Ms. Sara's 5th Grade Class

Science fair reminders....

2012-01-30T15:36:00.000-08:00

The Science Fair is drawing near….

PROJECTS ARE DUE FEBRUARY 8th

Science Board

Introduction

What is the purpose of your experiment? What is your test question?

Might also need to include any background information that was needed to understand the experiment.

Hypothesis

What do you think will happen in your experiment.

Procedure

(materials and methods step: 1, 2, 3 etc)

Title of Experiment

Visuals or something to liven your experiment… maybe photos or drawings

Might also want to include your graphs or data

Data/Results: (might also include charts and graphs)

Conclusion: Analyze what your results mean? what was learned/discovered? why did you get the results you did? If something went wrong, you can also discuss that in the conclusion

Journal:

Should really be a rough draft of your board

entries should include:

-choosing project/research done

-gathering supplies

- setting up the experiment ( intro, hypothesis, procedure,

- what happened during the experiment (data/results,)

-if you had to watch your experiment over a time period you should record your data/observations

- why did you get those results? what was learned (conclusion)

* we will be presenting our boards in class on Friday (do not take them home until after you present them in class)

2012-01-30T15:34:00.001-08:00

Vocabulary for James Forten (week of Jan 30th)

1. descent - ancestry, origin.

2. dexterity- skill in using the hands

3. tentative- uncertain; hesitant

4. languish- to be or become weak; to droop; to fade

5. dread – grim fear

6. abolitionists - a person who advocated or supported the abolition (or end) of slavery in the U.S.

7. influential – having influence over others; important

8. apprentice - someone who works for another person in order to learn a trade

9. conflict – a struggle; a war

10. enslavement – to make a slave; to control; to dominate.

11. encourage- to support; to inspire with courage or confidence

12. assist- to help

13. captives- prisoners

Monday- definitions

Tuesday- sentences or story showing that you understand the meaning of the words

Wednesday- crossword

Thursday- study for test on Friday

The following words are important to know for better understanding the story but will not be tested:

*grapeshop- a cluster of mall iron balls used as a cannon charge

*engaged: drawn into conflict or battle

*hold- the lower part of a hip

*yellow fever- a disease transmitted by mosquitoes; its symptoms include high fever and vomiting.

*privateer- ships that are privately owned but are encouraged by the government to attack enemy ships during a war

*tacking- changing directions while sailing

*provisions stocks of food and other supplies

2012-01-27T11:18:00.001-08:00

George Washington and Mount Vernon Links:

We will be using these next week for an in class Assignment

http://www.mountvernon.org/pre-exhibits

http://www.mountvernon.org/visit-his-estate/virtual-tour-flash

http://www.mountvernon.org/content/timeline

Vocab katie's trunk

2012-01-25T13:27:00.000-08:00

Vocabulary from Katie’s Trunk and Social Studies Book

1. arming- to give weapons to

2. drilling – practicing (for battle)

3. fierce - violent, wild

4. just- honorable and fair

5. kin - people related by blood or marriage (family)

6. peered – to look at with intensity

7. rebels – people who resist authority (those people in the colonies who were against British rule)

8. skirmish - a small fight

9. skittish – nervous, jumpy

10. arms - weapons

11. green - a grassy area, often in the center of town

12. Tory -a person who was loyal to the British during the American Revolution (they were also called loyalists)

13. Whig- a person who was supportive of the American Revolution and wanted the American Colonies independent from England (they were also called rebels, revolutionaries and patriots)

14. dissent- to disagree with (often disagreeing with the majority)

15. consent - to agree with or approve

16. sedition- to encourage discontent or rebellion against a government

vocabulary for Paul Revere

2012-01-16T22:58:00.000-08:00

cargo-the freight carried by a vehicle

colonies-territories governed by a parent country (also the name of the thirteen territories that became the original United states)

express -fast, direct

liberty-freedom from the control of others

oppose- to act against something or someone

Patriot -a person who loves and defends his/her country (a colonist who was against the British rule in the time of the Revolutionary War)

revolutionary -of or tending to promote radical political or social change

sentries -soldiers who stand at watch for danger or people without permission to pass

taxes - fees for the support of government required to be paid by people and businesses

militia- an army of citizens who are not professional soldiers

congregation -a group of people who regularly worship at a church

engraved -carved, cut or etched into a material

dispatched- sent off to a specific destination

overtake -to catch up with

succession -a sequence

Other Vocabulary to know… but will not be tested.

*bookplates- labels posted inside books that show the owner’s name

*porringers- shallow cups or bowls with handles

*ewers- large, wide-mouthed pitchers or jugs

*spurs- short spikes or sharp-toothed wheels attached to the heels of a rider’s boots and used to urge a horse forward

*petticoat- a skirt or slip worn by girls and women as undergarment

*volley- many shots fired at the same time

*green- a grassy area usually located at the center of a town or city

*lines- battle areas closest to the enemy

*foundry- a place where metals are cast and molded

Science Fair Check-in and Proposal

2012-01-11T19:35:00.000-08:00

Science Fair Check-in and Proposal

Name:___________________ Due Date: ______________

Where are you in the Science Fair Project Process?

(deciding on my idea, gathering supplies for the experiment, doing the experiment, analyzing data from the experiment, working on bulletin boards, completed project etc.)

_________________________________________________________________________________________________________________________

How is it going? (How are you feeling about your choices, what are your next steps)

_________________________________________________________________________________________________________________________

Project Title: ________________________________________________________________________________________________________

Purpose/Problem Statement:

_________________________________________________________________________________________________________________________

Investigative topic/Question: (What I want to find out?):

_________________________________________________________________________________________________________________________

Hypothesis (What I think the answer to my question will be):

_________________________________________________________________________________________________________________________

Parent Signature: ___________________ Date: _________

Teacher Approval : __________________ Date: _________

Room 13 Update

2012-01-11T19:34:00.000-08:00

January 11, 2012

Dear Room 13 Families,

I hope that you all enjoyed a wonderful winter vacation with your families. We had a great first half if the year. Thank you for all of the great support you gave with Colonial Days… it was really a fun and engaging way to wrap up our study of the 13 colonies. It could not have been possible with out the generous donations and parent participation. I am eager to get the 2^nd half of the year under way… we have a lot of great field trips planned and interesting topics to explore. Please contact me if you would like to get more involved with volunteering in the classroom and there will also be driving opportunities on fieldtrips.

Look for your child’s corrected Unit 5 (ch. 10 and 11) Math test (from the Friday before break) in this week’s Thursday Folder. As always on tests, students have the option of correcting their tests to improve their grade. Mid-Trimester progress reports will be sent in next week’s Thursday folder.

A few reminders

*My Blog (http://mssaras5thgradeclass.blogspot.com/) This is a great way to keep track of homework and important assignments.

*Library Day is Wednesday

*PE Days are Monday, Thursday, Friday

Field trips in the near future

1. Life Lab (@ UCSC) Monday 2/13/12 (look for permission slips with next week’s homework)

2. Symphony (@ Santa Cruz Civic Auditorium, we will be taking busses) Monday 2/27/12

(look for permission slips with next week’s homework)

3. NASA (@ Moffitt Field) Friday 3/23/12

Areas of Study

Math: We survived adding/subtracting and multiplying/dividing fractions and will be moving on to working with decimals.

Writing: Before break we finished working on Personal Narratives and we will be starting a fiction unit next week. We will continue to develop and build upon our essay writing skills throughout the year.

Social Studies: We have just finished up our study of the 13 colonies and will be moving on to the American Revolution and Slavery.

Science: Science Fair Projects are due Feb. 8^th. By the end of this week, students should have a firm (and approved) idea of what they will be working on for their experiment! In class, we will begin our study of plants and nutrition and then a little later… the solar system.

Art: We have been working with the impressionist and expressionist art periods and will be soon getting into more modern art.

Wish List

*Binder Paper *Expo Markers *Chalk Pastels *Oil Pastels *Shrink-A-Dinks

Thank you so much for your continued support,

Mrs. Sara

sara_thorington@pvusd.net

link for todays computer lab assingment

2011-12-13T11:27:00.001-08:00

13 Colonies

12/12/11

2011-12-12T10:02:00.000-08:00

Homework The Week of December 12^th

1. Sign of the Beaver Essay (read to your parents- have them sign it at the bottom) Due Thursday, December 15^th. (use the essay outline to help you correctly complete all 5 paragraphs)

2. Reminder: Individual Colonial Project and paragraph due Friday December 16^th and be sure to dress up for Colonial Days and bring potluck item discussed with Ms. Anna (room parent).

Your project should relate to our theme of study: Colonial America. and reflect the thought and effort you put into the assignment. Paragraph should include details about what you made, how did you make it, why you chose that project and how it related to our colonial area of study. Neatness, correct grammar, spelling and punctuation are important.

Grade	Effort	Achievement
A	I chose a project that related to Colonial America. I worked on my project until it was complete. I spend time thinking about and planning my project. I made the very best project that	My project turned out great. My paragraph was well written, clearly answered the prompt and had few or no errors.
B	I completed my project. I tried to do a good job. I created a good project that related to Colonial America.	My project turned out pretty good. My paragraph was complete, clearly answered the prompt and had some errors.
C	I put some effort into my project. I stopped when it got to be to hard or time consuming. I just wanted to have something to turn in.	My project was not as neat My paragraph did not clearly answer the prompt and/or had several errors.
D	I did not really try on this project. It was not my best work. I just wanted to have something to turn in.	My project was not finished or really rushed. My paragraph was incomplete and filled with errors.
F	I did nothing	I did nothing

3. Reminder: Group presentations will be Thursday December 15^th. (This has been worked on in class but if it is not finished, it is homework)

*You should have written notes (on note cards) about what you will present

and a visual (poster with pictures or important points) to support what you are talking about.

*Each Person has 1-2 minutes to present their information.

Remember, every student has one of the following jobs to do:

Economist- You are responsible for describing the economy of the colonies in your region described in your chapter. You are going to teach us about the way your colony made money/traded. What jobs did people do to earn a living?

Biographer – You summarize and draw all of the important people mentioned in your chapter. Why were these people important? What did they do?

Narrator- You summarize and illustrate the story that was at the beginning of your chapter.

Sociologist- You will be responsible for describing the daily life of the people in your colonial region. What were their beliefs? What did they do for fun? How was a typical town set up?

Geographer- Draw a large map (for presentation) of the colonies or your region and be able to describe each of the colonies within your region. Explain how/why your colonies were started.

This is how your presentation will be graded:

Grade	Effort	Notes/ information /materials	Presentation Skills
A	I was knowledgeable about my section. I put a lot of effort into research and preparing for my presentation. I tried to present it in an interesting way.	My notes were clear, informative, detailed and accurate. I had an interesting/clear visual to help the audience understand the information I was talking about.	I looked at the audience and spoke in a voice that was clear.
B	I had information on my section. I tried to make a good presentation.	My notes were clear and accurate. I had a visual to help the audience understand.	I sometimes looked at the audience and spoke in a voice that was clear.
C	I put some effort into my project. I stopped when it got to be to hard or time consuming. I just wanted to have something to turn in.	My notes were missing information. Some important facts were left out. My visual was not complete, messy or confusing.	I didn’t make eye contact with they audience very much I spoke in a very soft voice that was sometimes difficult to hear.
D	I did not really try on my presentation. I was not prepared to talk. I did not do my best.	My notes were incomplete/little information was given. Missing visual or incomplete and/or messy.	I didn’t make eye contact with the audience at all. It was difficult to hear me.
F	I did nothing	I did nothing	I did nothing

Vocab. week of Dec. 5th

2011-12-05T14:06:00.000-08:00

The 13 Colonies Vocabulary

1. New England Colonies- New Hampshire, Massachusetts (Maine was also apart of Massachusetts, Connecticut, Rhode Island

2. dissent- disagreement

3. expel- to drive out, force someone to leave

4. consent- agreement

5. sedition- speaking in ways that cause others to work against the government

6. frontier- lands beyond the areas already settled by colonists

7. industry- the businesses that make a one kind of product or provide one kind of service

8. the Middle Colonies - New York, New Jersey, Pennsylvania, Delaware

9. refuge- safe place

10. diversity- having lots of differences and variation

11. immigrant- a person who comes into a country to make a new home there

12. The Great Awakening- a religious movement that brought people together and taught to accept religious differences

13. prosperity – economic success

14. artisan- craftworkers

15. apprentice- a person who works for another in order to learn a trade

16. Southern Colonies- Maryland, Virginia, North and South Carolina, Georgia

17. constitution- a written plan of government

18. debtors- people who owe money

19. institutionalized- to become an accepted part of life (slavery became institutionalized in the colonies)

Monday – copy words and definitions on a separate piece of paper

Tuesday- crossword

Wednesday- use at least 10 words in a sentence

Thursday – study

12/1/11

2011-12-01T13:32:00.000-08:00

Dear Room 13 Families,

Hopefully you received your paper copy of these 2 announcements in Today's Thursday Folder:

*Save the date Colonial Days December 16th*

We have begun our Colonial unit in Social Studies and all students have been assigned to a New England, Middle or Southern Colony group. Students will be working on their in class presentations (for the next couple of weeks in class) and will be starting their independent activities (to be done at home). Towards the end of the unit, we will be having “Colonial Days” with Ms. Nunes’s Class to showcase what we have learned. We will be dressing up in colonial costumes (as best we can) and serving colonial treats. This will take place on December 16th after lunch (watch out of a more detailed email soon). Students will also prepare an at home created colonial mini-project to share that day.

There are a lot of great craft ideas on the internet, and I linked a few to my blog as well. This mini project will be due on December 16th and there will be a written paragraph about the project that was made see rubric on the reverse).

Clothing ideas: kaki pants (or any pants) rolled to the knee (baseball pants also work great), knee high socks, white collared shirt, long skirts, scarves, apron, bonnets, plain shoes

Some project ideas to get you started…
*sew a small quilt (or the beginnings of one) * make a model of a colonial town
* homemade candles *weaving * make a horn book *silhouette art *handmade pillow
*corn husk doll *clothes pin doll *rag dolll *cross stitch/ embroidery
*handmade baskets *tin work (making something out of tin can eg. lantern)

We will also need your help in providing a Potluck for the visiting students!

As all of the other classrooms will be coming to visit (and that is a lot of students!), we need all of our 5^th grade families to help provide food for the Potluck.

Potluck Items needed:

v Cornbread and Cornbread Muffins

v Jerky

v Cider & Cups

v Trail mix / Nuts

v Berries / Fresh Fruit

v Pumpkin desserts (pie, cake, cookies, etc.)

v Apple desserts (pie, cake, cookies, etc.)

v Plates & napkins

Please contact Anna (Ms. Sara’s Room Parent) to advise what you will be able to bring, so that we can organize the amount of food.

Items can be dropped off that morning, or by 1pm, to the classrooms. If you wish to help, that would be fantastic as well; we could use a few helpers.

Thank you!!!

Ms. Sara and Anna

Anna –vewinston@yahoo.com

Sign of the Beaver Vocabulary week 2 Definitions

2011-11-27T20:44:00.001-08:00

1. shrewd- intelligent, astute

2. pity- to feel compassion for; to be sorry for

3. envious- jealous, discontent, wanting what someone else has

4. chagrin- a feeling of disappointment or humiliation.

5. gravely- seriously, solemnly

6. halt - to stop, cease moving

7. placid- pleasantly calm or peaceful

8. frenzied- wildly excited or enthusiastic, frantic

9. grim- harsh, horrible, dreadful

10. awkward- lacking skill or dexterity; clumsy.

11. forfeit- to lose, to surrender,

12. wary- watchful, being on guard against danger.

13. defiance- a bold resistance to authority, going against something

14. *nonchalantly- casually, calmly

15. *boisterous- noisy, rowdy

Monday: Definitions

Tuesday: Sentences (all words)

Wednesday: Crossword

Thursday: Study

Friday: Test (definitions only)

11/21/11

2011-11-21T14:45:00.000-08:00

Greetings Parents,

I hope that you will enjoy the Thanksgiving break with your families!
I am very thankful for our sweet class and for all of the hard work done by our wonderful Mara Vista Families!

Save the Date:
Colonial Day is almost here: Friday, December 16th 1:10-2:10
More info to come about this 5th grade event.

Book Orders:
There should have been 2 book orders sent out in the last couple of weeks. You can also order books online using our class code=J3QRG. I will be submitting all orders on Nov. 31st so that all of our books can arrive before winter break.

Wish List:
Binder paper :)
Dry erase markers :)

With Gratitude,

Mrs. Sara :)

Sign of the Beaver week 1

2011-11-14T13:07:00.000-08:00

rueful- feeling sadness

venture-to take a risk, to dare

vague- not clear

sensible- having good sense or sound judgment

reckon- to think or suppose

wit-a form of intellectual humor, intelligence

pewter- a metal alloy (usually tin and lead)
despise- to feel annoyance or ill will, dislike

salvage- to rescue or save
loon- an aquatic bird
scarce-rare, not abundant
gradual- little by little
resent- to look down on with contempt
precious- having a high price or great value
delicious- very pleasing, delightful
conscious- aware, perceptive
*bonus* incomprehensible- impossible to understand

S.S. Chapter 4 vocabulary (intro to colonies)

2011-11-07T14:31:00.000-08:00

colony- a land ruled by another country

plantations- large farms

slavery- the practice of holding people against their will and making them carry out orders

rawmaterial- a resource that can be used to make a product

stock- a share of ownership in a company

Jamestown- the first English settlement in the “new world” (in Virginia)

cashcrop- a crop that people grow to sell

indentured servant- a person who agreed to work for another person without pay for a certain length of time in exchange for passage to North America

represent- to speak for

established church- a church established and supported by the government

royal colony- a colony owned by a monarch

pilgrim -a person who makes a journey for religious reasons

frontier -lands beyond areas that were settled by colonists

industry- the businesses that make one kind of product or provide one kind of service

Middle Passage- the long journey slaves took across the Atlantic ocean from Africa to the English colonies.

exports- products sent to other countries

imports -products brought into the country (from other countries)

2011-10-31T15:52:00.000-07:00

vocabulary definitions

autobiography- the story of a person’s life as told by the person (the many important events of one’s life)

memoir- an account of one's personal life and experiences (usually about one specific event)

biography- a written account of another person's life:

choral- singing

reunion-a gathering of members of a group who have been separated

scholarship-a grant of money to help a student continue with his or her education

documentary- a work, such as film, that presents its subject matter factually

tedious- boring

painstaking- requiring care and effort

enduring- tolerating

dire- warning of disaster

premier- opening performance

hubbub-noise

dedication- devotion; commitment

potential- capability

cherished- beloved

razzing- teasing

demotion-moving to a lower position or rank

adversity- hardship

mini research

2011-10-31T08:59:00.000-07:00

This is an in class assignment due Thursday Nov. 10th

Name________________________________

Introduction to the Elements Mini Project

You will be assigned an element to research for a mini class presentation. The websites: http://education.jlab.org/itselemental/ and http://www.chemicool.com/elements/.

http://education.jlab.org/itselemental/index_name.html

Your goal will me to get people interested in you element by emphasizing properties and characteristics that make it different and important. Prepare a mini poster (11 x16) or smaller that includes the following information:

Element name _________________________________________ Element Symbol _______________________

Atomic number _______________________________ Atomic mass _____________________________

Element Classification ________________________________

Phase at room temperature ________________________________

Melting point=_______________________________ Boiling point=__________________________________

When was this element discovered? ______________________________________

Who discovered it? ______________________________________

What are the element’s properties and characteristics? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the uses of the element? ________________________________________________________________________________________________________________________________________________________________________________________________________________

Develop a small sales pitch as if you were telling people about this element for the first time. Introduce them to all of the wonderful qualities of your element and why it would be an excellent element to purchase.

Atoms and Elements Week 2 (science vocabulary)

2011-10-23T21:59:00.000-07:00

Atoms and Elements Week 2 (science vocabulary)

1. chemical property- a trait that involves the way a substance combines with other substances to form new substances

2. mixture- a combination of two or more different substances

3. physical property- a trait such as color, shape, hardness- that describes a substance

4. metal-a substance that transfers heat and electricity well and is malleable

5. nonmetal- a substance that does not transfer heat and electricity well and is not malleable

6. alloy-a solid solution in which metal or a nonmetal dissolves in metal

7. metalloid- a substance that has some of the properties of a metal and some of a nonmetal

8. acid- a chemical compound that has a ph less than 7, it turns blue litmus paper red

9. base- a chemical compound that has a ph more than 7, it turns red litmus paper blue

10. salt- is the product that occurs when an acid and base react

vocab week of oct 17th and Essay assignment

2011-10-17T14:33:00.000-07:00

Atoms and Elements Week 1 (science vocabulary)

1. atom the smallest unit of an element that still has the properties of that element

2. proton particle with a positive charge

3. electron particle with a negative charge

4. neutron particle with no charge

5. nucleus- the center of an atom (where the proton and neutrons are)

6. mass number- total number of protons and neutrons in an atom

7. atomic number- total number of protons in a nucleus

8. element- substance make of only one kind of atom

9. periodic table- table that shows the elements arranged by their atomic numbers

10. molecule- two or more atoms bonded together

11. compound- a substance made of 2 or more different elements

12. matter- a substance that occupies space and has mass (all matter is made of atoms)

13. solid- the state of matter that has a definite shape and volume

14. liquid- the state of matter that has a definite volume but no definite shape

15. gas- the state of matter that does not have a definite shape or volume

ESSAY FINAL DRAFT DUE 10/21 (FRIDAY)

*We will be working on this in class Monday and Tuesday. It needs to be edited at home on Tuesday night or Wednesday Night. Students will have time to work on final copy in class on Thursday.

For the past several weeks, we have been studying Native Americas. We have read the novel Morning Girl and about Columbus and other explorers treatment of the Natives. We have also watched a video about the Wampanoag people and the Pilgrims. Your are now going to think about all of this information and think about your own thoughts and opinions about what you have learned.

Please choose one of the Essay topics

1. Was Columbus’s goal in sailing to the Americas exploration or conquest? Write a 3-5 paragraph essay explaining your opinion.

2. Did the Wampanoag people make the right choice by helping the pilgrims? Write a 3-5 paragraph essay explaining your opinion.

*for an “A” you will need to write a minimum of 4 paragraphs

Rubric for Essay:

Introduction (5pts)					_____title _____clear introduction _____introduces what the paper will be about _____background information _____thesis/topic sentence
Body Paragraphs (10 pts)					_____To get the full 10 points 4 paragraph min. _____clearly written, make sense, flows _____well organized _____supports your thesis _____accurate information _____strong vocabulary _____variety of transitions used _____informative and uses details and examples
Conclusion (5pts)					_____clearly sums up point _____interesting/gives a concluding message
Grammar, Spelling, Punctuation (5pts)					_____Grammar _____Spelling _____Punctuation
Neatness (5pts)					_____ Neatly typed or hand written _____mistakes are erased completely _____is in “Final” polished draft form
Total Score (30pts)

vocabulary week of Oct. 10th

2011-10-10T13:00:00.001-07:00

1. brows - lines of short hair that grow directly above the eyes

2. gently- in a soft, careful way; with kindness; kindly;

3. remain- to stay, stay on; to stay the same or in the same place, position, or situation; to last or endure; to continue

4. suggested- proposed or offered an idea; recommended

5. tide- the daily rise and fall of the ocean level because of the moon's pull on the Earth

6. dawn- the time in the morning when daylight first begins

7. cruel- causing suffering or pain

8. limb (of a tree)- one of the larger branches of a tree

9. grove- a group of trees

10. embers- small, glowing pieces of coal or wood (in a dying fire)

11. drift- to wander; to be carried along by water or wind

12. insist- to demand

13. midst- the middle; center; being surrounded by something

14. boulder- a large, rounded rock

15. pry/pried – to force open; to look into something excessively

16. grasp/grasped- to hold on to; to understand

17. twitch- to shake; to move suddenly

18. assemble- to make

2011-10-06T09:52:00.000-07:00

2011-10-03T14:40:00.000-07:00

Tall Tales- Vocabulary and Spelling words

1. pioneer-a person who settles in an unknown territory; someone who does something for the first time

2. requirement- something needed or demanded

3. reputation- the standing you have with others based on your actions

4. protrude- to stick out

5. maul-a heavy long-‐handled hammer

6. varmint- an irritating or obnoxious person

7. extraordinary- remarkable

8. forage-to search for (often referring to food)

9. dismal- gloomy or dreary

10. instinct-a natural inclination

11. cascade- a waterfall descending over a steep, rocky surface

12. gigantic-very large

13. navigate- to move through and find your way

14. quicksilver- unpredictable

15. obliged- committed; having to do something

vocab week of Sept 26th

2011-09-26T13:27:00.001-07:00

Science Body Stystems

1. tissue- a group of cells that work together to do a certain job

2. organ – a group of tissues that work together to do a certain job

3. digestive system- the organ system that breaks down food into chemical nutrients the body can use. The stomach and intestines are 2 of its main organs.

4. excretory system- the system that removes wastes from the body. It is made up of the kidneys and the bladder.

5. circulatory system- a group of organs that transports needed materials in your blood throughout the body. It is made up of the heart, veins and arteries.

6. respiratory system- a group of organs and tissues that exchange oxygen and carbon dioxide between your body and the environment. Its main organs are the lungs.

7. nervous system- the system that transmits information, in the form of electrochemical impulses, throughout the body. It is made up of the brain, spinal cord, and nerves.

8. brain- an organ that controls body activities, movement, thought, memory and emotion. It receives and interprets impulses from the entire body.

9. heart- an organ of the circulatory system that pumps blood throughout the body

10. stomach- a baglike organ of the digestive system that has strong muscles that mix food with digestive juices.

11. kidney- an organ that filters out the wastes from our blood, helping to excrete them from out body. (humans have 2 kidneys)

12. lung- an organ that helps the blood absorb oxygen. (we have 2)

13. capillary- a tiny blood vessel that helps materials exchange between the blood and the bodies cells

14. artery- a blood vessel that carries blood from the heart to the rest of the body

15. vein- a blood vessel that carries blood from different parts of the body back to the heart.

16 nerve- fibers of neurons that carry sensory and motor information throughout the body in the form of electrical impulses (how the body sends signals back to the spinal cord and to the brain).

In-Class Assignment on Ancient Civilizations

2011-09-22T20:48:00.000-07:00

Name _________________________________

Ancient American Civilizations

Please use the links on my blog to complete the following assignment. Remember to explore the link then answer the questions under that link.

Olmec (Amercia’s Oldest Civilization ~ 1500 BCE ~ Central Mexico)

http://deyoung.famsf.org/deyoung/exhibitions/olmec-colossal-masterworks-ancient-mexico

1. What are the Olmecs best known for?

_________________________________________________________________________________________________________________________

2. Look at the different artifacts from the exhibit. Which is your favorite and why (use the title under the art piece)?

_________________________________________________________________________________________________________________________

http://www.aztec-history.com/olmec-civilization.html

3. How did the Olmecs influence later civilizations?

_________________________________________________________________________________________________________________________

Mound Builders (~1000 BCE ~ Ohio River Valley)

http://www.nps.gov/nr/travel/mounds/builders.htm

http://www.nps.gov/nr/travel/mounds/mounds.htm

4. The purpose of the mounds differed depending on the early Native American group that built them. What were 3 reasons why the Mounds were built and/or how they were used?

_________________________________________________________________________________________________________________________

Puebloans ( ~100 BCE ~ Utah, Arizona, New Mexico, Colorado)

http://hewit.unco.edu/dohist/puebloan/start.htm

5. Pueblo is the Spanish word for __________________________________________________________________________________

http://www.mesaverdecountry.com/tourism/archaeology/people.html

6. What did the Ancient Puebloans eat? and What types of homes did they live in?

_________________________________________________________________________________________________________________________

Mayans (~100 BCE ~ Mexico and Central America)

http://www.criscenzo.com/jaguarsun/maya.html

7. What are 3 facts you learned about the Mayans?

_________________________________________________________________________________________________________________________

http://library.thinkquest.org/11577/

8. Choose one of the links to learn more about Mayan life. (art, astronomy, ball game, books and heiroglypics, class system, number system)

Which link did you choose and what did you learn?

_________________________________________________________________________________________________________________________

http://science.nasa.gov/science-news/science-at-nasa/2004/15nov_maya/

9. What do scientists think led to the downfall of the Mayan civilization? How is NASA involved in the research?

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________http://www.history.com/topics/maya/videos#the-mayans

9/19 despereaux week two definitions

2011-09-19T13:06:00.000-07:00

1. chiaroscuro n. the balance of light and dark in a picture

2. inordinate adj. uncontrolled, excessive

3. illumination n. clarification, a source of light, something that is given given light

4. confessor n. someone authorized to listen to confessions

5. obsession n. an intense desire, a compulsive (often unreasonable) idea or emotion

6. solace n. comfort or v. to comfort

7. revelation n. something that is revealed or shown

8. dire adj. terrible, desperate, dreadful

9. inquire v. to ask

10. innumerable ajc too many to be counted, countless

11. descend v. to move downward

12. ominous adj threatening, menacing, foreshadowing evil

13. tragic adj. extremely sad, mournful, pathetic

14. ferocious adj. violently cruel

15. passionately adv. with intense emotion or feeling

16. aspirations n. goals, ambitions, desire

Vocabulary Definintions

2011-09-12T14:23:00.000-07:00

1. despair - to lose all hope

2. speculation- ideas or guesses about something that is not known

3. consorts v. - to keep company

4. perfidy -an act of disloyality

5. egregious- especially bad

6. indulge- to give in to the desire of

7. contemplate -to consider with time and thought

8. repent -to regret, feel badly about

9. renounce -to refuse

10. fervent -great intensity of feeling

11. irony -a situation that is strange or funny because things happen in a way that seems to be the opposite of what you expected

12. conform -to be obedient or compliant

13. indignant -angry because of something unjust

14. ordeal- an unpleasant or difficult experience

15. implications- possible future effects or results

16. beleaguer -to cause repeated trouble for

17. abyss- a hole or space so great it can’t be measured

18. eons -a long period of time

Online Book Orders

2011-09-08T10:34:00.001-07:00

Online Ordering Information
Web address: scholastic.com/bookclubs
Class Activation Code: J3QRG

Dear Parents,
To make ordering books easier, we will be using an online Book Clubs Web site (that works with the orders that are sent home). You can choose from a much-wider selection of books than in the printed flyer. Plus, you can send your orders directly to me online and use your credit card to pay.

Best of all, we earn a FREE book for the classroom library every time a parent places an order online.*

Here's how it works:

SIGN UP at www.scholastic.com/bookclubs. On the parent page, click the "Register" button in the "First Time Here?" section. Register for your own user name and password. When prompted, enter the one-time Class Activation Code shown above. This unique code ensures that your order is sent to me.
SELECT the books you'd like to order -- choose from thousands of titles -- many more than in our monthly flyers.
SEND your order to me online by the due date and your child's books will be delivered directly to my classroom.

Ordering online is fast, easy, and secure.

You can still order using the form from the printed flyer.

Thank you,

Ms. Sara

*PS every month there will be catalogs to choose from online (orders are due the last day of the Month ex. Sept. Catalog orders are due Sept. 30^th)

2011-09-05T16:27:00.000-07:00

Vocabulary: Cell Structure

1. cell- the basic unit of all living things

2. tissue- a group of cells that work together to perform a specific function

3. organ- a group of tissues that work together to perform a specific function

4. organ system- organs that work together to do a job for the body

5. amoeba- a single celled organism

6. organelles- different structures in a cell that have a certain function to help keep the cell alive

7. nucleus- an organelle that directs the cell’s activity (the “control center”)

8. cell membrane- holds the cell together and separates if from its surroundings (the “protector”)

9. cytoplasm- jellylike substance that help the cell stay together (the “goo”)

10. mitochondria- releases energy from nutrients (the “powerhouse”)

11. endoplasmic reticulum (ER)-folds and transports proteins (“protein highway”)

12. chromosomes- an organized structure of DNA and protein in cells

13. ribosomes- make proteins from amino acids

14. golgi apparatus- sorts, processes and packages proteins and lipids

For plant cells:

15. chloroplast- makes food for the plant cell

16. cell wall- supports and protects the plant cell

17. vacuole- stores food, water, waste

For animal cells:

18. vesicle- stores food, water, waste

Monday and Tuesday= Use the Diagrams on the reverse side to draw and label your own plant and animal cells. Write definitions next to the labels or on the back of the page (use words: nucleus, cell membrane, cytoplasm, mitochondria, endoplasmic reticulum, ribosomes, golgi apparatus, chloroplast, vacuole, vesicle, cell wall)

Wednesday= Crossword puzzle

Thursday= Study for vocabulary test

Due Friday: A plant and animal cell diagram labeled with vocabulary words and their definitions and the

National Park Brochure Project

2011-08-31T11:44:00.000-07:00

Outline for the National Park Report/Brochure

Due Friday,

September 16

*Design a brochure to advertise a United States National Park

*The Brochure must be 2 sided and have 3 columns (on each side)

*Please include location of park, year it was started, historical information, maps, pictures, activities (what can you do there), animals that live there, something special about it, any other important information and its hours of operation.

*Please use proper spelling, punctuation and complete sentences (you may also use bullets to highlight some of the main attractions or other information)

*The brochure may be hand made (might be a little easier) or made on the computer

*Please have a Bibliography, citing where you found your information and pictures 2 source minimum (any of the following resources may be used: internet, encyclopedia, books, newspapers, magazines and other brochures).

*You will be presenting your brochure to the class, and identifying your national park on a USA map

Rubric for grading:

_____ 10 pts. overall look: neatness, well organized, followed directions 2 sided/3 columns

_____ 20 pts. information: did you include all of the written, information asked for

_____ 10 pts. spelling, punctuation, did the writing make sense?

_____ 5 pts. photos, pictures, maps

_____ 5 pts. Bibliography

Total ______/50 National Park

USEFUL WEBSITES

*Wikipedia is an okay place to start… but doesn’t count as a resource

http://travel.nationalgeographic.com/travel/national-parks/

http://www.us-parks.com/

http://www.nps.gov/index.htm

http://www.fodors.com/trip-ideas/national-parks/

http://www.us-national-parks.net/

http://www.factmonster.com/ipka/A0774793.html

2011-08-22T13:26:00.001-07:00

Greetings families,

I am really enjoying getting to know this special group of 5th graders! Thank you for getting all of those important papers turned in! Today we are starting to have our normal routines down. Everyday students should now have their binders in class daily. Homework also begins... Expect nightly reading (30 min.), nightly math and vocabulary homework. Your help in checking student binders would also be appreciated to ensure that your child is staying organized and writing down their assignments on their log.

Binders should include the following now...
Homework Log
HOMEWORK TAB
Homework Folder
MATH TAB
Math Folder
IMPORTANT PAPERS TAB
-rights work sheet (green)
BINDER PAPER TAB
binder paper

Vocabulary Work

Each Week Students will be given approximately 10-15 spelling /vocabulary words related to our classroom areas of study.

Homework will always include:

Monday- Definitions and part of speech (sometimes will be given on my blog)

Tuesday- Writing Assignment using words(sometimes sentences, stories, cartoons, comic strips, etc.

Wednesday- Word activity (word search, crossword, word sort etc)

Thursday- study

Friday- Vocabulary Test

This Weeks Vocabulary Words:

*words should also be known how to spell

1. impeccable

2. agreement

3. responsible*

4. integrity *

5. immune *

6. assumptions

7. clarification

8. regret *

9. compassion

10. respect *

We will be doing most of the vocabulary “homework” in class this week so that students learn how to do the work correctly!

All About Me Collage

Due Monday, August 29^th (this will be shared and displayed in class)

This is a chance to share a little bit about yourself with all of us in a fun and creative way. Please make sure that it is something you worked hard on and are proud of.

Your collage must include things that represent all of the following:

1. a hobby or free-time activity that you enjoy

2. at least 3 of your favorites (color, movie, book, food, music, subject etc.)

3. a place you would like to visit someday (or have visited)

4. something and/or someone that is really important to you

5. something that has to do with your family

6. something that reminds you of a memorable even or time in your life

7. a photo (or drawing of you) now and when you were younger

8. a person you admire

9. a wish or a dream that you have

10. at least one other item (you can also add more)

Some example items: photos, magazine cut outs, drawings or other artwork, post cards, cd covers, ticket stubs, small trinkets or toys etc.

*Please try to fit these items on the 12x18 paper provided

Welcome!!!

2011-08-12T22:55:00.000-07:00

Dear 5^th Grade Families,

I am really looking forward to getting to know your children and help them to have a great year in 5^th grade. Fifth grade curriculum and fifth grade thinkers will make this year a really fun and challenging one. We will get to cover some really interesting topics: American History, The Solar System, Elements and Atoms, Body Systems, Famous Artists, negative numbers, decimals and percentages (just to name a few). We will also get to read a variety of non-fiction and literary works and explore our own writing in creative and formal pieces.

We will be going over the academic program and classroom procedures in greater detail at Back to School Night, Monday August 29^th. Until then, here are some things you should know:

Each week, students will be given a homework log (to be kept in the front of their binders). Binders MUST be brought to class daily! Homework will primarily consist of nightly reading (30 min.), math, and vocabulary/spelling work related to topics being studied that week (can be science, social studies or literature based).

Homework will also be posted on my blog!

Required Items

for students to have in class

every day

(to be purchased … can be provided if needed)

*Binder (a simple 3 ring would be best)

*Binder Paper

*Homework folder (that can go in binder)

*Dividers (4)

-Homework

-Math

-Important Papers

-Blank Paper

*Pencils

*Red ball point pen (for correcting)

*STUDENTS WILL BE GIVEN A MATH FOLDER IN CLASS

Optional, but useful items

*supply box/container

*hand held sharpener

(with lid- to keep in desks)

*colored pencils

*dry erase marker

*old, clean sock

*dictionary (kept at home)

*glue stick

Classroom Wish list:

*Binder Paper (is always needed)

*Blank Shrink-a-dink paper (at Palace Arts)

*Clorox Wipes

*thin, black felt tip markers

*tissue

*hand sanitizer

*sculpy clay

*gift cards (Palace Arts, Beverly’s or Safeway, Kaleidoscope)

*small things for prize box (cool erasers, fun pencils, decorative journals, notebooks, or other things your child might enjoy as a prize

I am very much looking forward to working with you to ensure that your child has a great year in 5^th grade!

Many Thanks,

Sara

I check my email often and it is a great way to communicate with me: sara_thorington@pvusd.net

Happy Summer!

2011-06-05T19:32:00.000-07:00

Dear Students and Families,

Thank you so much for a great year! This group holds an extra special place in my heart. I had a few of these guys way back in kindergarten, my first year at Mar Vista. The following year I was able to have about half of this group in first grade. It has been a really enjoyable experience watching them learn and grow into their unique, talented and confident selves. I know that this group can do great things and will have a lot of fun at whatever they set their minds to.

Students~Be yourself and be good to each other!
Parents~ Thank you so much for all of your hard work and support! Your kids are lucky to have you! (I was, too!)

:)Happy Summer
I can't wait to see as 6th graders when schools back in session!

2011-05-22T23:20:00.000-07:00

Westward Expansion and Pioneer Girl Vocabulary

1. pioneer- a person who is one of the first to settle a region so that it opens up for others to occupy and develop

2. claim (n.)-a piece of land claimed by a settler

3. heifer- a young cow

4.priarie- a large area of flat or rolling grassland

5. sod-a chunk of grassy soil held together by matted roots

6. homestead- a farmhouse, its buildings and the land it sits on

7. immigrants- people who leave their native country to settle in another country

8. fertile- rich in material needed to grow healthy plants

9. discouraged-in low spirits and without hope

10. propaganda- information or ideas used to influence how others think

11. memoir- an account of the personal experiences of its author

12. destiny- a predetermined event; something that is to happen

13. reservation-a tract of public land set aside for the use of an Indian tribe.

14. “trail of tears”- The route along which the United States government forced several tribes of Native Americans, including the Cherokees, Seminoles, Chickasaws, Choctaws, and Creeks, to migrate to reservations west of the Mississippi River in the 1820s, 1830s, and 1840s. Those on the march suffered greatly from disease and mistreatment.

15. assimilate- to conform with the customs, attitudes, etc., of a group or nation

16. "Indian Removal Act"- a federal law that permitted the president to give public lands in the West to Indians residing in eastern states, in exchange for their removal west of the Mississippi River; it was sometimes enforced at gunpoint, in violation of previous treaties, to evict Indians from valuable lands in the East.

2011-05-16T13:01:00.001-07:00

social studies: governing the nation vocabulary

1. convention – an important meeting

2. federal system- a system of government where power is shared by a national government and state governments

3. republic- people choose representatives to run the government

4. compromise –an agreement reached by each side giving up some part of what it wants

5. principle- a rule for action

6. legislative branch- the lawmaking branch of our government

ex. congress= house of representatives (based on population) and the senate (2 from each state)

7. separation of powers- the sharing of power between the 3 branches of government so that on branch cannot control the government.

8. executive branch- the President is the chief leader who has the power to enforce laws that are made by congress.

9. electoral college- the group of electors who votes for the president (citizens vote for them)

10. veto- to reject

11. impeach- to accuse someone of crimes (often associated with the president being accused of a crime)

12. judicial branch- the court system

13. justices- judges

14. amendments- changes

15. ratify- to approve

16. Cabinet- people who advise the president

17. political party- a group that tries to elect officials who will support its policies

LAST MONTH OF SCHOOL!!!

2011-05-09T17:40:00.000-07:00

May 9^th, 2011

Dear Room 13 families,

We have a fun and eventful last 4 weeks of school!

NASA Fieldtrip - Tuesday, May 10^th

· We will be leaving promptly at 8:05 Please be at school EARLY!!!!

· Please bring a lunch from home!

· Wear comfortable clothes and shoes

· You may bring up to $10 for the gift shop

OPEN HOUSE and Spaghetti Dinner -Tuesday May, 10^th

· Dinner starts at 5:30

· Classroom visits 7-8pm

Mar Vista’s Walk-a-thon Friday, May 13th!!! 5^th grade @ 1:10 - 1:50pm

Life Lab Fieldtrip (@ UCSC )- Friday May 20^th(rescheduled)

· please email me if you are interested in driving J trip ~ 9-1:30

ROOM 13’s Carwash for Kids with Cancer – Saturday, May 28th 12-2pm

· for completion of our service project as part of the O’neill Sea Odyssey

· all proceeds benefit Jacob’s Heart as voted by our class

· sign-ups will go out this Thursday!

End of the Year 5th grade Party (Fieldtrip to Seacliff Beach)- Wednesday, June 1st

the new correct permission slip will be sent out on Thursday (there is a special from for water related trips) sorry....
$5 to cover cost of life guards
food/supply lists/signups were sent out... email me if you need suggestions for what to bring
students will be allowed in the water... please feel free to bring boogie boards and other beach gear!

ROOM 13’s Production of Where the Wild Things Are (a unique version)

SHOW TIMES: Tues. May 31^st @ 1:30pm and Thursday June 2^nd @10am

for costumes we are going to go simple....

Wild things:

-as a base-jean bottoms (jeans or skirt) and a plain, black or white t-shirt

-face paint

- crazy hair or wig/hat to look more monstery

Unicorns/dogs:

-doggie ears and a unicorn horn and face paint

Maxs/Maxine:

- beach attire (shorts/t-shirt/tank top etc) and wolf/eared hat

Mom and step dad, boaters, surfer dude:

-beach attire (summer dress, shorts/t-shirt/tank top etc…)

Lifeguards:

-life guard shirt (real or home made) and shorts, maybe a visor.. sunscreen on

Chameleon: ?

Dolphin/Sea monster= fins, facepaint

*you do not have to purchase any supplies… we can work together to get everything that is needed

*I am looking for any of the following you might have available to borrow/use/donate:

eared hats/beanies, blue sheets or drapes long pieces of fabric (for the ocean), large pieces of cardboard, decent face paints, old surf boards (preferably light/easy to move)

Many thank yous!

Hope to see you at OPEN HOUSE!

:) Ms. Sara

updates and Progress Reports

2011-05-05T16:18:00.000-07:00

5.5.11

Greetings Room 13 families,

Progress Reports
Progress Reports were sent home today. This is an opportunity for students (and you) to see what work I have and what is missing or needs to be corrected. If you do not like your grades please make up the work/turn it in, correct your work or do extra credit (Reading: Book Report, Writing: Essay, Math: 2nd Tesselation project or see me for other options). All work is due by May 25th!

Pleases not that the beginning of this trimester was very science and reading heavy. We only had one social studies assignment so far and two writing assignments that were ready to grade. We will be having 3 more significant writing scores to add (writing journals, Despereaux essays, I come from poems) and we will be doing more social studies work in the coming weeks (mainly in our SS journals). Please be aware that student participation for our class play will impact art grades as will the completion of ART BOOK AUTOBIOGRAPHIES. Meeting AR goals will also impact reading grades (15%).

We are coming towards the end of the year and have a lot of exciting things coming up...

NASA fieldtrip happens May 10th (Tuesday- We will be leaving promptly at 8:05 and students need to bring a lunch from home. I believe there is a gift shop, students may bring $10 or less if they wish). Please return permission slips ASAP

May 10th, 2011- Open House and Spaghetti Feed 5:30-8:30pm
(5th grade is hosting this event!!!) we will be working to raise money for science camp next year).

End of the Year Beach Party June 1st- Permission slips went out today... please return with $5 (cash or check made out to me)

Room 13 play... our version of Where the Wild Things Are
Tuesday May 31st @ 1:30 pm
Thursday June 2nd @ 10:00 am

May 20th- Field trip to Life Lab (UCSC)
*Please email me if you are able to drive :)

I will be sending home a letter on Monday with a written notice of all the upcoming events with some added details!

Thank you so very much!

:) Ms. Sara

NASA Field Trip Background Information

2011-05-03T19:57:00.000-07:00

The Ames Exploration Encounter (AEE) is a unique educational program that fosters positive attitudes about science, math and technology so that students will aspire future careers as astronauts, aerospace engineers, and research scientists.

Located in a renovated supersonic wind tunnel building at NASA Ames in Mountain View, California; this classroom makes math and science curriculum come alive. Students experience science in action and realize its connection to their lives!

Exploration Encounter Stations

1. Space Science

In the Space Science area, the students participate in three physical activities that demonstrate physics concepts that are important to successful space travel.

• Orbital Chair - Shows the importance of orbital mechanics. If you were sending a space probe to Jupiter - where would you aim it? As the orbital chair rotates, the students who are sitting on it must throw a ball back and forth.

• Momentum Machine - Shows the Conservation of Angular Momentum. Why do ice skaters spin faster when they bring their arms close to their body? As they turn, the students lean in and out to change their speed.

• Gyro Chair - Demonstrates how gyroscopes work. How are gyroscopes used to orient satellites and space probes? Students use a spinning gyroscope to rotate themselves in the Gyro chair.

2. Aeronautics

In the Aeronautics area, the students learn how NASA scientists and engineers design aircraft.

• Forces on an Airplane - Students learn about the four forces on an airplane: Gravity, Lift,Thrust and Drag

• Wind Tunnels - Students learn how wind tunnels work, view a retired wind tunnel and use a tabletop wind tunnel.

• Computers - Students use computers to predict airflow and to design their own aircraft.

3. Space Station

In the Space Station area, the students are members of a crew aboard a simulated space station.

Each member of the space station crew has an assignment or experiment to perform similar to those conducted on board actual spacecraft. By working together, the students are able to have a successful mission.

4. Mission Control

In the Mission Control area, the students collect scientific data from space missions and from high altitude flights.

Vocabulary

Space Science

Gyroscope - A spinning wheel that tends to maintain its direction in space. Momentum - The tendency of a moving object to keep moving. Moon - A natural object orbiting a planet. Orbit - The path of a satellite around a planet or of a planet around its star. Planet - A large, natural object that orbits a star.

Revolve - To move in a circular orbit; such as the Earth going around the sun.

Rotate - To turn around an axis or center point; which causes day and night on the Earth.

Satellite - A natural or man-made object which orbits a larger object; such as the moon orbiting the Earth.

Solar system - A system of a stars and all the objects that orbit it; Our solar system includes the sun, 9 planets, their moons, asteroids, and comets.

Space - The area above a planet’s atmosphere.

Space probe - An unmanned spacecraft that explores the solar system and sends data back to Earth.

Stability - Resistance of an object to a change in its position.

Star - A point of light in the night sky. In the daytime only one star is visible - the sun - which, like the other stars, is a ball of gas which produces its own heat and light.

Trajectory -The curve of the path of a spacecraft in flight. Vacuum - A space containing no matter or air. Velocity - The speed and direction of an object.

Aeronautics

Ailerons -The parts of the wing that control the airplane’s roll (its left and right tilting).

Air pressure - The force of air spread over a surface; it can be caused by the weight of the atmosphere above or by moving through the atmosphere.

Airfoil - The shape of a wing’s cross-section (a slice across the wing), designed to create as much lift and as little drag as possible.

Atmosphere - The gases surrounding a planet.

Drag - The force due to air that slows down the plane as it moves forward.

Elevator - The part on the tail that controls the plane’s pitch (its up and down tilting).

Force - A push or pull on an object.

Fuselage - The part of a plane which holds people and cargo and to which the wings and tail are attached.

Gravity - The force of attraction between two objects (such as the force between you and the Earth).

Lift - The force that keeps an airplane up due to the flow of air over and under the wings.

Mach - A number that compares an airplane’s speed to the speed of sound 750 mph. (At Mach 2, a plane goes twice the speed of sound).

Rudder - The parts of the tail surfaces that control a plane’s yaw (its left and right turning).

Supersonic - A term that indicates motion faster than the speed of sound (more than Mach 1 but less than Mach 5).

Thrust - The force of the engine, which pushes a plane forward.

Wind tunnel - A long tube or tunnel in which an airplane is held still and air is blown over it. They are used to test airplane designs by simulating flight while instruments measure lift and drag.

Space Station

Astronaut - A person who trains to fly into space.

Cosmonaut - A Russian astronaut.

Dehydrate - To dry out.

Engineer - A person trained to design, construct, and operate mechanical or electrical instruments.

Environment - The air, water, minerals, organisms and all other interconnected things in a particular place.

Freefall - A condition where an object is falling without being stopped or slowed down, if its surroundings are also falling at the same rate, the object appears to float. This occurs on a spacecraft in orbit.

Observation - The act of gathering information by watching or by remote sensing.

Payload - All the cargo, including scientific equipment, carried in a spacecraft.

Pressurize - To raise the atmospheric pressure to the desired level in a closed area, such as a space suit.

Pulse - A heartbeat.

Ration - A fixed amount of food or water when the supply is limited.

Recycle - To treat material so that it can be used again.

Solar panel - A device that changes sunlight into electricity; made of solar cells.

Space shuttle - A reusable, crewed spacecraft used to place satellites in earth orbit and to conduct experiments. Space station - A manned structure that orbits the Earth and is used for a variety of purposes, especially research. Weightless - Being without weight, as an object in freefall or orbit.

Mission Control

Altitude - The height above sea level.

Communications - A means of sending and receiving messages and information.

Debriefing - The discussion of the results of a mission.

Geology - The study of the earth, including rocks and minerals.

Infrared - A type of light that can’t be seen by humans but that instruments can use to measure the heat differences between objects.

Latitude - The distance north and south from the Equator, expressed in degrees.

Longitude - The distance east and west from Greenwich, England, expressed in degrees.

Lunar - A term referring to the moon.

Mission - A particular task that a person or group is to perform.

Remote - Far away.

Scientist - An expert in science.

Sensing - Seeing, feeling, tasting, smelling or hearing;The ways people, animals, and instruments perceive the things around them.

Specialist - A person who concentrates on one subject or area of interest. Volcanic - A term meaning formed by a volcano.

2011-04-07T16:37:00.001-07:00

O’neill Sea Odyssey Field Trip

2011-03-30T18:01:00.001-07:00

3-30-11

Dear Students and Parents,

Our O’neill Sea Odyssey field trip is THIS MONDAY APRIL 4^th!

*Please remember to arrive at school EARLY (by 7:50 would be great!)

We have to leave promptly to get to the SC Harbor on time (Ideally we need to leave at exactly at 8:05)! Our trip begins promptly at 8:30.

*Please ensure that students have a good breakfast (there is no time for a break during the 3 hour trip)

*Please send your child with a lunch from home. We will be eating on the beach.

*Clothing: Please dress comfortably and bring a jacket (hat and gloves if is cold). It can get very cool on the water, even on hot, sunny days. Life vests will be provided. It looks like it will be a nice day plan to wear sunscreen!! and if you can bring sunglasses.

*Shoes: TENNIS SHOES ONLY!!! Soft-soled, non-skid shoes are required. Dress shoes, platforms, sandals, heels or thick-soled shoes are not allowed. They are unsafe and you will be asked to remove them before boarding.

Thank you,

Ms. Sara

The Tale of Despereaux Vocabulary (week two)

2011-03-28T13:17:00.000-07:00

The Tale of Despereaux Vocabulary (week two)

1. chiaroscuro n. the balance of light and dark in a picture

2. inordinate adj. uncontrolled, excessive

3. illumination n. clarification, a source of light, something that is given given light

4. confessor n. someone authorized to listen to confessions

5. obsession n. an intense desire, a compulsive (often unreasonable) idea or emotion

6. solace n. comfort or v. to comfort

7. revelation n. something that is revealed or shown

8. dire adj. terrible, desperate, dreadful

9. inquire v. to ask

10. innumerable ajc too many to be counted, countless

11. descend v. to move downward

12. ominous adj threatening, menacing, foreshadowing evil

13. tragic adj. extremely sad, mournful, pathetic

14. ferocious adj. violently cruel

15. passionately adv. with intense emotion or feeling

16. aspirations n. goals, ambitions, desire

Tale of Despereaux Vocabulary

2011-03-21T13:13:00.000-07:00

1. despair- n. being without hope

2. speculation- ideas or guesses about something that is not known

3. consorts- v. to keep company

4. perfidy - an act of disloyality

5. egregious -especially bad

6. indulge- to give in to the desire of

7. contemplate- to consider with time and thought

8. repent -to regret, feel badly about

9. renounce- to refuse

10. fervent- great intensity of feeling

11. irony- a situation that is strange or funny because things happen in a way that seems to be the opposite of what you expected

12. conform -to be obedient or compliant

13. indignant -angry because of something unjust

14. ordeal -an unpleasant or difficult experience

15. implications possible future effects or results

16. beleaguer- to cause repeated trouble for

17. abyss -a hole or space so great it can’t be measured

18. eons -a long period of time

O’neill Sea Odyssey Vocabulary (Ocean Science)

2011-03-13T20:42:00.001-07:00

O’neill Sea Odyssey Vocabulary (Ocean Science)

1. CLARITY– Measurement of the amount of solids suspended in a liquid; how clear or cloudy a liquid is

2. ENERGY FLOW – The movement of energy from the sun through living organisms in a food web

3. LARVAE – The immature juvenile form of an animal

4. PHYTOPLANKTON – Plant plankton PLANKTON – Aquatic organisms that drift with the current or have limited swimming abilities

5. ZOOPLANKTON – Animal plankton ranging from microscopic larval sea stars to huge jellyfish

6. PRODUCER – Organisms that convert light energy to chemical energy (phytoplankton, plants)

7. CONSUMER – Any organism that feeds on other plants or animals

8. DECOMPOSER – An organism that breaks down the substance of dead organisms. Mushrooms and bacteria are decomposers

9. ORGANISM – All living things including people, animals, plants, bacteria and fungi

10. ADAPTATION– A distinct feature of an animal that allows it to survive more easily in its environment

11. CONSERVATION – The wise use of natural resources

12. DEGRADABLE – Materials that decompose by the action of bacteria

13. ACID RAIN – Rain that contains dissolved pollutants

14. SANCTUARY – A safe place of refuge and protection

15. ECOLOGY – The study of living things in relation to one another and their environment

16. ECOSYSTEM – An interacting community of animals and plants that depend upon each other and their environment for survival

17. FOOD CHAIN – A transfer of food energy from one organism to another

18. FOOD WEB – A group of interlinked food chains

19. HABITAT- The physical place where an organism

Homework note and Plant Vocabulary Definitions!

2011-03-07T14:37:00.001-08:00

Dear Parents and Students,

For the past few weeks we have been working on our Autobiographies. Students should have begun to collect items for their autobiographical art books. These items need to come to class so that we can begin work next week (by Tuesday, March 15^th). It would be helpful if they could be brought in a large ziplock bag or shoebox. Students will be provided with a book to transform. Some students mentioned wanting to use a craft book… this would also need to be in class by the 15^th.

Some ideas:

paper (wrapping, decorative, construction- this will be the background pages for your book)

photos (or copies of photos- things that are okay to tape and glue)

ribbons

certificates

concert/movie tickets

CD covers

magazine cut outs

coins

post cards

airline tickets

wrist bands

photos/pics from the computer/internet that relate to your interests

personal artwork (drawings, poetry, stories)

logos of your favorite things

birthday cards

small toys or little trinkets

fortunes

Vocabulary Definitions

1. vascular tissue - supports a plant and carries water and food throughout the plant

2. cellular respiration - the process by which cells use oxygen for breaking down sugar to release energy

3. xylem- carries water and nutrients from roots to other part of plants

4. fermentation- the process that releases energy from sugar in the absence of oxygen

5. chloroplasts - where food is made, contains chlorophyll

6. stomata - tiny pores on leaves, that allow carbon dioxide and oxygen to go in and out as the plant needs

7. chlorophyll – the green pigment that absorbs the light energy from the sun

8. phloem - carries food from the leaves to other parts of a plant

9. photosynthesis - the process that plants use to make food from sunlight, carbon dioxide, water and releases oxygen into the air

3/1 Math Review Homework

2011-03-01T14:58:00.000-08:00

1. 81÷9= 810÷9= 8,100÷9= 81,000÷90=

2. 48÷6= 480÷6= 4,800÷6= 480÷60=

3-10 solve as a decimal, you may stop after the thousandths place

3. 4÷3

4. 8÷6

5. 4÷5

6. 3÷5

7. 2÷5

8. 1÷8

9. 5÷20

10. 5÷25

Copy of 5th grade Family Life Flier sent out today (3/1)

2011-03-01T14:43:00.000-08:00

Board Policy and State Law call for Family Life/Sex Education. Our district has a curriculum to be taught in 5th grade. There will be 5 units of study. The first three classes focus on social-emotional skills and the family context and will be taught by our 5th grade teachers to their co-education classes.

With the support from the teachers, school nurse Elizabeth Thorne teaches the remaining two lessons. The first lesson taught is about communicable diseases, fertilization, and birth is taught coed. The last lesson's focus is puberty and is taught separately to boys and girls.

Please note the calendar below and look for future information as scheduled.

Together for education,

Sara Thorington, Susan Nunes, Shelly Keasey and Chris Hertz

Calendar

*Curriculum Overview and Positive Permission for sent to Parents ......................February
*Parent Orientation and Questions meeting with nurse..........................................Tuesday 3/1 @ Valencia Libraray/ 6:30 pm
*Parent Permission forms requested due date ........................................................Thursday 3/3
*Courses I,II, III: Family (self esteem, families, relationships) (coed)....................3/7 through 3/11
Course IV: Communicable diseases/ HIV and AIDS Fertilization and Birth (coed)...Friday 3/11
Courses V: Puberty (divided by gender) .......................................................................Friday 3/18

If you have any questions please feel free to email me or give me a call.

Thank you so much,
Sara

Definitions for this weeks vocabulary :)

2011-02-27T17:33:00.000-08:00

Custom- the usual way followed by people

Determination -a firm intention or resolution (to carry out one’s plan)

Extended-made to include more

Inherit-to receive something from an ancestor

Raid-an attack for the purpose of taking property

Reputation-what others think about the character and behavior of someone

Respect-feelings of admiration and approval

Travois -a sledge used by the Plains Indians made up of a platform on two poles that were fastened to a dog or horse

Coup stick- a long stick used for striking an enemy in battle

Triumph- a great victory

Retreat- to withdraw or go back

Deliberate- intentional, on purpose

Lance- a long spear

Off to the Symphony!

2011-02-27T13:11:00.000-08:00

Just a reminder that we are off to the symphony on Monday, Feb. 28th.
Please show your respect for the performers by dressing nicely. We do
have PE on Monday afternoon, so you may want to bring a change of clothes.

Sadly our Lifelab trip was canceled last Friday. We will be making up the trip in May.

Thank you so much for all of the generous contributions to our class basket for the auction, you are all amazing!!!

Enjoy the rest of the weekend!

:)Ms. Sara

2011-02-24T16:25:00.001-08:00

Hi everyone!

A reminder that tomorrow is our Field Trip to Life Lab!

Dress warmly in clothes that can get dirty and in shoes that you can walk a bit in. Please bring a lunch from home!

Also Biography Reports are due tomorrow, Friday 2/25!

Students may have the weekend to put finishing touches on their Artistic/Creative Presentation portion of the project. To be completed and turned in by Monday 2/28.

I will accept late papers through 3/1 (with a half a grade off for each day late!!!)

Thank you,

Sara

Famous Person Report Check-Off

2011-02-22T10:11:00.000-08:00

Famous Person Report Check-Off

Check off	Components	Points	Make sure to include the following in each section…
_	Title page	10	Name of famous person, time period they were alive, your name, due date
_	Contents Page	5	Labeled Contents, lists sections and the page numbers they begin Ex. I am poem........................p. 3 Essay …..….....................p. 4 Photograph of__..............p. 6 Drawing of Invention…..p. 7 Extra credit …....…….....p. 8 Bibliography …………...p. 9
_	I am Poem	15	Thoughtful, creative, informative, accurate, correct spelling, neatness
_ _ _	Essay __Introduction (This grabs the readers attention and tells them who you are writing about) __Body Paragraphs (Paragraph 1 about the person’s childhood, interests and experiences growing up, family, when/where they group up. Paragraph 2 about the person’s talents and accomplishments. What was important about their life? What goals has this person achieved? What problems did they overcome? Why, how, when and where did they become famous? Other Paragraphs may give more details about the life/work of your person. Interesting information? How this person is remembered and/or they are important. How did this person impact the lives of others? What can we learn from them? What should we know about their death, tributes, legacies?) __Concluding Paragraph (This should retouch upon the life’s accomplishments of your famous person and why they are important to learn about. How can learning about their life/work inspire or encourage others and make a positive difference.)	35	Informative, accurate, strong vocabulary, variety of sentences used, the reading flows, it’s organized, neat, and uses correct spelling, punctuation, capitalization, grammar.
_	Visuals	10	All visuals are labeled, They are relevant and meaningful, They enhance understanding of the person, their life and/or their accomplishments.
_	Bibliography	10	Labeled Bibliography, Listed in alphabetical order by authors’ last names (when possible) or by article title (if no author stated).
_	Presentation/ Artistic Demonstration	15	Shows effort, reflects knowledge about the person, their life and accomplishments, well prepared
_	Extra Credit		Extra visuals that are labeled and enhance the understanding of your person/their life/their accomplishments
_ _ _ _	I checked my writing for misspelled words. I checked my writing for errors in punctuation. My paper is neat. I checked that my writing makes sense.

2011-02-18T16:23:00.000-08:00

Dear Parents and Students,

As of the end of today, students will have had 5 hours of class time to research and begin their 2 page essay on the life of their famous person. Students’ rough draft of their essay is due on Tuesday, February 22^nd. We will be editing rough drafts and working on the cover page, contents page, and bibliography in class. Students may have to work on their rough draft over the weekend if they have not used their class time wisely. Thank you for supporting your child on their biography work. A rubric for your child will be graded is at the bottom of this post.

Our field trip to the Life Lab at UCSC is fast approaching(Friday, February 25, 2011). I am still missing permission slips from students and am need of more drivers (we are still about 11 seats short)!!!

On the day of the trip, please plan on providing your child with a lunch from home. Life Lab challenges us to bring low-waste lunches (packed in reusable containers). We are also asked that we pack out our own garbage.

Also, please make sure that your child is dressed appropriately. We will be out doors and this is a hands-on experience, so please wear clothing and closed-toed shoes that can get dirty. A warm jacket or sweatshirt is also a must.

The following Monday, February 28^th, we will be off to the symphony. Please discuss with your child appropriate dress and behavior for this type of concert. All students are encouraged to dress up a bit (as a showing of respect to the performers) but still comfortable for school. This is also a PE day for our class, so it is a good idea to bring a change of clothes.

Thank you,

Mrs. Sara

Famous Person Report Rubric

Components	Points	Points Earned and Comments	I will be looking for the following in each section…
Cover page	10		Includes name of famous person, time period they were alive, your name, date
Contents Page	5		Labeled Contents, lists sections and the page numbers they begin Ex. I am poem……………….....…p. 3 Essay …………………...…....p. 4 Photograph of ___ ……….…p. 6 Drawing of Invention………..p. 7 Extra credit ……………...…..p. 8 Bibliography …...……………p. 9
I am Poem	15		Thoughtful, creative, informative, accurate, correct spelling, neatness
Essay	35		Informative, accurate, strong vocabulary, variety of sentences used, the reading flows, it’s organized, neat, and uses correct spelling, punctuation, capitalization, grammar,
Visuals	10		All visuals are labeled, They are relevant and meaningful, They enhance understanding of the person, their life and/or their accomplishments.
Bibliography	10		Labeled Bibliography, Listed in alphabetical order by authors’ last names (when possible) or by article title (if no author stated).
Presentation/ Artistic Demonstration	15		Shows effort, reflects knowledge about the person, their life and accomplishments, well prepared
Extra Credit			Extra visuals that are labeled and enhance the understanding of your person/their life/their accomplishments.
Total	100

2011-02-14T14:40:00.000-08:00

I am Poem Format

Be sure to include important information about their life and achievements.

A final copy of this poem will be included just before your two page essay in the report.

You will be graded on thoughtfulness, creativity and information given about your person.

I am	(name of your person)
I wonder	(something the person is likely to be curious about)
I hear	(what would have been sounds that your person heard)
I see	(what might your person have seen)
I am	(two or three special qualities the person has)
(SPACE)
I pretend	(something the person might have actually pretended)
I feel	(an emotion, be sure to include why they felt that way)
I worry	(what was something that your person might have worried about?)
I cry	(what was something sad or difficult that happened to your person. If there was nothing sad… perhaps describe an extremely happy moment that could have brought them to tears.)
I understand	(something the person knows to be true)
I say	(something the person believes in)
I dream	(what was a dream of your person)
I try	(something the person made an effort to do)
I hope	(something the person hoped for)
I am	(you may repeat the person's name or qualities or think of new ones to add)

Feb 11, 2011

2011-02-11T10:52:00.000-08:00

Dear Parents,

I have really been enjoying the creativity and hard work of our class. I was very pleased with the cereal box book reports and science experiments. These were two very important assignments. I still have students who have yet to turn in these “big” projects. Another upcoming assignment is the Famous (Mostly) American Biography. Students should now have their famous person. This project will be turned in on 2/25 and will be, for the most part, in class. Your child will need to make sure that they have at least one book (might have to make a trip to the public library) and they may need your assistance with doing some research at home. (Details about this project are on the last post). The presentation/artistic demonstration may also require some work at home.

2/15/11 - Secret Valentine and Valentine’s Day

*Students have been assigned a secret valentine. Students are required to give this person a card with a compliment in it (this may be signed or remain anonymous. Students will be turning these into me and I will be looking for their thoughtfulness and kindness. They may also bring a small treat for their secret valentine. If students wish to bring valentines or treats they need to bring one for the entire class (class list on the back).

2/25/11 - Life Lab Field trip

*We need drivers to make this trip happen (so far I only have 2 drivers thank you Liam and Sofia’s family)

Also, I am missing permissions slips and $5 from the following students: Aaron, Tenaya, Robbie, Ace, Alexis, Becca, Caleb, Natalie, Quinn, Maria, Catie, Jade, Joey, Jon, Marea, Paul,

Missing $5 only- Christian, Sofia

Missing Permission slip only- Payton

2/28/11 - Symphony Fieldtrip

Missing Permission slips and $5 from Aaron, Gigi, Joey

Missing $5 only from Alexis, Robbie, Payton

3/13/11 Mar Vista Online Auction

*Please help support our school by sending in items for our class “Garden Basket”. Each class has a theme, so please help our basket (or wheelbarrow in our case) look its best by donating! Some ideas: hose, sprayer, gloves, garden décor, garden tools, bird bath/feeders, OSH/Home Depot/other gift cards).

Thank you so much for your continued hard work and support!

Class List

Aaron	Ace	Alex	Alexis	Becca	Caleb
Catie	Christian	Claire	Gigi	Jade	Joey
Jon	Jordan	Kasie	Liam	Logan	Malia
Maria	Marea	Matt	Natalie	Paul	Payton
Quinn	Robbie	Savannah	Sofia	Tenaya	William

Famous (Mostly) American Biography DUE FEB 25th

2011-02-08T20:55:00.000-08:00

5^th Grade Famous (Mostly) American Biography

We will be working on this in class for the most part. You will most likely need to do section V (the artistic presentation at home).

You will need to use at least 1 Library Book (class, school, public) and at least 2 of the following resources to obtain your information:

*Internet (reputable websites-see links on my blog)

*Social Studies Textbook

*Encyclopedia

*Magazines

*Documentary

Report Contents

(Please label each section of your report)

Section I: Title Page:

*Name of Famous Person

*The time period they were alive (date of birth-date of death)

*Your name

*Date

Section II: Two Page Report: (handwritten or typed)

*Family history (when and where they were born, what their childhood was like, interests they had growing up, any important information about their family or any hardships they had to overcome)

*Why, how, when and where they became famous. What should we remember this person for? What was the result of their actions/work? Why are the important? How did they make a difference?

*Is there any interesting information we should know about your person?

*How/when did they die? Are there any memorials, celebrations honoring them?

Section III: Visuals

*Please include a photograph, drawing or painting of your famous person and an image related to why they are famous.

*You may include additional maps, guides, inserts, drawings or pictures that relate to your famous person and his/her life for Extra Credit. Please Label this section Extra Credit.

Section IV: Bibliography

List (alphabetically by author) all resources used for your research. See sample below.

Section V: Presentation/Artistic Demonstration

Choose from the following or create your own method of expressing the theme, essence or main accomplishment of your person and prepare to present to the class in a 3-5 minute presentation. Be creative and try to have some fun with this area.

model diorama skit

poem rap or song food to share trivia/board game TV/radio broadcast interview

Sample Bibliography

"Abraham Lincoln." New Encyclopaedia Britannica. 1997 ed.

“Article Title.” http://www.websiteused.com

Cross, Charles R. Room Full of Mirrors: A Biography of Jimi Hendrix. New York: Hyperion, 2005.

Harcourt School Publishers. Reflections: The United States: Making a New Nation. Orlando, FL.: Harcourt, Inc. 2007

Thomas, Cathy and Tim Padgett. "Our First President." Time 19 Sept. 2005: 28-33.

February 7, 2011

2011-02-07T14:38:00.000-08:00

Dear Parents,

I am looking forward to our field trip to the Life Lab. We have a lot of permission slips that still need to be turned in and I am in dire need of drivers for this trip. Again it is Friday, Feb. 25^th (9am-2pm). Please let me know if you can drive. If you have already stated you can drive on your child’s permission slips, I have you down to drive. I will be sending out chaperone information next week.

Science fair project boards are due on Wednesday (Feb. 9^th). Students will also begin presentations of their projects in class. These presentations will merely consist of having students present their board and tell us what they were trying to figure out and what were the results of their experiment.

In class this week we will also begin our Famous (mostly) American Reports. This will be a mostly in class assignment over the next couple of weeks (due Feb. 25^th), however some research and notes will need to be taken at home, as well as some of the “finishing touches” for their reports. Your child will be required to have at least 1 source that is a book, which may require a trip to the public library. Students will be given a handout Wednesday, outlining the report requirements. I will also post a copy here.

Thank you so much for your support!

-Ms. Sara

P.S. We have been having a rather large problem with students coming to class ill prepared (no penicls/paper). Please help your child be ready with the supplies they need at school every day!

Wish list:

pencils, binder paper, expo markers (especially darker colors), tissue

Week of Feb. 7th vocabulary

Social Studies Chapter 9: The Revolutionary War

1. neutral- not taking a side

2. inflation- an increase in the price of goods (generally due to lack of supply of falling value of money)

3. profiteering – charging extra-high prices for crops or goods

4. regiment- a large group of soldiers

5. enlist- to sign up (usually for duty in the army)

6. mercenaries- hired soldiers

7. campaign- a series of military operations carried out for a certain goal

8. turning point-an event that causes an important change

9. negotiate- to try to come up with an agreement that is acceptable to everyone involved

10. traitor- someone who acts against his or her country

11. abolish- to end, to stop

12. territory - land that belongs to a nation but is not a state (and is not represented in the National Government)

13. ordinance- a set of laws

Review Vocabulary

abolitionist-

Loyalists-

Patriots-

Monday- definitions

Tuesday- crossword

Wednesday- sentences or cartoon using at least 10 words

Thursday- study for test

Jan. 20, 2011

2011-01-20T17:13:00.000-08:00

Hello Room 13 parents,

I am seeing a lot of exciting growth as we reach the halfway mark of 5^th grade. I am also excited to have some exciting up-coming field trip opportunities for our class in the 2^nd and 3^rd trimesters.

In this weeks Thursday folder you will find your child’s progress report for the second trimester.

If your child turned any late work in this week, it most likely was not recorded for this progress report. This is meant for your child to see what assignments are currently missing and what they need to work on to improve their grade.

Again, the two major reasons students are likely getting a poor grade is that they are not turning in their work or not putting their names on their papers (and are thus not receiving credit for the work they are doing).

Many students are not doing their vocabulary homework. As a result, several students continue to do poorly on the vocabulary tests. This also impacts their ability to understand weekly class readings. I do not assign a large amount of homework and I expect students to devote an adequate amount of time each day to learn the weekly vocabulary words, which are often quite challenging.

Please keeping mind that in social studies, science and writing journals will also make up a considerable part of student’s grades in those respective subjects. Another thing to keep in mind, is that there were not very many graded writing and science assignments on this progress report, so if an assignment was missed, it drastically impacted your child’s grade. Science fair projects will also account for a large part of student’s science grades. AR goals are 15% of reading grade!

What you can do to support your child’s school success:

*make up missing work (most of it, especially important/big point items)

*check-in with your child about their homework (and help them study for their vocab. tests if they have been struggling)

*check my blog for updates about classroom and assignments (http://mssaras5thgradeclass.blogspot.com/)

*ask them about their AR goal (you can also get regular updates by signing up for home-connect on the Mar Vista website: http://www.marvista.pvusd.net/).

*you may request a second, mid-February progress report for your child (please let me know if you would like one know by Feb. 11^th)

*feel free to call or email me with questions or concerns

Math Notes:

We spent a lot of time on adding, subtracting, multiplying and dividing fractions this trimester. This was a difficult set of chapters for many students. I saw a lot of exciting progress for most students on the retake unit 5 test.

I am still having many students coming to class unprepared. Not having pencils or correcting pens or even binder paper! Please make sure your child has binder paper in their math folder everyday!!! One side of the folder should have blank binder paper. The other side should have their classwork and homework beneath their assignment log. We are returning to the old system of keeping all of our work until the day of the test.

What you can do to support your child’s math success:

*continue to practice math facts (x and ÷)

*help your child organize their math folder and come to class prepared

*help them correct old tests

Important Dates to Remember:

Jan. 28^th= cereal book report due

Feb. 9^th = science fair projects due

Feb. 10^th=science fair parent night 6-7

Feb. 14^th= Lincoln’s B-day holiday (no school)

Mar. 1^st= Trimester 2 ends

*a side note…. if you might be interested in driving on a future fieldtrip, please make sure that your info is on file with the office. Some of our trips that we will need drivers for will be: 2/25 life lab (permission slip out next week), 3/16 O’neill Sea Odyssey, 5/10 NASA.

Thank you for your continued support and dedication to your child's learning!

:) Ms. Sara

January 12, 2011

2011-01-11T19:41:00.000-08:00

Dear Parents and Students,

I bid you a very happy 2011! I hope you all enjoyed winter vacation. A reminder that today Wednesday, Jan. 12th is not a restructured day... we get out of school at 2:05!

Look for progress reports in next week’s Thursday folder ( January 20^th). The second trimester ends on March 1^st. Please be sure to check-in with your child about how they are progressing toward their AR goal (signing up for home connect is a great way to get feedback and up to date information about your child's progress).

Homework this week is just reading nightly, turning in the Amazing Grace movie permission slip, turning in the symphony permission slip (and $5), and any math assignments… unless you have the following unfinished/unturned in work to do:

*Social Studies Book p. 199 read and answer ?s (this was done in class before break)

*Winter Wishes essay (this was assigned and due 12/23)

Please write a 5 paragraph essay about 3 wishes you have. At least one of these wishes has to be non-selfish.

Remember you need:

1. An Introduction Paragraph

Your introduction should include some background information about what you will be discussing in your essay. You could share information about wishes, why people make wishes or maybe something related to your wishes. You introduction also needs a topic statement that clearly states what your essay will be about.

2. Three Body Paragraphs (one for each wish)

Each paragraph should describe what your wish is in great detail? Why did you choose that wish? What would be the results of it coming true? Why is it important/how would it make a difference or help people?

3. A Conclusion

This is the ending for your essay. You do not need to restate your wishes. Instead, this is a chance to give some final thoughts about your specific wishes or wishes in general. This is your chance to leave a lasting impression. It should be thoughtful, reflective and interesting.

*Science Packet Parent and Student Signature Sheet:

other reminders:

*cereal box book report due Friday January 28^th

*science fair projects are due Feb 9^th – please see my blog if you still need ideas, you should be starting to research your topic/idea now and beginning your project soon!

Thank you,

Mrs. Sara

sara_thorington@pvusd.net

Cereal Book Report due Jan 28th :)

2010-12-21T10:48:00.001-08:00

Name _____________________________

A New Cereal on the Shelf

If you could invent a cereal based on a fictional book you read, what would it be? After you think of a name and shape for your cereal, you’ll design a cereal box for it.

materials:

empty cereal box, white or light-colored paper, scissors, markers or crayons, construction paper, glue, tape,

optional materials:

clay, fabric, needle, thread…other craft supplies

Directions:

1. Chose an AR book that interests you (it can be one you are in the middle of reading) and have it approved by your teacher.

Book Title: _________________________________________

Author: ____________________________________________

2. Think about what you will name your cereal. Choose a name that sounds enticing and that relates to the story in some way. Then, choose a shape for the cereal, as well as colors and ingredients that also relate to the book. For example, for Harry Potter and the Sorcerer’s Stone, you might invent a cereal called Wizard Wands, a toasted oat cereal in the shape of miniature lightening bolts.

3. Cover an empty cereal box with white or light-colored paper. Or you might want to write and draw on appropriate-sized sheets of paper and then glue them onto the box. Here are the guidelines for each side of the box:

Front

Write the name of your cereal and draw a picture to go with it. You might draw characters or other pictures to help you sell your product. Make your cereal box look appealing and fun. Look at actual cereal boxes for ideas.

Back

Design a game that is based on the story. It can be a puzzle, a word game, or any other fun activity that might be found ton the back of a cereal box. Make sure it includes information from the book. Describe your idea below.

Right side

Under the heading “Ingredients,” list the main characters and write a sentence about each one. Then describe the setting (place and time). Write your rough draft below.

Left side

Write a summary of the book. Describe the main conflict and the resolution.

Top

Write the title and author of the book and your name

Inside

create a prize that is related to your book (it could be a something you sew or make out of clay)

4. Plan a two-minute commercial for your cereal that includes important information about your book, and present it to the class.

Cereal Box due (and prepared to present) January 28^th

Last week before break!

2010-12-19T18:38:00.000-08:00

Thank you to all of you who supported Colonial Day! I was really impressed with all of the great projects our kids created! Other students and teacher enjoyed this day and gave our talented kids lots of complements and kudos! Excellent work Room 13! A special thank you to Misuk for making calls and to Karen and Javier for helping to serve!

We will be finishing up our colonial studies this week with group presentations on each of the colonial regions. Be sure to check in with your child about their presentation. We have spend hours in class working on this! I am excited to see the final result!

I hope that you will have a wonderful winter break with your families and that the new year will be bring you great happiness!

:) -Ms. Sara

A little more info for the mini-writing project this week....

We will be starting this in class on Monday 12/20

Winter Wishes Essay

Please write a 5 paragraph essay about 3 wishes you have. At least one of these wishes has to be non-selfish.

Remember you need:

1. An Introduction Paragraph

2. Three Body Paragraphs (one for each wish)

3. A Conclusion

We will be working on the rough draft in class on Monday.

We will edit and begin the final copy in class on Tuesday.

Rough Draft is due Tuesday 12/21

Final Copy is due Wednesday 12/22

Colonial Project update 12/8/10

2010-12-08T21:53:00.000-08:00

Dear Room 13 families,

For the past week and a half we have been studying they colonization of the Americas.

Your child has been placed in a group of 5 members and assigned to the New England (ch. 5), Middle (ch. 6) or Southern (ch. 7) colonies.

Every student has one of the following jobs to do:

Economist- You are responsible for describing the economy of the colonies in your region described in your chapter.

Biographer – You summarize and draw all of the important people mentioned in your chapter.

Narrator- You summarize and illustrate the story that was at the beginning of your chapter.

Sociologist- You will also be responsible for describing the daily life of the people in your colonial region.

Geographer- Draw a large map (for presentation) of the colonies or your region and be able to describe them. Explain how/why your colonies were started.

Students should be in the process of taking notes and preparing for their presentations. We will have some time for this in class next week as well. Students should be prepared for their 1-2 minute part of the group presentation. It would be great if you could check-in with your child and make sure they are on the right track. Group presentations will be on Tuesday December 21^st.

A reminder that the individual colonial project and paragraph write up (what did you make, how and why) are due Friday December 17^th and will be showcased that day during “colonial days” (beginning around 1:10 pm).

Thank you so much for you hard work and support!!!

2010-11-29T14:33:00.001-08:00

Hello Everyone,

I hope that you all had a great mini vacation. We had a lovely before-break get together in Room 13. Thank you to all of you who brought something to share. A special thank you to Ms. Misuk for organizing and to Ms. Yvette for coming in a little early and doing a great still life drawing lesson with the class.

We are Beginning our Language Arts Theme of : Voices of the Revolution, which will tie in nicely to our Colonial unit in social studies. We will also be having "Colonial Days" on December 17th (with Ms. Nunes' Class) where we will be showcasing to different classes of the school, and parennts what we have learned. We will dress up in colonial constumes, show off our colonial crafts and models and serve corn bread trail mix and apple cider.

That's all for now,

:)Sara

2010-11-22T11:02:00.000-08:00

Greetings Room 13 families,

I hope you are all looking forward to the upcoming Thanksgiving break. I know that I am looking forward to getting to spend some extra time with my loved ones and I hope that you will be able to do the same.

We will be having a friendship party on Tuesday. Our wonderful Room Parent, Misuk, should have left a message with you. Our class will be making the pumpkin pie. Most students will be bringing some piece of fruit to contribute to the friendship salad (please send to school whole-uncut) as we will will also be using the fruit earlier in the day to practice our still life drawing. If you would like to join us, please come by room 13 at 11:40.

Thank you,

Ms. Sara

Homework for the week of November 1st

2010-10-31T22:55:00.000-07:00

Vocabulary: Cell Structure

1. cell- the basic unit of all living things

2. tissue- a group of cells that work together to perform a specific function

3. organ- a group of tissues that work together to perform a specific function

4. organ system- organs that work together to ado a job for the body

5. amoeba- a single celled organism

6. organelles- different structures in a cell that have a certain function to help keep the cell alive

7. nucleus- an organelle that directs the cell’s activity (the “control center”)

8. cell membrane- holds the cell together and separates if from its surroundings (the “protector”)

9. cytoplasm- jellylike substance that help the cell stay together (the “goo”)

10. mitochondria- releases energy from nutrients (the “powerhouse”)

11. endoplasmic reticulum (ER)-folds and transports proteins (“protein highway”)

12. chromosomes- an organized structure of DNA and protein in cells

13. ribosomes- make proteins from amino acids

14. golgi apparatus- sorts, processes and packages proteins and lipids

For plant cells:

15. choroplast- makes food for the plant cell

16. cell wall- supports and protects the plant cell

17. vacuole- stores food, water, waste

For animal cells:

18. vesicle- stores food, water, waste

Monday and Tuesday= Use the Diagrams on the reverse side to draw and label your own plant and animal cells. Write definitions next to the labels or on the back of the page (use words: nucleus, cell membrane, cytoplasm, mitochondria, endoplasmic reticulum, ribosomes, golgi apparatus, cholorplast, vacuole, vesicle, cell wall)

Wednesday= Crossword puzzle

Thursday= Study for vocabulary test

Due Friday: A plant and animal cell diagram labeled with vocabulary words and their definitions and the crossword puzzle

Explorer Poster/Advertisement

2010-10-26T22:48:00.000-07:00

Today in Class we began this fun assignment about the age of exploration.

It's purpose is to familiarize students with some of the famous European Explorers. We have been discussing why different countries explored. This assignment is meant to allow students to think of what was needed to make their expeditions successful and to practice mapping skills. All work on this assignment is to be done by hand (no computers for final product). Computer research is fine. Posters may be anywhere from 8 x11" to 11x17". We will be working on it in class through this Friday. It will be due the following friday

Here is a link to a helpful site: http://www.enchantedlearning.com/explorers/namerica.shtml

you can also use the online encyclopedia: http://www.britannica.com/

Explorer Poster/Advertisement: Due 11/5

You will be assigned an explorer of the 14^th or 15^th century. You are trying to recruit other sailors to join you on your expedition.

Create a poster to advertise the open position aboard your ship.

Please include:

-your name and a drawing of yourself

-a map of the route you will be taking (please use the actual route that your explorer took – you are intended to learn and teach your route to the class)

-why you are going on your expedition?

-why should this sailor go with you?

Please use the following pages of your Social Studies Text book to help you get started. Choose 1 explorer from the group based on your first name.

p. 124 : Columbus, Caboto, Vespucci, Balboa, Magellan (if your first name starts a-j)

p. 131: Ponce de Leon, Cortes, Cabrillo, Coronado, De Soto (if your first name starts k-r)

p. 139: Hudson, Verrazano, Cartier (if your first name starts s-z)

October 24 update and student spotlight

2010-10-22T12:16:00.000-07:00

Greetings wonderful families,

I really enjoyed meeting with all of you during conference week. Our kids are so lucky to have such supportive parents at home. We are working on building organizational skills, independence and responsibility, but many students still need your support at home with this. We had a lot of work sent home this past week in the Thursday folder. Please remember that students can corrects tests to bring up their grade.

Last week we began "Student Spotlight" a fun and educational way for us to learn about each other and where we come from. This is meant as a learning opportunity for your child to find out a little bit more about their families heritage and experiences. It is also a time when they get to share about themselves. 2 students get to share every week.

Here the general outline (students were already given this about 3 weeks ago, I will be giving out extra copies to those students who turn is near).

Monday You may bring 1 something special from your younger years and 1 current thing to share with the class, that helps us learn more about you.

Tuesday Please share something special or interesting that your enjoy doing with your family (this could be a photo, a story etc)

Wednesday Research your family’s history. How did they end up living in California? What parts of the country or world did your family come from? How did they get here? What jobs did they do? Is there something interesting you learned about them or their journey? You may either fill in the chart to answer these questions or write a paragraph. Please be prepared to locate on map (with help) the places your family comes from.

Friday During your week you may bring a cultural dish to share or a favorite treat.

(Feel free to switch activities/days as needed)

The schedule is posted on the left side of the blog.

Many thank yous,

Mrs. Sara

P.S.

Some classroom needs:

* I need a room parent! :) I promise I will be easy to work with and we can work together co-plan things. We can also have co-room parents please let me know if you are interested.

* Binder paper

* Red correcting pens