Spelling Words:

I’ve, let’s, can’t, aren’t, didn’t, won’t, couldn’t, wouldn’t, you’ve, doesn’t

Bonus words: would’ve, should’ve, o’clock

 

Vocabulary Words: interdependence, camouflage, adaptations, food chain, biodiversity-

High Frequency Words: contain, front,

Unit Vocabulary Words: prefer, features, investigate, associate, avoid

Reading: Unit 2- Week 5- Why is it important for animals and plants to depend on each other? Here is the main selection we'll read on Tuesday.

Learning Goals:

• I can explain more about informational texts and explain the author’s purpose in an informational text.
• I can develop knowledge about language to make connections between reading and writing.
• I can use elements of an informational text to write a how-to-article.

Objectives:

• Make connections to personal experiences, ideas in other texts and society.
• Interact with sources in meaningful ways such as: note taking, annotating, freewriting, or illustrating.
• Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem.
• Identify informational text, develop vocabulary, explain author’s purpose, visualizing, word study and compare texts.
• Generate questions about text before, during, and after reading to deepen understanding, and gain information.
• Make inferences and use evidence to support understanding.
• Use text evidence to support appropriate responses.
• Use glossaries (online version here)  to clarify the precise meaning of words.
• Decode abbreviations, compound words, and contractions.
• Describe how the author’s use of imagery, literal, and figurative language such as simile, and sound devices such as onomatopoeia, achieves specific purposes.

Writing: 

Students will:

• Practice writing legibly in cursive,
• Edit complete sentences for subject-verb agreement
• Write a how-to-article in response to a writing prompt.

Math: Continue Multiplication and Division Patterns:

Essential question: What is the importance of learning multiplication and division?

Vocabulary words: columns, rows, multiply, partition, skip count

Mathematical Practices:

• Model with mathematics
• Attend to precision
• Look for and make use of structure
• Reason abstractly and quantitatively.
• Use appropriate tools strategically
• Construct viable arguments and critique the reasoning of others
• Monday- Lesson 5- Divide by 5- Students will use different strategies, including related multiplication facts, to divide by 5.
• Tuesday-  Check my Progress- Halfway point checkpoint to check on progress thus far. Also, Lesson 6- Problem Solving Investigation- Look for a Pattern- Students will solve problems by looking for a pattern.
• Wednesday- Multiply by 10- Students will use different strategies, including patterns, to multiply by 10.
• Students will be assigned daily math activities on SEESAW, IReady lessons, IXL, and Prodigy
• Students will use mental math to solve everyday problems.
• Students will complete daily entries in Simple Solutions Math
• Daily worksheets will be completed for enrichment in current lessons

Social Studies: Begin Lesson 3 about Geography

Overview: Create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.

Essential Question:

How does geography affect our community?

Objectives:

Social Studies:

•  Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
• Compare and contrast different regions in terms of their geographical characteristics.
• Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts:

• Orally present solutions to environmental problems in response to ideas by others. (speaking, listening)
• Organize information in chart form. (writing)
• Identity examples of categories found in text. (reading)
• Write and illustrate descriptions of geographic locations. (writing)

Vocabulary: adapt, climate, conservation, natural resource, natural hazard, physical feature, physical geography, pollution, region-

• Work with a partner to create a planning table about our state, Illinois, including information on: physical geography, natural resources, and climate. Students will then create a brochure to present to class based on facts in the planning table. 

Science:

DCI-3-PS2.A.3

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)

DCI-3-PS2.A.4

The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

DCI-3-PS2.B.2

Objects in contact exert forces on each other.

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

PE-3-PS2-2

Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Here is the link for the story How Things Move

Here is a link for the story we will read together: Forces and Motion All Around Us

This story will review key concepts and vocabulary for this chapter.

• Play a card game with vocabulary words from this chapter
• Biography- Learn about The Wright Brothers 

Religion:  Session 12 Theme- The Catholic Church-Outcomes:

After Pentecost, the Church grew rapidly, with individual churches beginning to form in city after city, farther and farther from Jerusalem. Before his Death, Resurrection, and Ascension, Jesus appointed Peter to lead his Church. Today, the pope, bishops, and pastors are the leaders. The Marks of the Church are that it is one, catholic, and apostolic. 

• Discuss how the Church grew and found new leaders after Pentecost.
• Identify Peter as Jesus’ appointed leader of the Church.
• Identify Marks of the Church: one, holy, Catholic, and apostolic.
• Pray the last part of the Apostles’ Creed.
• Define apostolic, Marks of the Church, Mystical Body of Christ, one, pastor, and Vicar of Christ.
• Non-buddy  Mass at 8:30- 
• Daily songs, devotions and prayers-