Homework Archive -- October, 2009

October 30 --Science -- Donations needed! We are beginning an experiment with eggs. Needed are approximately 2 gallons of corn syrup and 2 gallons of vinegar. If you can donate items, please send them to school with your child next week. Thank you!Social Studies -- groups should have completed play scripts ready to practice and present next Monday and Tuesday.October 29 --Geography -- Africa test, Part 2 is scheduled for tomorrow.Math Thales -- p. 59, problems 15, 16, 17Math Archimedes -- p. 64, problems 1-10October 28 --No homework this evening... Students should study for the Africa map test which is scheduled for Friday.October 27 --Science -- finish the Microscope Mania wordsearch and make-a-word challenge puzzles.Math Thales-- finish the TV in the bedroom frequency table worksheet.Math Archimedes -- Finish your adding machine tape bar for our graph. Include your name, a self-portrrait, your height in centimeters, your age in months, and a list of 10 talents that you have.Geography -- Africa Map test Part 1 -- October 28, Africa Map test Part 2 -- October 30October 26 --Science -- students worked with microscopes today. They have word puzzles which we will finish in class tomorrow.Geography -- Africa Map test Part 1 -- October 28, Africa Map test Part 2 -- October 30October 23 --Parents - Everyone that I talked to today, and every substitute's written notes, spoke to how kind, cooperative, polite and patient your children were during this week when I have been away from school with the flu. I am awfully proud of everyone of them, and I wanted you to know what a great group of kids you have raised. :-)Social Studies -- Finish the Giant Africa Map Travel project, and the map scale practice worksheet.Geography -- Africa Map test Part 1 -- October 28, Africa Map test Part 2 -- October 30October 15 --Math Thales -- make the foldable on p. 49Math Archimedes -- pp. 52-53, problems 3-5, 12, 13, 16Social Studies -- African Heroes research is due on 10/20Geography -- Africa map tests are scheduled as follows: Part I -- October 28, Part II-- October 30October 14 --Math Thales -- Chapter 1 test is tomorrow. Students may want to prepare by working with the practice test on p. 45.Science -- Write up for the plant a sock project is due tomorrow and should include the following items:**sketch of the original seed collection on the sock** sketches and notes taken in class today** answers to these questions: 1) Where did you collect your seeds? 2) Did your seeds sprout? 3) How would you explain what happened in your box?Social Studies -- African Heroes research is due on 10/20Geography -- Africa map tests are scheduled as follows: Part I -- October 28, Part II-- October 30October 13 --Math Archimedes -- Find another piece of writing to analyze for most commonly used words. Make a frequency table to record your data. Compare with the TV in the Bedroom article and compile YOUR list of the five most common words in the English language.Math Thales -- The chapter 1 test has been delayed until Thursday.Social Studies -- African Heroes project -- due 10/20.Geography -- Africa map tests are scheduled as follows: Part I -- October 28, Part II-- October 30October 12 --I did not get papers handed back today because we were gone for the field trip. Graded papers will be handed back tomorrow..Geography -- Africa map tests are scheduled as follows: Part I -- October 28, Part II-- October 30October 7 --Math Archimedes -- "TV in the Bedroom" frequency table activity.Math Thales -- ch. 1 test is on Wednesday, Oct. 14. To prepare, please work on these problems in the textbook: pages 42-44, problems 8, 9, 11, 14, 15, 16, 19, 21, 24, 26, 27, 28, 30, 31, 3,, 34, 35, 37, 39, 41, 43, 45, 47, 52, 55, 56, 57Social Studies -- Africa reading packet will be collected on 10/13Read the Wangari Maathai article. Do not start the hero activity.Geography -- Africa tests will be scheduled as follows: Part 1, Oct. 28 -- Part 2, Oct. 30October 6 --Math Thales -- p.41, problems 9-19 (odd)October 5--Math Archimedes -- Chapter 1 test is tomorrow.Math Thales -- Chapter 1 test is scheduled for Wednesday, Oct. 14Health -- Personal Hygiene Product poster is due tomorrow.Social Studies -- Africa Reading packet is due 10/12October 2 --Health -- Personal Hygiene Product poster -- due 10/6Social Studies -- Africa Reading Packet -- due 10/12Science -- Plant a sock: due Monday, 10/5Math Thales -- p. 38, problems 1-3Math Archimedes -- Review for ch. 1 test (scheduled for Tuesday, 10/6). Recommendation: pp. 42-44, problems 1-7, 11-19 (odd), 20, 21, 23, 26, 27, 28, 30, 32-37, 38, 40, 41, 56, 57. NOTE: This is work that is recommended for student preparation. I will NOT collect review work. We will discuss issues and questions related to the work on Monday.October 1 --Health -- Personal Hygiene Product poster -- due 10/6Social Studies -- Africa Reading Packet -- due 10/12Science -- Plant a sock: due Monday, 10/5

Models of Circle Graphs

We're graphing. Lots and lots of different activities that help to review and expand the understandings that kids have of bar graphs, line graphs, and circle graphs... We'll tackle stem and leaf plots and box and whiskers plots in the next week. We'll figure out measures of central tendency. Then, we'll get busy analyzing the statistics of some of the best baseball players ever.

Here, the kids are working together to make circle graphs using adding machine tape and string.

Learning about Microscopes

As we begin the study of cells, it becomes important to learn how to use a microscope. Students worked to complete a series of stations that allowed them to gain experience with using microscopes, to learn to make a wet mount slide, to identify the various parts of a microscope, and to understand how magnification and resolution work. Materials for this set of activities were found at the Microscope Mania website.

Teacher Has Been Sick

Friday, October 23, 2009 I am finally back at school – feeling a bit weak and weary, but glad to be over the worst of the flu. Thank you all for your kind words and thoughts as I vanished from the scene. Between my class at Xavier last Friday, and the four days that I was home ill, I have been gone a whole week! To make it even more difficult for us all, I was unclear enough about what was really happening in my absence that I didn’t keep the website up either. So, for the record, here’s the list of things that students worked on this week: Science – P. 33 in the textbook – a worksheet and timeline Cell parts worksheet Cell parts flashcards Social Studies – Africa Heroes Reports were due on Tuesday Africa Video Notes Math Thales— Chapter 2 Foldable Notes from Lesson 2-1 p. 54-55, problems 1-10 Draw a Line Graph/Draw a Bar Graph worksheet Math Archimedes – p. 54-55, problems 1-10 Draw a Line Graph/Draw a Bar Graph worksheetExtra Practice, Lessons 2-1 and 2-2, pp. 596 & 597 Special Note: Many students have missed parts of the Terra Nova and InView tests. We will work to makeup these tests over the next week.

Looking At "Boxes of Dirt"

Late in September, students were asked to go out and walk around in their neighborhoods -- in their socks. The hope was that they would "capture" various seeds on their socks. They then "planted" their socks and waited to see what would sprout. By the time the projects came to school on October 5, there were only a few sprouts showing. We stashed the "boxes of dirt" all around the classroom and watered and watched and waited. By the early part of this week, we had many more seedlings up and growing and we took time to observe the developments. Plotting where the various seeds were gathered on a map of the city gave us a picture of the dispersion of our seeds, and knowing which ones grew and which didn't gave students a much clearer picture at the way plants are adapted to their environments in terms of their seed dispersal mechanisms.

Giant Map of Africa

We've had the National Geographic Giant Traveling Map of Africa in the old gym this week. According to the National Geographic website about these maps, Giant Traveling Maps invite children to explore geography in a very hands-on —or rather feet-on—way. The maps’ brightly-colored, smooth vinyl surfaces accurately illustrate and label the countries, bodies of water, mountains and cities. Students take part in activities including safaris, scavenger hunts, and competitive games. Along the way they gain knowledge of country locations, capital cities, population centers, and physical features, as well as learn important historical, wildlife and cultural characteristics. Accompanying each map is a set of ready-to-use activities as well as atlases, books, music, videos, and game materials. Recommended grades: K-8What teachers are saying about National Geographic Giant Traveling Maps... One teacher who used the map, Bo Garrett, said: “I loved it! It was big enough for the whole class to sit in the Sahara Desert. I feel like I had a connection to Africa...” Students in the sixth grade spent two class periods on the map, studying the various regions, and then planning an imaginary trip around the continent. They gained familiarity with the African continent and had an opportunity to apply their measurement and math skills.

"Hatchet" at LaBoiteaux Woods

We spent our day today learning about "surviving in the woods." The program, presented by naturalists from the Cincinnati Parks Department's LaBoiteaux Woods, led our students in an experience based on the book, Hatchet, by Gary Paulsen.

The book tells how a routine journey turned into a life-threatening and life-changing experience. The central character, thirteen-year-old Brian Robeson, is stranded alone at a lake deep in the Canadian wilderness for fifty-four days. A small plane, carrying Brian from his mother's home in Hampton, New York, to the oil fields in Canada where his father works, crashes after the pilot dies in flight from a heart attack.

Our students learned a great deal from their experience today. They built survival shelters, and tried to start a fire using flint and steel. They gathered tinder and kindling and built small firest themselves. A hike through the woods gave them an opportunity to discover what might, or might not, serve as food and water sources, should they find themselves lost for an extended period. Too, a great deal of our day was spent on learning how to not become lost in the first place.

They worked together, listened and participated with enthusiasm, and made us very proud. It felt like a very good day.