Science/Social Science: Watch the fishing videos related to our first EEI unit
Water on Tap: What You Need to Know is a MUST read for our inquiry into water systems.
This informational publication was created by the Environmental Protection Agency and shares a LOT of information about our water supply in the United States.
It’s long, so we’ll break this up and assign teams parts to review. YOU can get started by skimming graphs, charts, maps, captions, subheadings, and reading sections that interest you right now.
Math: Most students quizzed over estimating two-digit divisors. A handful worked with me today to review. IF…IF…you worked with me, you need to finish SPB 2.5 Q’s 5, 6, 7, and 8. IF you took the quiz, you have no homework. 🙂
Reading: Read 30 minutes
Spelling: Work on SpellingCity.com tasks.
Science: Finish workbook for lesson 3. Study dictionary. RE-read lesson 3 in EEI student edition. I would also study the diagram of an aquifer found both in your dictionary and in the visual diagram we looked at today in class. Remember you can click on the links in this post, or you can find ALL of these items in Curriculum-EEI Science-5.3 Earth’s Water in the drop down menu at the top of the blog.
Math: Finish Big Book 2.4 Odds.
Reading: Read 30 minutes.
Science/Writing: finish paraphrasing next 2 sections (6 sentences total) on the tap water handout. (See previous post for more information on this.)
Math: Big Book 2.3 Q’s 2, 4, 6, 8 and backside.
Reading: Read 30 minutes.
Spelling: Start spelling tasks on SpellingCity.com
Science/Writing: Finish paraphrasing pages 182-183 in science text book. The three main ideas in this section were:
- Three ways salt gets into oceans
- How evaporation affects saltiness of oceans.
- How evaporation does or does not affect salt.
We are working on how to summarize, paraphrase, and quote text as evidence in class so as to avoid plagiarism. This is a life-long skill students will continue to hone through college and beyond. 🙂
We’re using our science text to do this currently
I’ve added a drop down page under “Curriculum” and under “Writing” called “Summary/Paraphrase.” Today we reviewed what it means to paraphrase. We rehearsed orally. I shared an example of a paraphrase from the previous section of the lesson we had read. We compared the writing to the text to make sure I hadn’t copied word-for-word any of the text.
You can view the exemplar paraphrase below:
Lesson 1 Earth the Blue Planet: Summary prompt for pages 180-181: Describe the Earth’s oceans.
The Earth has 5 oceans: the Pacific, Atlantic, Indian, Arctic, and Southern Ocean. Oceans are large, salty bodies of water that flow uninterrupted around our planet but are separated by bodies of land called continents. About 70% of the Earth’s surface is covered by oceans.
While all oceans are filled with salt water, they do have some differences. One difference is oceans vary in terms of their temperature. Another difference is that some oceans are saltier than others. Yet another difference between the Earth’s oceans is that not all are the same size or depth. The Pacific is the largest and deepest ocean in the world. The Pacific covers 60 million square miles. That’s like placing 60 million squares that are a mile long by a mile wide over the Earth’s surface. If you went to the bottom of the Pacific near the Philippine Islands, you’d dive 36,198 feet deep! The second largest Ocean is the Atlantic followed by the Indian Ocean. The next biggest ocean is the Southern Ocean, and the smallest is the Arctic Ocean.
All oceans provide resources. Resources are things we use. For example, we drill for oil and natural gas from beneath the ocean. We use oil to make gasoline and use natural gas to heat homes or cook with. We catch food to eat from oceans such as fish, crabs, squid, or seaweed. Cargo ships use oceans to transport things around the planet. We even use oceans for recreational activities such as swimming or scuba diving.
After comparing an exemplar to the text, we jumped in, reading pages 182-183 of our science text and paraphrasing the key ideas.
We analyzed the pages and determined there were three main ideas discussed:
- Three ways salt gets into the ocean
- How evaporation affects the saltiness of the oceans
- How salt is or is not affected by evaporation.
Here is the handout students were given to assist with paraphrasing the text.
Tonight students need to finish paraphrasing pages 182-183 of their text. PLEASE read their paraphrasing and compare it to the text to make sure they’re not accidentally plagiarizing. It’s VERY easy to do this. It’s human to want to get the idea just right. Encourage your child to use their own words. Switch that subject-verb arrangement. Use a different verb. Leave out some of the details but include the main ideas.
A summary or paraphrase should NEVER be as long as the original text. If your child seems to be rewriting the lesson, stop them and review with them the guidelines above.
This is new. This is a hard skill. They will get it. I was impressed by their work today. This class is REALLY making a LOT of progress! 🙂
Math: SPB 2.1 if not finished in class.
Reading: Read 30 minutes.
Social Science: RE-read lesson 2 We the People
Science/Writing: Finish summary of Lesson 1 in science text pg. 180-181
Check out these young girls and what THEY did! Send a cat and R2-D2 to space? Yep! Curiosity and hard work once more pay off!
Girls engineering and doing science and math? Yes, they can! And yes, they did! Enjoy! 🙂
Being a student today means it’s possible to do AMAZING things! Check out these students’ project which involved creating a 3D printed “space craft” to hold a GoPro camera which they released into the stratosphere with the help of a weather balloon!
Talk about inspiring student work! Enjoy! 🙂
I found a film from NASA-The National Aeronautics and Space Administration-hosted on Public Domain channel on YouTube. It covers exactly what we were reading and discussing today.
PLEASE watch closely and come back ready to discuss just how precious fresh water REALLY is! 🙂