Science Investigation 3 Assessment Study Material

Soils, Rocks, and Landforms: Investigation 3 Study Material

Students may use both their Science Notebook and their Soils, Rocks, and Landforms book while taking the test.  The following material will be on the assessment. 

1.   Students should be able to read a topographic map, identify contour lines, and determine the contour intervals. 

2.   Students will need to differentiate between processes that change landforms at a rapid speed and processes that change landforms slowly (earthquakes, landslides, volcanic eruptions, tree roots, glaciers, weathering, floods, etc.)

3.   Students will need to explain the effects of glaciers, landslides, volcanic eruptions, earthquakes, and floods.

4.   Students will evaluate solutions to the effects of the processes listed above and determine the best solution to a problem. 

SEL for Parents: Sibling Rivalry and Conflict

The Basics of Dealing with Sibling Rivalry and Conflict (by Jody McVittie, CPDA)

1. Some sibling conflict is normal and healthy.

2. Sibling conflict can teach valuable life skills: Cooperation, learning conflict skills (problem solving, walking away, cooling off, standing up for yourself), more than one point of view is valid, finding solutions that work for more than one person, fixing mistakes (owning a mistake, apologizing, working together for a solution)

3. Parents can make sibling conflict a LOT worse. Instead, develop the skills to minimize competition. Avoid comparing siblings. Avoid rewards but don't forget to celebrate each child's achievements in a way that is appropriate for them. (There is a fine line between rewards and celebration. The question is to ask is why am I doing this? Is it to get them to "keep it up"? Then it is a reward. If it is a- perhaps quieter- acknowledgement and celebration of achievement? That is a celebration)

4. Sibling conflict is more about you (the parent) than you think.

Kids don't understand that love is not finite. Your negative reaction can be better than what else is happening. Learn to stay out of fights. Even those they have mistaken beliefs about how to get there, each child wants belonging and significance. Spend time with each child.

5. Teach children basic safety standards/skills. Teach them: Stop means stop. When to walk away. When to ask for problem solving help (not rescuing)

6. Develop the skills to use the sibling conflict to empower children with important life long skills: Suport kids by teaching them: problem solving skills, how to listen, how to walk away, why people act the way they do, how to ask for and give meaningful apologies (but not before they are ready)

7. Parents can learn to take care of themselves so sibling conflict is no longer a problem. Understand the issues and learn skills to maximize the benefit, minimize the ruckus. People do better when they feel better...even parents. Take care of yourself!

Next Week in Our Classroom...

Greetings!  Please see below for classroom updates and announcements.

Literacy:  This past week, students reviewed genre characteristics of fables and practiced stating the moral of the story in kid-friendly language.  We also reviewed determining the theme and theme topic of a story.  Next week, students will begin reading an anthology of short folktales titled, The Cow-Tail Switch.  The Cow-Tail Switch stories of West Africa are about men and animals, kings, warriors, and hunters.  Students will practice determining the theme, understanding the conflicts, and finding details to support ideas and thinking.  Additionally, students will meet with me in guided reading groups daily.

During the writing block, students will be drafting their "Rock Story."  We began this project earlier this week.  Students chose a rock to research.  This rock will become the narrator of the story.  Students will write about the rock's properties, minerals, and how the rock was formed in a first person narrative, non-fiction story.  All research should be completed by Monday.  Students will bring home their research this weekend if you'd like to take a look!  This was a former "Quarter Project," so we will spend some time working on this in class.

Math:  We are half-way through our fifth unit in the Everyday Math curriculum.  Students are learning to use addition and subtraction with fractions.  They are also exploring the relationship between fractions and decimals.

Science:  Our Soils, Rocks, and Landforms unit is well underway.  We've completed the first two investigations (there are 4).  Assessments for both investigations were sent home this week.  If you're child received below a 70%, they may make up the assessment.  To make up the assessment, please have your child write the question they answered incorrectly as well as the correct answer and how they know or found the correct answer on loose leaf paper.   I will only accept thoughtful responses and neat work for a 70%.  In the current investigation, students are learning how the Earth's surface is mapped.  We've studied topographic maps in depth this week.   A "Problem of the Week" has been sent home for homework.  It is due next Friday.

Report Cards were sent home last Friday.  

30 Book Tower and a project are due this Thursday.  I am extending the due date to Friday the 29th, as I will be at a meeting on Thursday.  

Social Emotional Learning

from Mrs. Kearns... 

SEL for Parents

This week we will focus on solutions instead of punishments and rewards. Traditional discipline focuses on teaching kids what not to do or what to do because someone else said so. When you focus on solutions, you teach children to think through the situation and use some basic guidelines to find solutions. They are active participants in the process, not passive (and often resistant) receivers. Children start making better behavior choices because it makes sense to them and because it feels good to be treated with respect and to treat others with respect. When brainstorming solutions to problems, when everyone is calm, state the problem and ask for possible solutions. Solutions must be

1)Related

2) Respectful

3)Reasonable

4) Helpful

Everyone involved decides on  a solution to try for one week. After one week, come back together as a family and try a different solution. 

Science in Action

Ashley and Eamonn are observing properties of soil.

Group 5 studying the effects of acid rain (chemical erosion) on different rocks. 

A Sneak Peek into Next Week...

Literacy:  We finally wrapped up the guided reading portion of our character study.  Students are working on a final character analysis essay and then we'll be all finished.  Next week, we'll begin a new unit/genre study.  Students will study the folklore genre and read a variety of folktales and fables from around the world.  During the unit, students will practice determining the theme and supporting the theme with evidence from the text.  During the writing block, we'll begin writing in the non-fiction, narrative genre to accompany our science unit on earth science.

Math:  Monday we will review for our math test and Tuesday students will take the test.  Following, we will dive into Unit 5.  In Unit 5, students will learn to use operations with fractions.  We will add, subtract, and decompose fractions.

Science:  During the science block, students will study erosion and deposition as well the effects/landforms created by the forces.  Students will design stream tables to determine how slope affects erosion and deposition.  They will also study a variety of landforms and learn how they were created.  Some new landforms include deltas, flood plains, meanders, canyons, and alluvial fans.

Read Aloud: We are about half-way through The Thing About Jellyfish.  Students are really enjoying the book so far!

Valentine's Day:  On Thursday 2/14, we will save some time at the end of the day to pass out Valentines/Friendship cards.  Please remember to avoid sending food/candy, and also please send enough cards/Valentines for all 30 students in our classroom if you choose to send them with your child.  Again, this is optional, you are not required to send anything at all.