5th Grade
| ELA Week 1 | ||
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Resource
MobyMax
Parent Instructions
Using Clever, go to Moby Max. Click on Reading Level Assessment.Your child will be taking a reading comprehension type review activity to assess their reading level.
Student Instructions
Using Clever, go to Moby Max. Click on Reading Level Assessment. You will be taking a reading comprehension activity to assess your reading level.
Learning Opportunity Objective
5.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.
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Resource
Parent Instructions
Go to site or click this link: https://youtu.be/cKaQXmRvpvw
( Literature) A Bad Case of Stripes Select the site you wish to view the video on. Students will listen to the story read aloud and respond to the literature. They may create a thinking map to organize their thinking and writing. Students should identify the theme(s) of the literature. (Theme is the lesson learned , how the character responded to a challenge--- What is their life lesson?)
Student Instructions
Students will listen to the literature read aloud and respond to the literature Students will answer the prompt using at least two details from text to support the response. Students must also explain how the evidence supports their answer. PROMPT- What is the theme of the book? Using at least two details from text to support your response. Be sure to explain how the evidence supports your answer. You will use text evidence to identify the theme and to support your claim. Students may ask themselves these questions: What challenge did the main character face? How did the character respond? What point was the author trying to make? What is the lesson from the literature? Use a thinking map to organize your thinking and writing. You can create a response to the literature and/or post a written response or a video sharing your written response on Seesaw.
Learning Opportunity Objective
5.RL.KID.2 Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text.
Comments
Thinking Map Examples- http://handsonmathinhighschool.blogspot.com/p/thinking-maps-in-math.html
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Parent Instructions
Attached is the BrainPOP link for a short video lesson on "Theme." Students should watch the video which is 5 minutes and 43 seconds long. Students should be able to log in through their Clever account.
Student Instructions
Please watch the BrainPOP video on "Theme." You may also complete the related reading that shows different examples of "Theme."
Learning Opportunity Objective
5. RL. KID. 2 Determine a theme or central idea of a story, drama, or poem from details in the text; summarize the text.
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| Math Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Parent Instructions
Parents, your child will need to access IXL through Clever.
Student Instructions
Students, we would like to encourage you to take the Diagnostic Test in IXL, or if you already have, please continue using the Real-Time Diagnostic. By doing this, you will be prompted to work on skills that you need to strengthen. Thank you for your hard work!
Learning Opportunity Objective
Students will take the Math Diagnostic test in IXL, and/or continue working through the Real-Time Diagnostic Arena.
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Parent Instructions
This is a lesson to review the standard 5.NF.A.2- Solving Contextual problems that involve Adding and Subtracting Fractions with Unlike Denominators. The optional activities start with a BrainPop video, quizzes (Review and Graded) over the video, Guided Practice with answers, Independent Problems (answers given), and a SeeSaw Creation.
Student Instructions
Optional Activities include: Log into BrainPop through your Clever account. Watch the video on Adding and Subtracting Fractions. Take the Review and Graded Quizzes over the video. Read over the Guided Practice to review the standard. Complete the independent practice problems and check your answers. Create your own Addition and Subtraction Task and solve. Show your task and solution path on SeeSaw. Log into your Math SeeSaw account through Clever.
Learning Opportunity Objective
5.NF.A.2- I can solve contextual problems that involve adding and subtracting fractions with unlike denominators.
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Parent Instructions
Start on this topic linked and then work through this one and the following topics: 5-L.7 5-L.8 5-L.9 5-L.10 5-L.12 5-L.15 5-L.18 5-L.19 5-L.22
Student Instructions
Work through the suggested modules in IXL. Prodigy is also set up with the same skills.
Learning Opportunity Objective
Use equivalent fractions to add and subtract fractions.
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| Science Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Parent Instructions
Students will listen to a podcast and respond.
Student Instructions
You will listen to: https://tinkercast.com/podcasts/two-whats-and-a-wow-out-of-this-world/
Write a letter to our old friend Pluto. Be sure to mention why you think Pluto should or should not be classified as a planet and include research why scientists no longer consider Pluto a planet.
Learning Opportunity Objective
Learn more about different bodies in our solar system including moons, asteroids, comets, and meteoroids according to their physical properties and motion
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Resource
Think Central- https://www-k6.thinkcentral.com/ePC/start.do
Parent Instructions
The students may log into Think Central using their Clever numbers. I have attached the directions if they do not remember how to log in. They will need to read Unit 7 Lesson 3, "How do the Sun, Earth, and Moon move?", from pages 345-362. When they login, they need to go to My Resources, then on the left side select Science, then select Student Edition. I have also attached the PDF version if needed. If you want, you can print the following pages for your child to complete: Sum It Up on page 362, the Word Play on page 363, and the Apply Concepts on page 364. If you are not able to print these pages, your child can write the answers in a spiral.
Student Instructions
Read Unit 7 Lesson 3, "How do the Sun, Earth, and Moon move?", starting on page 345. Complete the Sum It Up on page 362, the Word Play on page 363, and the Apply Concepts on page 364. If you are not able to print these pages, you can write the answers in your spiral.
Learning Opportunity Objective
5.ESS1.4 I can explain the cause and effect relationship between the positions of the sun, earth, and moon and resulting eclipses, position of constellations, and appearance of the moon.
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Parent Instructions
Allow students access to a computer or tablet to watch video and answer review questions.
Student Instructions
In this video you’ll recall the difference between physical and chemical changes. First, watch the video (15 minutes.) Second, you can read the reading material provided. Third, try the review questions by playing the kahoot! You can get your parents, siblings to join you for extra fun!
Learning Opportunity Objective
5.PS1.4 Students observe and compare a variety of chemical and physical reactions to recognize the difference between chemical and physical changes. |
| Social Studies Week 1 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
Clever Account- US Studies Weekly
Parent Instructions
Students can log into their Clever accounts to access Studies Weekly accounts. Username and passwords are their student ID numbers. Once logged into Clever, students can click the Studies Weekly icon (Red). We use the "Tennessee Fifth Grade Studies Weekly Industrialization on to the Civil Rights Movement." Students will click on Week 1 to read the text, play games, and complete questions/crossword puzzle. There are also virtual field trips that students can take. If you want, there is a quiz students can check for their understanding. This will not be for a grade, only to review these important skills.
Student Instructions
Log into Clever, and click on the Studies Weekly icon (Red). Your username and password are your student ID numbers. Once logged in, click on the "Tennessee Fifth Grade Studies Weekly Industrialization to the Civil Rights Movement." You can reread the text, play games, complete the questions/crossword puzzle. There are also virtual field trips you can go on! Also, there is a quiz to check for your understanding of the material. This is not for a grade, only to review these important skills.
Learning Opportunity Objective
I can explain the need for the South's move toward industrialization after the Civil War.
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Parent Instructions
Students will take a virtual field trip through Discovery Education and think about the following critical questions:
What does “happiness” mean to you? Is happiness the same for everyone? It’s been shown that when we make happiness the end goal, we end up experiencing less of it. Why do you think that it? With that knowledge, how do you think you can achieve more happiness in your life? How would you track your happiness? Do you think measuring happiness is easy or hard? Why? Student Instructions
1.You will watch https://www.learnexperiencehappiness.com/virtual-experiences
2. Think about these critical questions: What does “happiness” mean to you? Is happiness the same for everyone? It’s been shown that when we make happiness the end goal, we end up experiencing less of it. Why do you think that it? With that knowledge, how do you think you can achieve more happiness in your life? How would you track your happiness? Do you think measuring happiness is easy or hard? Why? 3. Complete your Happiness Action Plan for your own learning. You do not have to share this with anyone if you do not want to. Learning Opportunity Objective
Social/Emotional Learning
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Resource
Tennessee Fifth Grade Studies Weekly - Industrialization to the Civil Rights Movement Week 19: Civil Rights Movement
File Submission (if applicable)
Parent Instructions
Students will need a device to log in to Clever to access Studies Weekly online.
Student Instructions
You will be learning about Dr. King and Rosa Parks to determine what role each played in the Civil Rights Movement. * Read Studies Weekly Week 19 articles titled "Martin Luther King: The Dream of the Civil Rights Movement" and "Rosa Parks and the Montgomery Bus Boycott." * Watch the videos that accompany each story and refer to the Bonus Sources for more information. Take notes about what you learn about each leader. Focus on details that tell: Who? What? When? Where? Why? How? (You may want to create a t-chart to organize your information.) Submit your answers to these questions in SeeSaw. 1. Activists work to bring about change in individuals everyday life, especially those that are struggling against it. What is something that you’ve struggled against or want to change? What steps would you take to make sure this doesn’t happen anymore? How would you make sure you were successful? 2. How did each individual become an impactful and influential voice during the Civil Rights Movement? 3. Share your thoughts on the excerpt from Martin Luther King Jr.’s speech. What does it make you think and feel? *** Also, log in to Seesaw and post your response to the following question: Who was the more influential person in the Civil Rights Movement? (Martin Luther King, Jr. or Rosa Parks) "I think the most influential person in the Civil Rights Movement was ________ because_______________. You may use Seesaw tools to add to your post. Be creative!
Learning Opportunity Objective
I can analyze the key people and events of the Civil Rights Movement.
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