Where Faith Meets Learning
During this time, all work and assignments will be posted on this class page daily to complete at home. English Language Arts and Social Studies work for students in 5 - 1 is found on Mrs. Schweers class page and Mathematics and Science work for students in 5 - 2 is found here, on my page. Assignments will be checked when we return back to school. Work will also be posted on the Specials pages and the AIS page under Academic Support. I am available by email and through the Remind App if there are any questions or concerns on the work posted. I have posted the instructions below to join the Remind App to provide the opportunity to those parents who have not yet done so. You can also use the link https://www.remind.com/join/51mi to join the page from a computer. I will be posting Science Opportunities and Daily Math Challenges, like I would in class. These are opportunities for further learning and practice for students to take advantage of if they want an extra challenge. Please stay healthy and stay in touch! :)
If you have not completed the Chapter 3 Math Test or the Chapter 9 Religion Test, please send me an email and I will send you the document. I had to take them down in order to replace them with a Health test. All work from last week will be taken down after today. If you missed an assignment due to transitioning to this new way of learning, please email me and I will send you the list of all the assignments posted so far.
I will be hosting two virtual check in/extra help sessions today using Zoom. I will have one for the students of 5-1 at 1pm and one for the students of 5-2 at 2pm. I will send out the links to these meetings through email. Please look out for them if you would like to join, ask questions on work, or just say hi! Thank you!:)
Seeing Stars
Can you see stars in daylight from the bottom of a deep well?
Answer: No, but you might be able to see some planets if you know where to look. One might think that by excluding as much daylight as possible, one should be able to see stars in daytime, but this doesnt work. The daytime sky is bright because the atmosphere's particles, including atoms, molecules, ions, and free electrons, scatter sunlight in all directions, including down. Even a tiny shaft of this scattered light is brighter than the light reaching us from a star. If, in the daytime, you held overhead a large piece of aluminum foil with a tiny pinhole, the light pouring through the pinhole would be brighter than the light coming from a star. The starlight is overwhelmed by daylight. However it is possible to see the planets Jupiter and Venus at their brightest with the naked eye, even without going down a well. A person at the bottom of a deep shaft that goes straight down from the earth's surface is forced to look directly upward. Therefore, reported deep-well sightings of stars were actually of planets and could occur only in earth's equatorial regions, where the celestial equator is close to overhead.
I am greater than one-fourth but less than four tenths. I am a decimal rounded to the nearest hundredths place with the digit 1 in my hundredths place. What number am I?
Monday, March 30th, 2020
Math:
Problem Solving - Multiply Money
Essential Question: How can the strategy draw a diagram help you solve a decimal multiplication problem?
Lesson Objective/Goal: Use a diagram to group and multiply money amounts to practice multiplying decimals to the hundredths place value.
Helpful Hint: Look back to past problem solving questions where diagrams and boxes were used to solve. Do not get thrown by the decimal point.
This lesson is on pages 177 - 180 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.5 (p89 & p90).
Friday, March 27th, 2020
Multiply Using Expanded Form
Essential Question: How can you use expanded form and place value to multiply a decimal and a whole number?
Lesson Objective/Goal: Use expanded form and place value to multiply a decimal and a whole number.
Helpful Hint: Write out place value columns and line up decimals for addition in multi-digit multiplication problems. The box model used in this strategy on page 173 is based on place value columns. Each section of the box on the top and side represents the values of the digits of the numbers involved in the problem. Inside the box, you multiply adown and across, putting the answer in each section. To find your answer, you must add all of the inside sections together.
This lesson is on pages 173 - 176 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.4 (p87 & p88).
Thursday, March 26th, 2020
Multiplication with Decimals and Whole Numbers
Essential Question: How can you use drawings and place value to multiply a decimal and a whole number?
Lesson Objective/Goal: Multiply a decimal and a whole number using drawings and place value.
Helpful Hint: Thank back to the models we drew when we were learning to add decimals. You can figure out what base ten block models to draw based on the smallest place value a digit lies in in the number presented. Use different colors to represent different groups of the number to help yourselves stay organized. Write out place value columns and line up decimals for addition in multi-digit multiplication problems.
This lesson is on pages 169 - 172 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.3 (p85 & p86).
Wednesday, March 25th, 2020
Multiply Decimals and Whole Numbers
Essential Question: How can you use a model to multiply a whole number and a decimal?
Lesson Objective/Goal: Multiply multi-digit whole numbers and decimals to the hundredths place
Helpful Hint: Thank back to the models we drew when we were learning to add decimals. You can figure out what base ten block models to draw based on the smallest place value a digit lies in in the number presented. Use different colors to represent different groups of the number to help yourselves stay organized.
This lesson is on pages 165 - 168 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.2 (p83 & p84).
Tuesday, March 24th, 2020
Multiplication Patterns with Decimals
Essential Question: How can patterns help you place the decimal point in a product?
Lesson Objective/Goal: Understand the place value system.
Helpful Hint: Go back and review your exponent rules using 10 to give you extra help in finding the patterns.
This lesson is on pages 161 - 164 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.1 (p81 & p82).
Monday, March 23rd, 2020
Chapter 4: Introduce the Chapter - Multiply Decimals
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know.
Helpful Hint: For questions on expanded form, look back in you notebook to notes we have taken for a reminder.
Vocabulary Builder: Review terms from past lessons and relate them to Multiplying Decimals
This lesson is on pages 159 - 160 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Friday, March 20th, 2020
Chapter 3 Take Home Test
Assessment on Adding and Subtracting Decimals
Please take the Chapter 3 Take Home Math Test that is saved as pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Thursday, March 19th, 2020
Chapter 3 Review
Chapter Essential Question: How can you add and subtract decimals?
Lesson Objective/Goal: Review what you have learned in Chapter 3
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Don't forget to line up the decimal point, 0 is a place holder to line up place value positions, and regroup where needed!!!
This chapter review is located on pages 155 to 158.
Wednesday, March 18th, 2020
Choose a Method
Essential Question: Which method could you choose to find decimal sums and differences?
Lesson Objective/Goal: Choose a method from the ones we have learned to find a decimal sum or difference.
Helpful Hint: Take advantage of past lessons done in your textbook. Try different strategies for different problems to see which works best for you! Circle important information given in a word problem. Most importantly, don't forget to line up the decimal point, 0 is a place holder to line up place value positions, and regroup where needed!!!
Vocabulary Builder: Associative Property of Addition (numbers in groups) & Commutative Property of Addition (numbers move)
This lesson is on pages 151 - 154 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 3.12 (p75 & p76).
Tuesday, March 17th, 2020
Problem Solving - Add and Subtract Money
Essential Question: How can the strategy make a table help you organize and keep track of your bank account balance?
Helpful Hint: When working on these problems, be sure to review adding and subtracting decimals, with special focus on how to regroup numbers. Don't forget to line up those decimal points and look for patterns!! :)
Lesson Goal: Create a table to organize and record data provided in a word problem. Use this table to assist you in problem solving.
Vocabulary Builder: Deposit = to put in; Withdrawal = to take out
This lesson is on pages 147 - 150 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 3.11.
Monday, March 30th, 2020
Math:
Problem Solving - Multiply Money
Essential Question: How can the strategy draw a diagram help you solve a decimal multiplication problem?
Lesson Objective/Goal: Use a diagram to group and multiply money amounts to practice multiplying decimals to the hundredths place value.
Helpful Hint: Look back to past problem solving questions where diagrams and boxes were used to solve. Do not get thrown by the decimal point.
This lesson is on pages 177 - 180 in your textbooks, which can also be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.5 (p89 & p90).
Friday, March 27th, 2020
Multiply Using Expanded Form
Essential Question: How can you use expanded form and place value to multiply a decimal and a whole number?
Lesson Objective/Goal: Use expanded form and place value to multiply a decimal and a whole number.
Helpful Hint: Write out place value columns and line up decimals for addition in multi-digit multiplication problems. The box model used in this strategy on page 173 is based on place value columns. Each section of the box on the top and side represents the values of the digits of the numbers involved in the problem. Inside the box, you multiply adown and across, putting the answer in each section. To find your answer, you must add all of the inside sections together.
This lesson is on pages 173 - 176 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.4 (p87 & p88).
Thursday, March 26th, 2020
Multiplication with Decimals and Whole Numbers
Essential Question: How can you use drawings and place value to multiply a decimal and a whole number?
Lesson Objective/Goal: Multiply a decimal and a whole number using drawings and place value.
Helpful Hint: Thank back to the models we drew when we were learning to add decimals. You can figure out what base ten block models to draw based on the smallest place value a digit lies in in the number presented. Use different colors to represent different groups of the number to help yourselves stay organized. Write out place value columns and line up decimals for addition in multi-digit multiplication problems.
This lesson is on pages 169 - 172 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.3 (p85 & p86).
Wednesday, March 25th, 2020
Multiply Decimals and Whole Numbers
Essential Question: How can you use a model to multiply a whole number and a decimal?
Lesson Objective/Goal: Multiply multi-digit whole numbers and decimals to the hundredths place
Helpful Hint: Thank back to the models we drew when we were learning to add decimals. You can figure out what base ten block models to draw based on the smallest place value a digit lies in in the number presented. Use different colors to represent different groups of the number to help yourselves stay organized.
This lesson is on pages 165 - 168 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.2 (p83 & p84).
Tuesday, March 24th, 2020
Multiplication Patterns with Decimals
Essential Question: How can patterns help you place the decimal point in a product?
Lesson Objective/Goal: Understand the place value system.
Helpful Hint: Go back and review your exponent rules using 10 to give you extra help in finding the patterns.
This lesson is on pages 161 - 164 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 4.1 (p81 & p82).
Monday, March 23rd, 2020
Chapter 4: Introduce the Chapter - Multiply Decimals
Lesson Objective/Goal: Assessing Prior Knowledge. Show What You Know.
Helpful Hint: For questions on expanded form, look back in you notebook to notes we have taken for a reminder.
Vocabulary Builder: Review terms from past lessons and relate them to Multiplying Decimals
This lesson is on pages 159 - 160 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.")
Friday, March 20th, 2020
Chapter 3 Take Home Test
Assessment on Adding and Subtracting Decimals
Please take the Chapter 3 Take Home Math Test that is saved as pdf document in the last tab. Show your work on a piece of separate paper (such as loose leaf paper). If you cannot print the test, then please label and answer the questions on the seperate piece of paper and circle your answers. Send me a picture of your answers to be checked through email. A good resource to do this is the free app "Genius Scan" from the app store where you take a picture of a document and can email it straight to me from the app. You can also take a picture with a phone, tablet, or computer. Good luck, show your work, and do your best! :)
Thursday, March 19th, 2020
Chapter 3 Review
Chapter Essential Question: How can you add and subtract decimals?
Lesson Objective/Goal: Review what you have learned in Chapter 3
Helpful Hint: Try the problems on your own first, then take advantage of past lessons done in your textbook if you get stuck. Don't forget to line up the decimal point, 0 is a place holder to line up place value positions, and regroup where needed!!!
This chapter review is located on pages 155 to 158.
Wednesday, March 18th, 2020
Choose a Method
Essential Question: Which method could you choose to find decimal sums and differences?
Lesson Objective/Goal: Choose a method from the ones we have learned to find a decimal sum or difference.
Helpful Hint: Take advantage of past lessons done in your textbook. Try different strategies for different problems to see which works best for you! Circle important information given in a word problem. Most importantly, don't forget to line up the decimal point, 0 is a place holder to line up place value positions, and regroup where needed!!!
Vocabulary Builder: Associative Property of Addition (numbers in groups) & Commutative Property of Addition (numbers move)
This lesson is on pages 151 - 154 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 3.12 (p75 & p76).
Tuesday, March 17th, 2020
*Since we were not able to review in class, please complete any remaining Subtracting Decimals pages for practice and review.*
Problem Solving - Add and Subtract Money
Essential Question: How can the strategy make a table help you organize and keep track of your bank account balance?
Helpful Hint: When working on these problems, be sure to review adding and subtracting decimals, with special focus on how to regroup numbers. Don't forget to line up those decimal points and look for patterns!! :)
Lesson Goal: Create a table to organize and record data provided in a word problem. Use this table to assist you in problem solving.
Vocabulary Builder: Deposit = to put in; Withdrawal = to take out
This lesson is on pages 147 - 150 in your textbooks, which can aslo be accessed on ThinkCentral. (The link to this is located in my "Link" tab.") For extra practice, you can find more problems in your workbook on the pages for lesson 3.11.
Monday, March 30th, 2020
Dissolving and Evaporting
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Structures and Properties of Matter: Remember the Hands-On Activity you completed at the beginning of the lesson. What are some factors that affect how quickly salt dissolves?
Scale, Proportion, and Quantity: Solubility can be quantified by determining the amount of substance (the solute) that can dissolve in a given quantity of another substance (the solvent) under certain conditions. Most of the examples of dissolving with which you are familiar involve a solid dissolving in water. Because many different substances can dissolve in water, it is sometimes called the universal solvent.
Ask Yourselves: Based on the fact that salt does not disappear when it dissolves, what do you predict the final weight will be if 5 grams of salt are dissolved in a beaker of water that has a weight of 87 grams?
Please read and work on pages 112 and 113 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook!:)
Friday, March 27th, 2020
Amazing Properties of Matter!
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Scale, Proportion, and Quantity: Think about the properties of hardness and flexibility.
Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Energy can be transferred in various ways within and between objects.
Vocabulary Builder: Reflective, Magnetic, Conductor, Insulator
Ask Yourselves: How could I measure how well different materials insulate in a cup of warm water? Give examples of what you can use to insulate a cup of hot cocoa (to keep it hot). What properties do you find materials that are better insulators have?
Please read and work on pages 108 - 111 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook! If you want to try something fun and hands on with your family, use materials around the house to build a bridge that can bear the weight of a toy car. Think about what properties of these materials help or hurt the ability to strand strong structurally and carry the weight of the toy car. Send pictures if you do try this! I would love to see your work!:)
Thursday, March 26th, 2020
So Many Properties
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Structures and Properties of Matter: Think about the difference between the two ducks on page 106 that you can observe.
Scale, Proportion, and Quantity: Think about how the size of an object may vary. What units could you use to measure the property of size?
Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Classification can be carried out based on properties that are shared or repeated across different things. Classify the objects on page 107. Construct an explanation describing your classification method.
Ask Yourselves: What are some properties you might use to sort these items?
Please read and work on pages 106 and 107 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, March 25th, 2020
What Affects the Rate of Dissolving:
Hands on Learning!
Learning Objective: Students plan and conduct investigations to learn about factors that affect the rate at which a substance dissolves.
Scale, Proportion, and Quantity: When preparing the different containers of salt and water, remember to measure as precisely as possible in order to have accurate results..
Helpful Hint: You can use any three clear cups in place of the 3 100-mL containers. Use a phone, tablet, or computer as a stopwatch if you do not have one.
Please read and work on pages 102-105 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) Try out this activity with your family and answer the questions that go along with it. Make educated guesses (hypotheses) as to which kind of salt will dissolve the quickest and what kind of impact stirring the salt has on the rate of dissolving as you go. Have fun!
Tuesday, March 24th, 2020
Unit 2 Lesson 2:
What are Properties of Matter?
Learning Objective: By the end of this lesson you will be able to describe and recognize properties of matter and how those properties are affected by different factors.
Explore properties of matter, compare substances based on their physical properties, recognize factors affecting properties of matter, identify mixtures and solutions, and relate the properties of mixtures with the properties of starting materials.
Helpful Hint: Use your five senses as a basis of describing the properties of matter, then expand from there with what you learn in the lesson.
Ask Yourselves: Think about how you would describe the items in the room around you.
Please read and work on pages 100 and 101 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Monday, March 23rd, 2020
Unit 2 Lesson 1:
Lesson Check
Learning Objective: Students review what they have learned about states of matter and how to measure matter using the Metric System.
Please work on pages 97 - 99 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions.
Friday, March 20th, 2020
Careers in Science & Engineering:
Materials Scientists and Engineers
Learning Objective: Students explore how many of the materials we use in everyday life were developed by materials scientists.
Structures and Properties of Matter: Scientists study the structure and properties of matter in order to develop new products or enhance existing ones. The evidence on these pages tells about materials scientists who determine ways to strengthen materials for making bike helmets and invent new materials such as memory foam to make beds more comfortable.
Ask Yourselves: What are some objects you use everyday that a materials scientist might have created?
Please read and work on pages 95 and 96 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions, as well as the readings on these pages.
Thursday, March 19th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Measuring Volume
Helpful Hint: I have posted a link to videos on measuring the volume of a solid using unit cubes in the "Links" tab.
Displacement occurs when an object is immersed in a fluid, pushing it out of the way and taking its place. An object that sinks displaces an amount of fluid equal to the object's volume. You can find this by subtracting the orginial amount of fluid from where it reads the fluid has risen to. For measuring the volume of something like a shoebox, you must multiply the dimensions of the object. (Volume = length x width x height) For question 22 on page 93, you can fill in the "volume - ruler" part of the chart. For "volume - unit cubes," please complete the Practice: Volume With Unit Cubes that comes after the Khan Academy video posted instead. For question 24, know that measuring volume with a ruler is more precise because fractions of centimeters can be measured, while there is no way to measure a fraction of a cube. For question 25, use critical thinking as to why you think the measurement is less then 50 mL.
Lesson Goal: Measuring Volume with the Metric System
Please read and work on pages 92 - 94 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, March 18th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Wait for Weight
Helpful Hint: I have posted a link to videos on measuring weight/mass with a balance scale and measuring the volume of a solid in the "Links" tab. Use the pencil and the baseball measured at the end of the balance scale video to fill in the chart on page 90.
Scale, Proportion, and Quantity - Each metric unit is 10 times greater than the next-smaller standard unit. A centimeter is 10 times longer then a millimeter. A decimeter is 10 times longer than a centimeter. A meter is 10 times longer than a decimeter. Thus, a meter is 100 times longer than a centimeter and 1,000 times longer than a millimeter. This goes for liters, as well. Relate this to the image of the stairs on page 91.
Lesson Goal: Measuring Weight with the Metric System
Please read and work on pages 90 & 91 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget about the Evidence Notebook!:)
Tuesday, March 17th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Making the Meter
Helpful Hint: I have posted a link to printable rulers in the "Links" tab, as well as a link to a helpful video on measuring matter.
Scale, Proportion, and Quantity - Each metric unit is 10 times greater than the next-smaller standard unit. A centimeter is 10 times longer then a millimeter. A decimeter is 10 times longer than a centimeter. A meter is 10 times longer than a decimeter. Thus, a meter is 100 times longer than a centimeter and 1,000 times longer than a millimeter. Keeping this in mind, how many centimeters are there in 3 meters?
Lesson Goal: Measuring Length with the Metric System
Please read and work on pages 88 & 89 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
*Where it says to measure your desk, please measure a table or counter at home. Write down what flat surface you used.*
Monday, March 30th, 2020
Dissolving and Evaporting
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Structures and Properties of Matter: Remember the Hands-On Activity you completed at the beginning of the lesson. What are some factors that affect how quickly salt dissolves?
Scale, Proportion, and Quantity: Solubility can be quantified by determining the amount of substance (the solute) that can dissolve in a given quantity of another substance (the solvent) under certain conditions. Most of the examples of dissolving with which you are familiar involve a solid dissolving in water. Because many different substances can dissolve in water, it is sometimes called the universal solvent.
Ask Yourselves: Based on the fact that salt does not disappear when it dissolves, what do you predict the final weight will be if 5 grams of salt are dissolved in a beaker of water that has a weight of 87 grams?
Please read and work on pages 112 and 113 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook!:)
Friday, March 27th, 2020
Amazing Properties of Matter!
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Scale, Proportion, and Quantity: Think about the properties of hardness and flexibility.
Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Energy can be transferred in various ways within and between objects.
Vocabulary Builder: Reflective, Magnetic, Conductor, Insulator
Ask Yourselves: How could I measure how well different materials insulate in a cup of warm water? Give examples of what you can use to insulate a cup of hot cocoa (to keep it hot). What properties do you find materials that are better insulators have?
Please read and work on pages 108 - 111 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget the evidence notebook! If you want to try something fun and hands on with your family, use materials around the house to build a bridge that can bear the weight of a toy car. Think about what properties of these materials help or hurt the ability to strand strong structurally and carry the weight of the toy car. Send pictures if you do try this! I would love to see your work!:)
Thursday, March 26th, 2020
So Many Properties
Learning Objective: Describe properties of matter and explore how properties can be used to identify substances. Plan and carry out investigations and explore structures and properties of matter. Consider how scale, proportion, and quantity affect some properties of matter.
Structures and Properties of Matter: Think about the difference between the two ducks on page 106 that you can observe.
Scale, Proportion, and Quantity: Think about how the size of an object may vary. What units could you use to measure the property of size?
Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Classification can be carried out based on properties that are shared or repeated across different things. Classify the objects on page 107. Construct an explanation describing your classification method.
Ask Yourselves: What are some properties you might use to sort these items?
Please read and work on pages 106 and 107 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, March 25th, 2020
What Affects the Rate of Dissolving:
Hands on Learning!
Learning Objective: Students plan and conduct investigations to learn about factors that affect the rate at which a substance dissolves.
Scale, Proportion, and Quantity: When preparing the different containers of salt and water, remember to measure as precisely as possible in order to have accurate results..
Helpful Hint: You can use any three clear cups in place of the 3 100-mL containers. Use a phone, tablet, or computer as a stopwatch if you do not have one.
Please read and work on pages 102-105 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) Try out this activity with your family and answer the questions that go along with it. Make educated guesses (hypotheses) as to which kind of salt will dissolve the quickest and what kind of impact stirring the salt has on the rate of dissolving as you go. Have fun!
Tuesday, March 24th, 2020
Unit 2 Lesson 2:
What are Properties of Matter?
Learning Objective: By the end of this lesson you will be able to describe and recognize properties of matter and how those properties are affected by different factors.
Explore properties of matter, compare substances based on their physical properties, recognize factors affecting properties of matter, identify mixtures and solutions, and relate the properties of mixtures with the properties of starting materials.
Helpful Hint: Use your five senses as a basis of describing the properties of matter, then expand from there with what you learn in the lesson.
Ask Yourselves: Think about how you would describe the items in the room around you.
Please read and work on pages 100 and 101 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Monday, March 23rd, 2020
Unit 2 Lesson 1:
Lesson Check
Learning Objective: Students review what they have learned about states of matter and how to measure matter using the Metric System.
Please work on pages 97 - 99 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions.
Friday, March 20th, 2020
Careers in Science & Engineering:
Materials Scientists and Engineers
Learning Objective: Students explore how many of the materials we use in everyday life were developed by materials scientists.
Structures and Properties of Matter: Scientists study the structure and properties of matter in order to develop new products or enhance existing ones. The evidence on these pages tells about materials scientists who determine ways to strengthen materials for making bike helmets and invent new materials such as memory foam to make beds more comfortable.
Ask Yourselves: What are some objects you use everyday that a materials scientist might have created?
Please read and work on pages 95 and 96 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.) You can use past pages in the lesson to assist you on answering the questions, as well as the readings on these pages.
Thursday, March 19th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Measuring Volume
Helpful Hint: I have posted a link to videos on measuring the volume of a solid using unit cubes in the "Links" tab.
Displacement occurs when an object is immersed in a fluid, pushing it out of the way and taking its place. An object that sinks displaces an amount of fluid equal to the object's volume. You can find this by subtracting the orginial amount of fluid from where it reads the fluid has risen to. For measuring the volume of something like a shoebox, you must multiply the dimensions of the object. (Volume = length x width x height) For question 22 on page 93, you can fill in the "volume - ruler" part of the chart. For "volume - unit cubes," please complete the Practice: Volume With Unit Cubes that comes after the Khan Academy video posted instead. For question 24, know that measuring volume with a ruler is more precise because fractions of centimeters can be measured, while there is no way to measure a fraction of a cube. For question 25, use critical thinking as to why you think the measurement is less then 50 mL.
Lesson Goal: Measuring Volume with the Metric System
Please read and work on pages 92 - 94 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Wednesday, March 18th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Wait for Weight
Helpful Hint: I have posted a link to videos on measuring weight/mass with a balance scale and measuring the volume of a solid in the "Links" tab. Use the pencil and the baseball measured at the end of the balance scale video to fill in the chart on page 90.
Scale, Proportion, and Quantity - Each metric unit is 10 times greater than the next-smaller standard unit. A centimeter is 10 times longer then a millimeter. A decimeter is 10 times longer than a centimeter. A meter is 10 times longer than a decimeter. Thus, a meter is 100 times longer than a centimeter and 1,000 times longer than a millimeter. This goes for liters, as well. Relate this to the image of the stairs on page 91.
Lesson Goal: Measuring Weight with the Metric System
Please read and work on pages 90 & 91 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
Don't forget about the Evidence Notebook!:)
Tuesday, March 17th, 2020
Measuring Matter
Learning Objective: Students investigate properties of matter by using standard units to measure and describe physical quantities such as length, weight, and volume.
Making the Meter
Helpful Hint: I have posted a link to printable rulers in the "Links" tab, as well as a link to a helpful video on measuring matter.
Scale, Proportion, and Quantity - Each metric unit is 10 times greater than the next-smaller standard unit. A centimeter is 10 times longer then a millimeter. A decimeter is 10 times longer than a centimeter. A meter is 10 times longer than a decimeter. Thus, a meter is 100 times longer than a centimeter and 1,000 times longer than a millimeter. Keeping this in mind, how many centimeters are there in 3 meters?
Lesson Goal: Measuring Length with the Metric System
Please read and work on pages 88 & 89 in your workbook. These pages are also available on HMHCO.com (link in "Links" tab.)
*Where it says to measure your desk, please measure a table or counter at home. Write down what flat surface you used.*
Monday, March 30th, 2020
Chapter 10: The Eucharist
Objective: To appreciate the Sacrament of the Eucharist and our Catholic faith as gifts that help us live holy lives.
Cultural Awareness: The Solemnity of the Most Holy Body and Blood of Christ: During the Middle Ages the tradition of infiorata, which means "flower fair," developed in Italy. On the Solemnity of the Most Holy Body and Blood of Christ, or Corpus Christi, people covered the streets with elaborate tapestries made of flower petals. The bishop processed through the streets carrying the Blessed Sacrament in a monstrance. As the Blessed Sacrament passed by, the people knelt to adore Jesus in the Eucharist. This lovely tradition continues today in some parts of Italy.
Page to Work On: Please read pages 160 & 161 and answer the questions on page 161. When you are done reading, try writing your own prayer for Holy Communion after you receive the Eucharist. Use words of thanksgiving, love, and adoration of Jesus Christ.
Friday, March 27th, 2020
Chapter 10: The Eucharist
Objective: To describe the two major parts of the Mass
Liturgy Background: Threefold Aspect of the Eucharist Saint Thomas Aquinas said that the Eucharist is a Sacred Banquet, or Sacrum Convivium, which means "holy conviviality." He said that this Sacred Banquet has a threefold aspect that includes the past, the present, and the future: Christ is received (present), the memory of his Passion is renewed (past), and a promise of future glory is given to us (future).
Page to Work On: Please read pages 158 and answer the questions on page 159. When you are done reading, try this Religion Opportunity: Which country in Europe forbade the celebration of the Mass in the 1500s?
Thursday, March 26th, 2020
Chapter 10: The Eucharist
Objective: To describe the two major parts of the Mass
Liturgy Background: The Church calls Eucharistic Prayer I the Roman Canon. It is the oldest Eucharistic Prayer that the Church uses for the liturgy. Some liturgical scholars believe that this prayer dates back to the fourth century. Before that time, the words of the prayer were spontaneous. On April 3, 1969 Pope Paul VI approved the use of three forms of the Eucharistic Prayer. The words of consecration in these prayers are identical to those in Eucharistic Prayer I. The third edition of the Roman Missal, copyright 2011, contains Eucharistic Prayers I-IV , Eucharistic Prayers for Reconciliation I and II, and Eucharistic Prayer for Uses in Masses for Various Needs I-IV. An additional publication contains Eucharistic Prayer for Masses with Children I-III.
Page to Work On: Please read pages 156 & 157 and answer the question on the bottom of page 157. While you are reading, think of some other names you know of for the Eucharist.
Wednesday, March 25th, 2020
Chapter 10: The Eucharist
Objective: To briefly review the importance of the Sacrament of the Eucharist for our lives
Getting Ready for Chapter 10: Please read over pages 153 & 154 in your workbook.
More About the Saint of the Week: Blessed Francisco Marto was born in Aljustrel, Portugal, in 1917. He was one of the visionaries of Fatima, along with his siter, Jacinta Marto, and cousin, Lúcia dos Santos. Blessed Francisco Marto was beatified on May 13, 2000, along with his sister, by Pope John Paul II.
Page to Work On: When you have completed the reading of pages 153 & 154, please go on to page 155 to read and try the unscramble activity on the bottom of the page. While you are reading, recall the different parts of the Mass.
Tuesday, March 24th, 2020
Chapter 9: Chapter Test
Assessment on Chapter 9: God's Word Feeds Us
Test: The Chapter 9 Religion Test is located in the last "Links" tab. Please complete this test and send it back to me through email. The free app "Genius Scan" is very useful when it comes to sending documents. You can also take a picture to send the test to me once it is completed.
Monday, March 23rd, 2020
Chapter 9: Chapter Review
Objective: The Chapter Review exercises will help the students recall the key concepts of the chapter as well as prepare for the Chapter 9 test. (The Chapter 9 test will be posted tomorrow.)
Helpful Hint: Make sure to be able to explain the meanings of the Faith Words: Sacred Scripture and Sacred Tradition
Page to Work On: Say the Prayer by Saint Jerome on page 150 with your family. While you prayer, allow for a few minutes of quiet reflection to think about the Scripture accounts of the Good Shepherd and the Good Samaritan from the Chapter. (A link to read the Gospels online is still posted in the "Links" tab for the whole reading.) Please work on pages 151 & 152. You can look back at the chapter to help you!
Thursday, March 19th, 2020
Chapter 9: God's Word Feeds Us
Objective: To recognize that God reveals himself through Sacred Scripture. To learn the two sources of the truth revealed to us by God that help us live our Catholic faith.
Scripture Background: The Road to Emmaus: In the Scripture account of the journey to Emmaus, the Risen Jesus appears to two of his disciples after the Ressurection. When Jesus appears to the disciples, he is unrecognizable at first. This is because the Risen Jesus appears in his glorified body. As Jesus walks with his disciples to Emmaus he interprets the Scriptures for them, explaining that it was necessary for the Messiah to suffer and die. When they stop to share a meal, the disciples immediately know who Jesus is as he blesses the bread, breaks it, and gives it to them. The Scripture passage shows that we meet Jesus in his Word and in the breaking of the bread, the Eucharist.
Page to Work On: Please read and work on pages 146 & 147. (I have posted a link to read the Gospels online in the "Links" tab.) While you are reading, imagine that you are one of the two disciples in the Scripture passage. What do you think it would have been like to meet the Risen Jesus on the road to Emmaus?
Wednesday, March 18th, 2020
Chapter 9: God's Word Feeds Us
Objective: To recognize that God reveals himself through Sacred Scripture. To learn the two sources of the truth revealed to us by God that help us live our Catholic faith.
Scripture Background: Pilgrimages to Jerusalem for Great Jewish Feasts: Faithful Jews often traveled to Jerusalem to celebrate great feasts such as Passover. The feasts brought the Jewish people together as a nation and as God's people. The population in Jerusalem could expand from 100,000 to 500,000 when these travelers converged upon the city for a feast. When taveling to Jerusalem the people would sing psalms, particularly Psalms 120 - 134. When the people reached sight of the Temple, many laid down flat and kissed the ground.
Page to Work On: Please read and work on pages 144 & 145. (I have posted a link to read the Gospels online in the "Links" tab.) While reading, think about what really stood out to you about the account of Jesus as a boy.
Tuesday, March 17th, 2020
Chapter 9: God's Word Feeds Us
Objective: To recognize that God reveals himself through Sacred Scripture.
Getting Ready for Chapter 9: Please read over pages 141 &142 in your workbook. Take advantage of this time at home with your families and work on the Activity, Illustrating a Scripture Story.
More About the Saint of the Week: Saint Jerome lived for a time as a hermit in the Syrian desert. He spent 30 years working on his translation of the Bible into Latin. Saint Jerome established a monastery in Bethlehem and started a hospice there for the many people who came to visit. According to legend, Saint Jerome drew a thorn from the paw of a lion, who stayed faithfully by his side for many years.
Page to Work On: Please work on page 143. While you read these passages and write about the meaning you took from them, think about what you think Jesus was studying when he was about your age.
Chapter 3 Lesson 2
Your Family
Main Idea: How to build and keep healthy relationships with your family.
Lesson Goals: Be able to recognize different types of family units, identify your role within your family, explain how family members care for each other, and develop effective communication skills for family meetings.
Vocabulary Builder: Please copy the vocabulary for this lesson into you purple Health notebooks. Family; Nurture; Abuse; Physical Abuse; Sexual Abuse; Neglect
Before reading the pages for this lesson, please work on the Quick Write activity on page 67 in your notebook. During this time of Social Distancing, you are spending a lot of time with your families at home. How are you passing the time with them? What activities can you participate in with them? How can this time bring your family even closer? When you are done, read pages 67 - 72.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 2 Review on page 72.
Friday, March 27th, 2020
Chapter 3: Healthy Relationships
Keep in mind it takes more than physical wellness to be healthy!
Lesson 1 Communication Skills
Main Idea: How to build healthy relationships through good communication.
Lesson Goals: Be able to explain different ways people communicate, describe how you can be a better speaker and listener, identify the three styles of communication, and develop skills to communicate safely online.
Vocabulary Builder: Please copy the vocabulary for this lesson into you purple Health notebooks. Communication; Relationship; Body Language
Before reading the pages for this lesson, please work on the Quick Write activity on page 62 in your notebook. Think about your friends, people in your family, your teachers, etc. What makes you like talking to a specific person? What characteristics does this person have or what do they do that makes you like to talk to them? When you are done, read pages 62 - 66.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 1 Review on page 66.
Wednesday, March 25th, 2020
Chapter 2: Mental and Emotional Wellness (take 2)
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 2 concepts and ideas
I apologize again for the delay on this assignment due to technical difficulties with my WiFi yesterday.
Wednesday, March 25th, 2020
Chapter 2: Mental and Emotional Wellness
Main Idea: Completing a chapter test in order to best assess knowledge of Chapter 2 concepts and ideas
(Test will be posted at 12:30pm to switch out the Religion test document.)
Tuesday, March 24th, 2020
Chapter 2: Mental and Emotional Wellness
Main Idea: Reviewing the chapter to guarantee understanding. Study the chapter and your notes. I will be posting your Chapter 2 Health Test tomorrow to be completed.
Chapter Review Pages: Use pages 57 - 59 to help you study!:)
Monday, March 23rd, 2020
Emotional Problems
Main Idea: Understanding what emotional problems are, warning signs of them, and sources to help
Lesson Goals: Be able to describe types of emotional problems, recognize the warning signs of suicide, and identify sources of emotional problems.
Rereading: As we have already taken notes and copied down the vocabulary for this lesson, please reread pages 50 - 53 and go over the notes we took together as a class. You can add to your notes if you think there is something else you find important within the reading.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 5 Review on page 53.
Friday, March 20th, 2020
Coping with Stress
Main Idea: Stress management and stress responses
Lesson Goals: Be able to explain what stress is, describe how your body responds to stress, and list ways to manage stress.
Vocabulary Builder: Please copy the vocabulary and definitions for this lesson into you purple Health notebooks. Stress; Anxiety; Adrenaline
While reading the pages for this lesson, please write out the 6 physical changes your body goes through during a Fight or Flight Response to stress and the strategies for managing stress in your notebook. Think about how budgeting your time can help you manage stress. How can this relate to school? When you have finished reading, try some of the relaxation exercises oo page 48. Share them with your families during this time.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-7 in the Lesson 4 Review on page 49.
Thursday, March 19th, 2020
Expressing Emotions
Main Idea: It is important to your health embrace your emotions, understand where they are coming from, and be able to express them.
Lesson Goals: Be able to explain what causes the emotions you experience, express strong feelings healthfully, and discuss why abstinence is important for teens.
Vocabulary Builder: Please copy the vocabulary and definitions for this lesson into you purple Health notebooks. Emotions; Hormones; Abstinence
Before reading the pages for this lesson, please work on the Quick Write activity on page 41 in your notebook. Think about why some emotions are easier to express that others. When you are done, read pages 41 - 44. After reading page 43, please make a list of 5-10 strategies you can use yourselves for dealing with strong or difficult feelings. When I am dealing with difficult emotions, I read a good book, go for a run, go swimming, watch my favorite movie, or listen to an upbeat song.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 3 Review on page 44.
Wednesday, March 18th, 2020
Your Character Counts
Main Idea: Character is an important part of your social relationships and the choices you make. It stems from your values.
Lesson Goals: Be able to identify the traits of good character, explain how character develops, and list ways of showing good character.
Vocabulary Builder: Please copy the vocabulary and definitions for this lesson into you purple Health notebooks. Character; Advocacy; Role Model
While reading the pages for this lesson (pages 36-40), please make a list in your purple Health notebooks of the Traits of Good Character. Also, think about the effects that having good character have on your health.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-6 in the Lesson 2 Review on page 40.
Tuesday, March 17th, 2020
A Healthy Self-Concept
Keep in mind it takes more than physical wellness to be healthy!
Main Idea: The key to Mental and Emotional Wellness is self confidence, which comes from a positive self-concept and positive self-esteem.
Lesson Goals: Be able to explain what your self-concept is, identify what the influences are on your self-concept, and describe how you can build a positive self-concept.
Vocabulary Builder: Please copy the vocabulary for this lesson into you purple Health notebooks. Self-concept; Reinforce; Self-esteem; Resilience
Before reading the pages for this lesson, please work on the Quick Write activity on page 32 in your notebook. Create a My Self-Concept Web Map with characteristics about yourself that you're proud of to help you gather ideas for this activity. Think about when we made the puzzle pieces and wrote what we loved about ourselves! Expand on that!. When you are done, read pages 32 - 35.
Extra Practice: To guarantee your understanding of this lesson, work on questions 1-5 in the Lesson 1 Review on page 35.
https://www.tanqueverdeschools.org/Downloads/Teen%20Health%20Course%201%20Textbook.pdf
https://learnzillion.com/lesson_plans/7338-find-the-mass-of-an-object-using-a-balance-scale/
https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/volume-rect-prism/v/measuring-volume-with-unit-cubes
https://livinghour.org/read-gospels-online/
jportmore@stchris-school.org
Monday and Wednesday Mornings
8:00am - 8:30 am
I am a product of the Catholic School system. I went to the Brother Joseph C. Fox Latin School and Kellenberg Memorial Highschool. I graduated from Iona College with a Bachelor of Science degree in Childhood and Early Childhood Education with a concentration in English. I am currently working towards my Master’s Degree in Teaching English to Speakers of Other Languages and Students with Disabilities at Molloy College. Prior to working at St. Christopher’s Elementary School, I worked in New Hyde Park. I live in Lido Beach and love to read, swim, and surf in my free time. I am really looking forward to a great school year with you and your children! I am the Science and Mathematics teacher for Fifth Grade, as well as the Religion, Health, and Handwriting teacher to the students of 5-1.
•Monday – Art
•Tuesday – Spanish, Health, Gym
•Wednesday – Library
•Thursday – Computer, Gym
•Friday - Music
11:34 - 12:14
•Please send in lunch money in envelope with your child’s name on it. Please try to send in exact change, as I may not always have change to make with the money I receive.
•Lunch cards can be purchased for $20, as well.