand how to write a testable question; and be able to design a roller coaster using criteria given.  Students will be able to identify the factors that impacts their investigation and design.

Day 12 – Plan Presentation of Design Challenge.  We will know how to plan and conduct an investigation;  understand various factors impact a design; and be able to plan a presentation of a design, articulating factors that impacted the design and changes that were made during the process.

Day 13 – Presentation of Design Challenge.  We will know how to plan and conduct an investigation;  understand various factors impact a design; and be able to plan a presentation of a design, articulating factors that impacted the design and changes that were made during the process.

Day 14 – Build a Marble Raceway-Individual Review.  We will know how to write and conduct a scientific investigation and be able to demonstrate knowledge of the scientific process by conducting an experiment and collecting data in their Science Notebooks.

Day 15 – DCA or Assessment

  • Chemistry – Mrs. Anderson

Day 1 Identify the physical properties of matter.  We will understand the physical properties of matter and be able to identify physical properties within the states of matter.

Day 2 – Identify the physical properties of matter.  We will know the physical properties of matter and be able to identify; understand the physical properties of matter; and be able to identify physical properties within the states of matter.

Day 3 – Use appropriate metric measurements to describe physical properties.  We will know the states of matter and their physical properties and be able to identify a variety of metric tools and their uses.

Day 4 – Use appropriate metric measurements to describe physical properties.  We will know how to identify a variety of metric tools and how to use them; understand the importance of using the correct tools accurately for best results; and be able to conduct investigations using various metric tools.

Day 5 – Distinguish between physical and chemical changes and identify state changes caused by heating and cooling solids, liquids, and gases.  We will know the states of matter and their properties; understand how to identify the properties of the states of matter; and be able to define and show physical changes of matter.

Day 6 – Distinguish between physical and chemical changes and identify state changes caused by heating and cooling solids, liquids, and gases.  We will know chemical changes of matter and understand that matter can become a new substance through chemical change.

Day 7 – Identify state changes caused by heating and cooling solids, liquids, and gases.  We will know the tree states of matter and their properties; understand that there can be chemical changes in matter; and be able to identify state changes of matter.

Day 8 – Identify state changes caused by heating and cooling solids, liquids, and gases.  We will know how to identify state changes of matter; understand states of matter and their properties; and be able to identify state changes of matter through heating and cooling.

Day 9 – Identify mixtures and pure substances.  We will know the three states of matter; understand what causes state changes of matter; and be able to identify mixtures.

Day 10 – Describe magnetic behavior in terms of attraction and repulsion and identify physical properties of matter.  We will know states and properties of matter; understand that states of matter can change; and be able to identify various poperties of matter including magnetic attraction and repulsion.

Day 11 – Describe magnetic behavior in terms of attraction and repulsion.  We will know what a mixture is; understand how to identify a mixture; and be able to define magnetic attraction while experimenting with a mixture.

Day 12 – Identify mixtures and pure substances.  We will know what a mixture is; understand the difference between a mixture and a pure substance; and be able to identify various mixtures and pure substances.

Day 13 – Identify mixtures and pure substances.  We will know what a mixture is; understand how to identify a mixture; and be able to identify a pure substance.

Day 14 – Review Day.  We will know about matter and the properties; understand physical and chemical changes as well as mixtures and substances; and be able to show our understanding of chemistry.

Day 15 – DCA Assessment

Water & Wetlands – Mrs. Teer
Day 1 – Describe the sun’s warming effect on the land and water.  We will know the basic parts of a water cycle; understand how the water cycle works; and be able to demonstrate where water moves and how water moves from one place to another.

Day 2 – Describe the sun’s warming effect on the land and water.  We will know the main components of a wetland; understand that there are different types of wetland and a variety of organisms; and be able to describe the sun’s effect on the land and water of a wetland.

Day 3 – Describe the sun’s warming effect on the land and water.  We will know the basic parts of a water cycle; understand how the water cycle works; and be able to illustrate knowledge of water cycle vocabulary.

Day 4 – Identify physical properties of matter.  We will be able to describe the main components of a wetland.

Day 5 – Identify physical properties of matter and identify physical properties of matter.  We will know the main components of a wetland; understand there are different types of wetlands; be able to identify various organisms found in different types of wetlands.

Day 6 & 7 – Share information, procedures, and results with peers.  We will know 3 purposes of a wetland; understand wetland value; be able to describe wetland benefits.

Day 8 – Identify how parts of plants and animals function to meet basic needs.  We will understand that there are a variety of organisms found in a wetland and be able to identify how plants can meet the basic need of them.

Day 9 – Identify how parts of plants and animals function to meet basic needs.  We will know structure and function; understand that plants have a structure and function; and be able to show the structure and function of various animals, including animals in a wetland.

Day 10 – Life cycles of wetland plants and animals.  We will know that a variety of plants and animals live in the wetlands; understand the structure and function of various plants and animals; and be able to describe a variety of life cycles of plants and animals in the wetlands.

Day 11 – Describe adaptations made by plants or animals to survive environmental changes.  We will know energy sources in the wetland; understand food chains follow the flow of energy; be able to build a food web with wetland organisms.

Day 12 – Recognize that all organisms cause change.  We will know about various wetland organisms; understand that the wetland organisms depend living and nonliving things in their habitat; and be able to identify factors that affect organisms such as migrating.

Day 13 – Recognize that all organisms cause change.  We will know about various wetland organisms; understand that the wetland organisms depend living and nonliving things in their habitat; and be able to identify factors that affect organisms such as migrating birds.

Day 14 – Review.  We will know, understand, and be able to show our knowledge of wetlands, functions of wetlands, wetland food chains and food webs wetland organisms and life cycles.

Day 15 – DCA Assessment

Social Studies Units – Taught by Mr. Hoffart

In Social Studies students will be responding to what they are reading.  Their grade will depend on the writing of their response to reading.  There will not be any tests.

4h Quarter the last two units will be taught by homeroom teachers.

1st Quarter-Habits of Mind Skills/ First Nations/Constitution Day
A. What are the Habits of Mind Historical Thinking Skills?B. How are the skills put to use when investigating an event?C. What is the meaning of the Preamble of the Constitution?

D. Who were the indigenous people of North America?

 

 

 

2nd QuarterThe settling of North America and the Colonies
A. Should we celebrate Columbus Day?B. Why did the Europeans explore and colonize North America?C. What was life like in the New England, Middle, and Southern Colonies?

 

3rd QuarterEstablishing a Nation of States – Taught by homeroom teacher
A. How was the Stamp Act divisive among the colonists?B. Who really started the Boston Massacre?C. What contributed to the start of the Revolutionary War?

4th Quarter – Taught by homeroom teacher

Growth and Change

A. Why does the Unites States have a Bill of Rights?

B. Why were there arguments over the ratification of the Constitution?

C. How did America grow and change in the 1800’s?

 

Habits of Mind Summative Assessments, teacher observation, student worksheets, student collaborative conversations & student constructed responses can be factored into the quarter grade.

 

Step- Up Program:  Skills for Social and Academic Success

This program will be taught throughout the year.  There are 22 lessons.

Lesson 1 – Empathy and Respect (Respectful)

Lesson 2 – Listening with Attention (Responsible & Respectful)

Lesson 3 – Being Assertive (Responsible)

Lesson 4 – Predicting Feelings (Respectful)

Lesson 5 – Taking Other’s Perspectives (Respectful)

Lesson 6 – Accepting Differences (Respectful)

Lesson 7 – Disagreeing Respectfully (Respectful)

Lesson 8 – Responding with Compassion (Respectful)

Lesson 9 – Introducing Emotion Management (Safe)

Lesson 10 – Calming Down (Safe)

Lesson 11 – Managing Anxiety (Safe & Responsible)

Lesson 12 – Managing Frustration (Safe)

Lesson 13 – Resisting Revenge (Safe)

Lesson 14 – Handling Put-Downs (Safe)

Lesson 15 – Avoiding Assumptions (Safe)

Lesson 16 – Solving Problems Part 1 (Safe, Responsible, & Respectful)

Lesson 17 – Solving Problems Part 2 (Safe, Responsible, & Respectful)

Lesson 18 – Making a Plan (Responsible)

Lesson 19 – Seeking Help (Responsible)

Lesson 20 – Dealing with Gossip (Responsible & Respectful)

Lesson 21 – Dealing with Peer Pressure (Responsible)

Lesson 22 – Reviewing Second Step Skills (Safe, Responsible, & Respectful)

Literacy:

Whole Group Instruction, Word Works, Spelling, and Writer’s Workshop will be taught by Homeroom Teacher.  During Guided Reading, we will switch some students.  Your child may have Mr. Hoffart, Mrs. Teer,  or Mrs. Anderson during this time.

Reading Units

Unit 1 – Eureka!  I’ve Got It!

Unit 2 – Taking the Next Step

Unit 3 – Getting From Here to There

Unit 4 – It’s Up to You

Unit 5 – What’s Next?

Unit 6 – Linked In

Writing Requirements

  • Quarter 1:  Launch the Writing Workshop; Analytical Constructed Response; Narrative Writing; and Descriptive Writing
  • Quarter 2:  Analytical Constructed Response; Descriptive Poetry; Personal Narrative; Research & Inquiry
  • Quarter 3:  Summary; Fictional Narrative; Analytical Constructed; Descriptive Poetry; Persuasive Essay
  • Quarter 4:  Analytical Constructed Response; Research; Descriptive Poetry; Research & Inquiry; Reflective Writing

Spelling –

Spelling Words are assigned with the selection story.  Spelling is not a Monday through Friday List.  Spelling Words will be sent home in daily planners.  Assignments to help study spelling may be given.  Daily practice is expected.  We will use Spelling City to complete weekly activities and tests.  Parents can also obtain weekly scores from the website.  If you have questions, do not hesitate to contact the classroom teacher.

Unit 1 Spelling Lists Gr.5 weeks 1-5

Unit 2 Spelling Lists Gr.5-weeks 1-5

Unit 3 Spelling Lists Grade 5-weeks 1-5

Unit 4 Spelling Lists Grade 5- Weeks 1-5

Unit 5 Spelling Lists Grade 5-Weeks 1-5

Unit 6 Spelling Lists Grade 5-Weeks 1-5

NEW!Math –

We have a new math curriculum this year.  It will have some challenges for us all as we adjust to this new curriculum.  Please contact us if you have questions.  If we do not have the answer, we will contact someone who does.  Thanks for your patience as we all learn something new.

Math curriculum will be taught by Mr. Hoffart, Mrs. Teer, or Mrs. Anderson.  We all teach the core curriculum.  Mrs. Anderson will teach the Differentiated Curriculum in addition to the core curriculum for students that have been identified into this program.  Additional work may be assigned to meet the needs of students.   We are attempting to teach all NESA standards before the NESA Test in the spring.  District expects students to have homework on a nightly basis.  It is intended to be done independently and turned in the following day.

The links below each unit are games/activities that may help your student master skills with Math skills.

  • Unit 1 – Place Value/Addition & Subtraction

Speed Grid                                                                                                                                     Sum Sense                                                                                                                               Number Properties and Ordering

  • Unit 2 – Multiplication, Division, and Algebra

Sum Sense                                                                                                                                   Speed Grid

  • Unit 3 – Measurement/Data and Graphing

Practice reading a ruler

  • Unit 4 – Addition & Subtraction of Fractions and Decimals

Adding Money                                                                                                                            Prime Factoring                                                                                                                Identifying Prime and Composite                                                                                          Factor Tree                                                                                                                                Factor Trees, LCM and GCF

  • Unit 6 – Geometry & Measurement

Geometry Vocabulary Matching Game                                                                    Quadrilateral Sort

  • Unit 7 – Ratio, Proportion, Precent, and Probability

Park Percentages                                                                                                             Probability Scale

  • Unit 8 – Algebra, Integers, and Coordinate Graphing

Billy Bug                                                                                                                                        Billy Bug 2                                                                                                                                     Lost Aliens                                                                                                                          Ascending Order, with negative integers

The following websites may be beneficial in helping your child:

eduplace.com  – for students who may have forgotten homework at school or for tutorial help

multiplication. com – for review of concepts

mathfactcafe.com – for practice of math facts