Transcript Curriculum PPT - MsStaceyOwens.com

5th Grade
Curriculum
5th Grade
Changes to the
State Assessment
Review the 5th
Grade Curriculum
5th
Graders Prepare for Their Future
Parent Q & A
Who are the fifth grade
teachers?
•
•
•
•
•
•
•
Ms. Bunch
Mr. Fry
Ms. Hibbard
Mrs. Johnson
Ms. Owens
Mrs. Schobert
Mrs. Lambert
The information about the
standards can be found on
World Wide Web.
Student Success
Today’s Agenda
All About the Standards
English/Language Arts………….
Math……….……..
Science . ………..
Social Studies ..……….…
Questions
Audience Participation ……….
Dismissal ………….
Where would we find more
information about our
specific child?
Parent Teacher Conferences
on October 25th and 26th.
• This presentation will
provide you with an
overview of what
your child will learn
by the end of 5th
grade.
• If your child is
meeting the
expectations outlined
in the following
standards, he or she
will be well prepared
for 6th grade.
Your child will develop critical
thinking skills that will prepare
him or her for college and
career.
Why are the Standards Important?
Academic standards are
important because they help
ensure that all students, no matter
where they live, are prepared for
success in college and the
workforce. They help set clear
and consistent expectations for
students, parents, and teachers;
build your child’s knowledge and
skills; and help set high goals for
all students.
How many states have adopted
the common core standards?
• The standards
provide a clear
roadmap for
learning for
teachers, parents,
and students.
Having clearly
defined goals helps
families and
teachers work
together to ensure
that students
succeed.
44
One day an English grammar teacher was
looking ill. A student asked, "What's the
matter?"
"Tense," answered the teacher, describing
how he felt.
The student paused, then continued, "What
was the matter? What has been the matter?
What might have been the matter... ?"
English
Language Arts
& Literacy
•In 5th grade, your child will read widely and deeply from a range of
high-quality, increasingly challenging fiction and nonfiction from
diverse cultures and time periods.
•They will build knowledge about subjects through research projects
and responding analytically to literary and informational sources that
will be key to your child’s continuing success.
•Your child will write stories or essays that are several paragraphs long.
•By devoting significant time and effort to producing numerous written
pieces over short and extended timeframes throughout the year, he or
she also will gain control over many conventions of grammar, usage,
and punctuation as well as learn ways to make himself or herself
understood.
IM L8R POS
Translated: Instant Message me
later. Parent is over my
shoulder.
A Sample of What
Your Child Will Be
Working on in
5th Grade
■ Summarizing the key details of stories, dramas, poems, and nonfiction
materials, including their themes or main ideas
■ Identifying and judging evidence that supports particular ideas in an
author’s argument to change a reader’s point of view
■ Integrating information from several print and digital sources to answer
questions and solve problems
■ Writing opinions that offer reasoned arguments and provide facts and
examples that are logically grouped to support the writer’s point of view
■ Writing stories, real or imaginary, that unfold naturally and developing
the plot with dialogue, description, and effective pacing of the action
9 Translated: Parent is
watching
99 Translated: Parent is no
longer watching
We must continue to adjust our
approach and understanding in
the increasingly fast paced
world these 5th graders will
soon be leading.
More…
■ Coming to classroom discussions prepared, then engaging fully and
thoughtfully with others (e.g., contributing accurate, relevant information;
elaborating on the remarks of others; synthesizing ideas)
■ Reporting on a topic or presenting an opinion with his or her own
words, a logical sequence of ideas, sufficient facts and details, and
formal English when appropriate
■ Expanding, combining, and reducing sentences to improve meaning,
interest, and style of writing
■ Building knowledge of academic words with an emphasis on those that
signal a contrast in ideas or logical relationships, such as on the other
hand, similarly, and therefore
■ Producing writing on the computer
“The more you read, the more things
you will know. The more that you
learn, the more places you'll go.”
Dr. Seuss
Examples of Literature Your Child Will Study This Year
What did zero say to eight?
Nice Belt.
Mathematics
The classroom focus on arithmetic during the
elementary grades will develop into a more
formal study of algebra in middle school. To be
ready for algebra, students must have an
understanding of fractional arithmetic, in part
because even simple equations cannot be
solved without fractions. Because of this,
whole-number arithmetic comes mostly to a
close in 5th grade, while adding, subtracting,
multiplying and dividing fractions becomes a
major focus.
Students will learn a variety
of strategies to solve
problems in math.
A Sample of What
Your Child Will Be
Working on in 5th
Grade
• ■ Adding and subtracting fractions
with unlike denominators (e.g., 21⁄4
– 11⁄3), and solving word problems
of this kind
•
■ Multiplying fractions; dividing
fractions in simple cases; and
solving related word problems (e.g.,
finding the area of a rectangle with
fractional side lengths; determining
how many 1⁄3-cup servings are in 2
cups of raisins; determining the size
of a share if 9 people share a 50pound sack of rice equally or if 3
people share 1⁄2 pound of chocolate
equally)
The only way to learn
mathematics is to do
mathematics.
- Paul Halmos
Five out of four people have
trouble with fractions.
- Steven Wright
More Math
■ Generalizing the place-value system to include decimals, and
calculating with decimals to the hundredths place (two places
after the decimal)
■ Multiplying whole numbers quickly and accurately, for
example 1,638 × 753, and dividing whole numbers in simple
cases, such as dividing 6,971 by 63
■ Understanding the concept of volume, and solving word
problems that involve volume
■ Graphing points in the coordinate plane (two dimensions) to
solve problems
■ Analyzing mathematical patterns and relationships
Q: What did Mason say to Dixon?
A: We've got to draw the line
here!
Social Studies
In fifth grade, students use
their understanding of
social studies concepts and
cause-and-effect
relationships to study the
development of the United
States up to 1791. By
applying what they know
from civics, economics and
geography, students learn
the ideals, principles, and
systems that shaped this
country’s founding.
"Where liberty dwells, there is
my country.“
Benjamin Franklin
Social Studies Big Ideas
Big Idea: Cultures and Societies
Culture is the way of life shared by a
group of people, including their ideas
and traditions. Cultures reflect the
values and beliefs of groups in
different ways (e.g., art, music,
literature, religion); however, there are
universals connecting all cultures.
Culture influences viewpoints, rules,
and institutions in a global society.
Students should understand that
people form cultural groups
throughout the United States and the
World, and that issues and challenges
unite and divide them.
"Geologists aren't perfect, they
have their faults."
Social Studies Big Ideas
Big Idea: Geography
Geography includes the study of the
five fundamental themes of location,
place, regions, movement and
human/environmental interaction.
Students need geographic knowledge
to analyze issues and problems to
better understand how humans have
interacted with their environment over
time, how geography has impacted
settlement and population, and how
geographic factors influence climate,
culture, the economy and world
events. A geographic perspective also
enables students to better understand
the past and present and to prepare
for the future.
Q: Why were the early days of
history called the dark ages?
A: Because there were so
many knights!
Social Studies Big Ideas
Big Idea: Historical Perspective
History is an account of events,
people, ideas, and their interaction
over time that can be interpreted
through multiple perspectives. In order
for students to understand the present
and plan for the future, they must
understand the past. Studying history
engages students in the lives,
aspirations, struggles,
accomplishments, and failures of real
people. Students need to think in an
historical context in order to
understand significant ideas, beliefs,
themes, patterns and events, and how
individuals and societies have
changed over time in Kentucky, the
United States, and the World.
Why is paper money more valuable
than coins? When you put it in your
pocket you double it, when you take
it out its in creases!
Social Studies Big Ideas
Big Idea: Economics
Economics includes the study of
production, distribution, and
consumption of goods and services.
Students need to understand how their
economic decisions affect them, others
and the nation as a whole. The purpose
of economic education is to enable
individuals to function effectively both in
their own personal lives and as citizens
and participants in an increasingly
connected world economy. Students
need to understand the benefits and
costs of economic interaction and
interdependence among people,
societies and governments.
It's what you learn after you
know it all that counts.
~Attributed to Harry S Truman
Science
Big Idea: Structure and Transformation
of Matter (Physical Science)
In the elementary years of conceptual
development, students will be studying
properties of matter and physical changes
of matter at the macro level through direct
observations, forming the foundation for
subsequent learning. The use of models
(and an understanding of their scales and
limitations) is an effective means of learning
about the structure of matter. Looking for
patterns in properties is also critical to
comparing and explaining differences in
matter.
You learn something every
day if you pay attention.
~Ray LeBlond
Science
Big Idea: Motion and Forces
(Physical Science)
Whether observing airplanes,
baseballs, planets, or people,
the motion of all bodies is
governed by the same basic
rules. In the elementary years
of conceptual development,
students need multiple
opportunities to experience,
observe, and describe (in words
and pictures) motion, including
factors (pushing and pulling)
that affect motion.
Learning is a treasure that will
follow its owner everywhere.
~Chinese Proverb
Science
Big Idea: Grade: The Earth and the
Universe (Earth/Space Science)
At the heart of elementary students’ initial
understanding of the Earth’s place in the
universe is direct observation of the Earthsun-moon system. Students can derive
important conceptual understandings about
the system as they describe interactions
resulting in shadows, moon phases, and day
and night. The use of models and
observance of patterns to explain common
phenomena is essential to building a
conceptual foundation and supporting ideas
with evidence at all levels.
You don't understand anything
until you learn it more than one
way.
~Marvin Minsky
.
Science
Big Idea: Unity and Diversity (Biological Science)
Elementary students begin to observe the macroscopic features of
organisms in order to make comparisons and classifications based
upon likenesses and differences. Looking for patterns in the
appearance and behavior of an organism leads to the notion that
offspring are much like the parents, but not exactly alike. Emphasis
at every level should be placed upon the understanding that while
every living thing is composed of similar small constituents that
combine in predictable ways, it is the subtle variations within these
small building blocks that account for both the likenesses and
differences in form and function that create the diversity of life.
You cannot open a book
without learning something.
Confucius
Science
Big Idea: Biological Change
(Biological Science)
The only thing certain is that
everything changes. Elementary
students build a foundational
knowledge of change by observing
slow and fast changes caused by
nature in their own environment,
noting changes that humans and
other organisms cause in their
environment, and observing fossils
found in or near their environment.
•Where do you put dirty
dishes?
In the zinc.
Science
Big Idea: Energy Transformations (Unifying Concepts)
Energy transformations are inherent in almost every system in the
universe—from tangible examples at the elementary level, such as
heat production in simple earth and physical systems to more
abstract ideas beginning at middle school, such as those
transformations involved in the growth, dying and decay of living
systems. The use of models to illustrate the often invisible and
abstract notions of energy transfer will aid in conceptualization,
especially as students move from the macroscopic level of
observation and evidence (primarily elementary school) to the
microscopic interactions at the atomic level (middle and high school
levels).
•Atom: I’d like to report a
missing electron.
Policeman: Are you sure?
Atom: Yes, I’m positive!
Science
Big Idea: Interdependence
(Unifying Concepts)
Elementary learners need to
become acquainted with
ecosystems that are easily
observable to them by beginning
to study the habitats of many
types of local organisms.
Students begin to investigate the
survival needs of different
organisms and how the
environment affects optimum
conditions for survival.
Children need help and support at
home to succeed in their studies.
Help Your Child Learn at Home
• Try to create a
quiet place for
your child to
study, and carve
out time every day
when your child
can concentrate
on reading,
writing, and math
uninterrupted by
friends, brothers
or sisters, or other
distractions.
Children need help and support at
home to succeed in their studies.
Help Your Child Learn at Home
•Make sure the materials your child needs, such as paper, pencils
and a dictionary, are available.
Ask your child if special materials will be needed for some projects
and get them in advance.
•Help your child with time management.
Establish a set time each day for doing homework. Don't let your
child leave homework until just before bedtime. Think about using a
weekend morning or afternoon for working on big projects, especially
if the project involves getting together with classmates.
•Be positive about homework.
Tell your child how important school is. The attitude you express
about homework will be the attitude your child acquires.
Children need help and support at
home to succeed in their studies.
Help Your Child Learn at Home
•When your child does homework, you do homework.
Show your child that the skills they are learning are related to things
you do as an adult. If your child is reading, you read too. If your child
is doing math, balance your checkbook.
•When your child asks for help, provide guidance, not answers.
Giving answers means your child will not learn the material. Too
much help teaches your child that when the going gets rough,
someone will do the work for him or her.
•When the teacher asks that you play a role in homework, do it.
Cooperate with the teacher. It shows your child that the school and
home are a team. Follow the directions given by the teacher.
Children need help and support at
home to succeed in their studies.
Help Your Child Learn at Home
•If homework is meant to be done by your child alone, stay away.
Too much parent involvement can prevent homework from having
some positive effects. Homework is a great way for kids to develop
independent, lifelong learning skills.
•Stay informed.
Talk with your child's teacher. Make sure you know the purpose of
homework and what your child's class rules are.
•Help your child figure out what is hard homework and what is easy
homework.
Have your child do the hard work first. This will mean he will be most
alert when facing the biggest challenges. Easy material will seem to
go fast when fatigue begins to set in.
What is your score?
Are you smarter than your
th Grader?
5
1. To become a United States senator, a person must be at least
how old?
30 years
2. President John Adams was a member of what political party at
the time of his election?
Federalist
3. What was the given name of the Civil War general Stonewall
Jackson?
Thomas
4. What revolutionary leader famously uttered the words “Give me
liberty or give me death!” in a speech at the second Virginia
Convention?
Patrick Henry
What is your score?
Are you smarter than your
5th Grader?
5. As a result of the Missouri Compromise, what state was allowed
to enter the Union on March 15, 1820, to balance the admission of
Missouri?
Maine
6. What Jamestown colony settler married Pocahontas in 1614?
John Rolfe
7. What Puritan was elected governor of the Massachusetts Bay
Colony 12 times between 1630 and 1649?
John Winthrop
What is your score?
.
Are you smarter than your
5th Grader?
8. In the 1850s, the United States bought about 30,000 square miles
of land as part of the Gadsden Purchase. The land is now part of
two states. Name them.
Arizona and New Mexico
9. The legendary American Indian leader Geronimo was a member
of what tribe?
Apache
10. “Two roads diverged in a wood, and I —/ I took the one less
traveled by” are lines from the poem “The Road Not Taken,” written
by what American poet?
Robert Frost
What is your score?
Are you smarter than your
5th Grader?
11. Who is the author of the poem inscribed on the base of the
Statue of Liberty called “The New Colossus”?
Emma Lazarus
12. What Scottish scientist discovered penicillin in 1928?
Sir Alexander Fleming
13. In the human body, the adrenal glands are located directly
above what organ?
Kidneys
14. There are three basic types of muscle tissue in the human body.
Smooth and skeletal are two of them. What’s the third?
Cardiac
What is your score?
Are you smarter than your
5th Grader?
15. There are three elements that are found in all carbohydrates.
Carbon and hydrogen are two of them. What’s the third?
Oxygen
16. What is the most abundant element in the universe?
Hydrogen
17. Density describes the mass of an object divided by what?
Volume
18. If y = 3x, and 3x = 12, then what number does “y” equal?
12
19. What are the all of the square numbers between 1 and 100?
1, 4, 9, 16, 25, 36, 49, 64, 81 and 100.