Mr. Patterson’s Class Handbook



Mr.Patterson’s Class Parent Handbook 2013-2014692150635 **Please be aware that each class is different. Mr. Patterson may need to adjust classroom procedures or policies to meet the specific needs of this year’s class. Please check the class webpage for the most current list of policies.Inspirational QuotesUpon the subject of education,not presuming to dictate any plan or system respecting it,I can only say that I view it as the most important subjectwhich we as a people may be engaged in.-Abraham Lincoln In an effective classroomstudents should not only know what they are doing,they should also know why and how.-Harry WongEducation is the most powerful weapon which you can use to change the world.” Nelson MandelaAnyone who stops learning is old, whether at twenty or eighty.? Henry FordA little consideration, a little thought for others, makes all the difference."- EeyoreTable of Contents TOC \o "1-2" Welcome Letter PAGEREF _Toc206926792 \h 1Curriculum Map PAGEREF _Toc206926793 \h 21st Nine Weeks PAGEREF _Toc206926794 \h 22nd Nine Weeks PAGEREF _Toc206926795 \h 33rd Nine Weeks PAGEREF _Toc206926796 \h 44th Nine Weeks PAGEREF _Toc206926797 \h 5Class Schedule PAGEREF _Toc206926798 \h 6Assessment and Grading PAGEREF _Toc206926799 \h 7K-12 Assessment and Grading Common Expectations PAGEREF _Toc206926800 \h 8Homework Policy PAGEREF _Toc206926801 \h 9General Homework Tips for Parents PAGEREF _Toc206926802 \h 10How to Help Your Kids Read It and Get It! PAGEREF _Toc206926803 \h 11Reading Homework PAGEREF _Toc206926804 \h 12Helpful Reading Dos and Don’ts for Parents PAGEREF _Toc206926805 \h 13Science – Focal Points PAGEREF _Toc206926806 \h 15Fifth Grade PAGEREF _Toc206926807 \h 15Fourth Grade PAGEREF _Toc206926808 \h 16Classroom Management PAGEREF _Toc206926809 \h 17School Wide Behavior PAGEREF _Toc206926810 \h 18Miscellaneous Information PAGEREF _Toc206926811 \h 19Email PAGEREF _Toc206926812 \h 19Web Page PAGEREF _Toc206926813 \h 19Parties PAGEREF _Toc206926814 \h 19Birthdays PAGEREF _Toc206926815 \h 19Field Trips PAGEREF _Toc206926816 \h 19Keeping the Lines of Communication Open PAGEREF _Toc206926817 \h 20Welcome LetterAugust 27, 2013Dear Parents,Welcome to a new school year. Let me also take this opportunity to welcome you to our classroom community. I hope that this year will be a positive experience for both you and your child. The goal of this booklet is to get you acquainted with what will be happening in room 25 this year. I cannot explain every detail to the minute of our daily happenings here, but this should provide a general overview of what you and your child should expect. As each class is different, I may need to change or make adjustments during the year to meet the needs of this individual class. This packet should be a helpful resource for you throughout the year. The information presented here is also important for your child to understand. They should already be familiar with most of the information, but repetition cannot hurt. Feel free to discuss what you read here with your child. Please keep in mind that to make this an effective school year it will be necessary for us to work as a team to help your child succeed. I will keep you informed of what is happening in school through newsletters, my web-site, email, and phone calls. I encourage you to do the same. I encourage you to contact me not only with questions and concerns, but also with good news. I also love to hear about sports games, dance recitals, play performances, and the like. Since I live locally I really enjoy coming out to support students in their roles outside of school. These activities are a big part of students’ lives and provide me with a glimpse of another side to your child.I hope that your find the information here helpful. Please feel free to contact me with any questions or concerns.Mr. PattersonCurriculum Map1st Nine WeeksReading:Read fiction and nonfiction with fluency & accuracy5.5, 5.6Word meaning through context clues and word reference materials in a variety of texts and across content areas5.4Make text-text connections5.5Identify main idea and summarize supporting details5.5, 5.6Make, confirm, or revise predictions5.5Use prior knowledge as context for new learning5.6Identify new information gained from reading nonfiction texts5.6Written Language:Choose planning strategies for various writing purposes and identify audience5.7Write a clear topic sentence focusing on the main idea5.7Elaborate the main idea with supporting details5.7Adjectives and adverb comparisons5.8Quotation marks with dialogue5.8Edit for commonly used words5.8Use appropriate patterns in written work and isolation LCENG 1 & 2Math:Problem Solving with Whole Number Operations5.4Prime/Composite & Odd/Even Numbers5.3Variables, Expressions, and Equations5.18Perimeter and Area5.8Distributive Property5.19Order of Operations5.7Numerical and Geometric Patterns5.17Science:Scientific Investigation5.1Geology (Changes to the Earth, Plate Tectonics) 5.7Social Studies:Identify the five themes of geographyI.1Tools of GeographyI.2Physical geography termsI.3, I.4, I.5Longitude, latitude, hemispheres, regionsI.6, I.7, I.8 Northeast RegionII.1-II.102nd Nine WeeksReading:Read fiction and nonfiction with fluency & accuracy5.5, 5.6Word meaning through context clues, sentence structure, and word reference materials in a variety of texts and across content areas5.4Describe author’s word choice and style5.5Use reading strategies to monitor comprehension5.5, 5.6Use nonfiction text features5.6Skim material to develop an overview and locate specific information5.6Locate information to support opinions predictions and conclusions5.6Identify new information gained from reading nonfiction texts5.6Written Language:Choose planning strategies for various writing purposes and identify audience5.7Organize writing with a central idea (main idea and supporting details)5.7Write multi-paragraph compositions5.7Use precise and descriptive words to create tone and voice5.7Vary sentence with transition words5.7Commas to indicate interrupters5.8Hyphen to divide a word at the end of line5.8Edit fragments and run-on sentences5.8Use appropriate patterns in written work and isolation LCENG 1 & 2Research skills5.9Math:Elapsed Time5.10Decimal Place Value and Rounding5.1Fraction/Decimal Equivalents, Comparing, Ordering5.2Probability & Sample Space5.14Numerical Patterns5.17Adding and Subtracting Fractions5.6Science:Oceanography 5.6Living Systems (cells and classification of living things)5.5Social Studies:Southeast RegionII.11-II.15Middle West RegionII.16-II.253rd Nine WeeksReading:Read fiction and nonfiction with fluency & accuracy5.5, 5.6Word meaning through roots, affixes, synonyms, antonyms, homophones, and word reference materials in a variety of texts and across content areas5.4Character development5.5Plot development and resolution of conflict(s)5.5Cause and effect relationships5.5, 5.6Identify and ask questions that clarify points of view5.5Use reading strategies to monitor comprehension5.5, 5.6Use nonfiction text features5.6Fact and opinion5.6Identify new information gained from reading nonfiction texts5.6Written Language:Choose planning strategies for various writing purposes and identify audience5.7Organize writing with a central idea (main idea and supporting details)5.7Write multi-paragraph compositions5.7Use precise and descriptive words to create tone and voice5.7Vary sentence with transition words5.7Plural possessives5.8Interjections5.8Apostrophes in contractions and possessives5.8Conjunctions5.8Use appropriate patterns in written work and isolation LCENG 1 & 2Research skills5.9Math:Decimal Operations5.5Metric & Customary Measurement5.8Perimeter/Area/Volume with Fractions and Decimals5.8Relationships in Numerical Patterns (Conversions)5.17Geometry (Angles, Triangles, Plane Figures)5.11, 5.12, 5,13Circles5.9Science:Living Systems (cells and classification of living things)5.5Matter5.4Social Studies:Southwest RegionII.26-II.35Rocky Mountain RegionII.36-II.384th Nine WeeksReading:Read fiction and nonfiction with fluency & accuracy5.5, 5.6Word meaning through use of word reference materials in a variety of texts and across content areas5.4Figurative Language5.4Draw conclusions and make inferences5.5Poetry5.5Identify, compare, and contrast relationships5.6Identify new information gained from reading nonfiction texts5.6Written Language:Choose planning strategies for various writing purposes and identify audience5.7Organize writing with a central idea (main idea and supporting details)5.7Write multi-paragraph compositions5.7Commas to indicate interrupters5.8Hyphen to divide words at the end of a line5.8Use appropriate patterns in written work and isolation LCENG 1 & 2Math:Stem and Leaf, Line Graphs5.15Mean, Median, Mode, Range5.16SOL ReviewScience:Light5.3Sound 5.2SOL ReviewSocial Studies:Pacific Region II.39-II.47Class ScheduleSpecialsMondayArt 9:20PE 9:40?TuesdayLibrary 8:10DARE 11:10?WednesdayMusic 8:10Computer 10:30?ThursdayPE 10:40?FridayMusic 8:10PE 10:40?DailyLunch 12:25Our classroom schedule for the 2013-2014 school year will be posted on the class webpage once it is finalized. Please remember although I try to stick to this, times are flexible. There are times during the year when I need to change this around. We usually test when we have longer blocks of time, so students do not feel rushed. Our schedule can also change due to activities we are doing with other classes. Some other schedule information:DAREWe will be having DARE every other week. You will be notified once the date and time are established.Guidance Mrs. McCrea will provide guidance lessons every other week. You will be notified once the date and time are established.Family LifeWe will have six days of FLE in fifth grade. These classes are taught by a FLE teacher. You will be notified prior to the start of FLE. FUTURAFUTURA will meet on Thursdays. The fifth grade team recognizes the hard work being done by students attending FUTURA. It is an important program, to meet the needs of part of our population. This being said, we cannot stop instruction on FUTURA days. This means that new concepts may be presented on FUTURA days, and classroom activities may occur. Each teacher will make sure that FUTURA students receive this information in an alternative manner. Classroom teachers will touch base with FUTURA students either when they return or during the next school day to go over what has been missed. Depending on what has been covered, the teacher may or may not require students to make up assignments from the day. As with County Policy, FUTURA students have 2 school days to make up any class work missed while they are at FUTURA. This means with FUTURA on Monday, students have until Thursday to turn in any make up class work. If you have any questions about this please contact your child’s teacher for clarification. Assessment and GradingThe assignments given to students serve a variety of purposes: to determine a student’s prior knowledge, to give students the opportunity to practice a skill, to assess a student’s progress on a skill, or to determine a student’s mastery of a skill. Types of AssessmentsDiagnostic – Given to a student before instruction has occurred. These assessments will have no affect on a student’s report card.Formative – Given to a student during instruction. It is assumed the student is still learning the skill. Summative – Given to a student after instruction has occurred. How assignments will be assessedStudent work will be assessed on a numerical score to indicate their progress towards a desired standard. (4-Exceeding the Standard, 3-Meeting the Standard, 2-Progressing towards the Standard, 1-Below the Standard) Work is not marked based on the number correct/wrong, but on a full picture of how the student performed on the assessment. Students may earn an exact 1, 2, 3, or 4, or they may earn a decimal between two of these numbers. A 3.5 would indicate that the student has met the standard and is demonstrating mastery, but has not yet moved well beyond the standard expectation. Parent PortalAgain this year, parents will be able to log in to a secure site and view their child’s assignments and grades. For more information about the parent portal go to the CLARITY tab on the Horizon website. K-12 Assessment and Grading Common ExpectationsVISION:LCPS IS COMMITTED TO QUALITY ASSESSMENT AND GRADING PRACTICES WHEREBY ALL TEACHERS CAN DESIGN ASSESSMENTS WHICH ALIGN WITH STANDARDS AND PROVIDE FEEDBACK TO IMPROVE STUDENT LEARNING.The following are lists of common expectations.QUALITY ASSESSMENT AND GRADING PRACTICESAssessment of student learning is an essential component of the teaching and learning process.Quality assessment involves timely feedback imbedded in the learning experience. A variety of formative assessment is included in each lesson. Formative assessment is used to adjust instruction in order to move students to learning targets. Summative assessments are linked to standards within content area. Quality assessment ensures that students are involved in and parents are informed of the process. Common assessment and grading practices requires collaborative effort among teachers. Grades reflect student mastery, multiple efforts and student growth within a grade level or specific subject ?area. Learning progressions are available for use as scaffolds for learning and instruction. CLARITYUsing the CLARITY parent portal, teachers communicate to students and parents how assignments, assessments, and grades are tied to intended learning targets. Best practice suggests:Teachers regularly update information in their grade book(s) which includes: Posting assignments and assessments as assigned. Providing useful course/assignment descriptions. Recording grades every ten instructional days. Linking no more than 2-3 standards to a single assessment. Teachers use course narratives to communicate common expectations and assessment/grading practices. Teachers align assessment and grading practices within school parameters regarding weighting, homework, categories, retesting, etc. School-wide expectations are posted on the CLARITY parent portal page of each school. Homework PolicyHomework LoadStudents will have approximately 50 minutes of homework each night. This includes long-term projects. Students are also expected to finish any class work in order to meet class deadlines. This will only be the case when there was ample time in class to complete the assignment and the student did not use his/her time wisely. AssignmentsI work hard to make sure that the homework I send is meaningful and appropriate. In the same respect I expect that students take their homework seriously and complete it each night with care. Most evenings homework will be the same. Students will be expected to read for a minimum of 20 minutes per night. (Please refer to the specifics about reading homework.) Students will also have word study homework each night. These assignments will be consistent from week to week and students will know what to expect. Math homework will be assigned most nights to review the concepts covered during the day. Occasionally I may also assign an additional short assignment to enhance what is being completed in school. Each day all assignments will be written on the classroom assignment board. Students will be provided with ample time to copy homework and collect the materials they will need to complete the assignments. ProjectsPeriodically throughout the year students will be assigned long term projects. Students will be provided with exact directions, expectations and due dates so they may plan and work accordingly. I also include a copy of the rubric that I will use to grade the project. Most projects also include an oral presentation of the work that has been completed. AbsenceWhen a student is absent is it his/her responsibility to make up the work. The student has 1 week from the day they return to complete missing work, unless they talk to me to make other arrangements. After one week the work is considered missing. I do expect that students will complete their nightly reading assignment and word study (if they have their words) whether they are in school or not. General Homework Tips for ParentsMake sure your child has a quiet, well-lit place to do homework.Avoid having your child do homework with the television on or in places with other distractions, such as people coming and going.Make sure the materials your child needs, such as paper, pencils and a dictionary, are available.Ask your child if special materials will be needed for some projects and get them in advance.Help your child with time management.Establish a set time each day for doing homework. Don't let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates.Be positive about homework.Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires.When your child does homework, you do homework.Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook.When your child asks for help, provide guidance, not answers.Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.When the teacher asks that you play a role in homework, do it.Cooperate with the teacher. It shows your child that the school and home are a team. Follow the directions given by the teacher.If homework is meant to be done by your child alone, stay away.Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.Stay informed.Talk with your child's teacher. Make sure you know the purpose of homework and what your child's class rules are.Help your child figure out what is hard homework and what is easy homework.Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in.Watch your child for signs of failure and frustration.Let your child take a short break if she is having trouble keeping her mind on an assignment.Reward progress in homework.If your child has been successful in homework completion and is working hard, celebrate that success with a special event (e.g., pizza, a walk, a trip to the park) to reinforce the positive effort.From: U.S. Department of Education, Office of Intergovernmental and Interagency Affairs, Educational Partnerships and Family Involvement Unit, Homework Tips for Parents, Washington, D.C., 2003.The Seven Keys to ComprehensionHow to Help Your Kids Read It and Get It!By: Susan Zimmermann (Author of Mosaic of Thought) And Chryse HutchinsSounding out or decoding words is part of the reading puzzle but falls short of real reading. If children don’t understand what they read, they’re not really reading. If they don’t unlock meaning as they read, the words are boring babble and they will never read well or enjoy reading. So, how is meaning unlocked?In the 1980’s, a breakthrough occurred: researchers identified the specific thinking strategies used by proficient readers. They found that reading is an interactive process in which good readers engage in a constant internal dialogue with the text. The ongoing dialogue helps them understand and elaborate on what they read. By identifying what good readers do as they read, this research gave important new insights about how to teach children to read it and get it.Good readers use the following 7 Keys to unlock meaning:Create mental images: Good readers create a wide range of visual, auditory, and other sensory images as they read, and they become emotionally involved with what they read.Use background knowledge: Good readers use their relevant prior knowledge before, during, and after reading to enhance their understanding of what they’re reading.Ask questions: Good readers generate questions before, during, and after reading to clarify meaning, make predictions, and focus their attention on what’s important.Make inferences: good readers use their prior knowledge and information from what they read to make predictions, seek answers to questions, draw conclusions, and create interpretations that deepen their understanding of the text.Determine the most important ideas or themes: Good readers identify key ideas or themes as they read, and they can distinguish between important and unimportant information.Synthesize information: good readers track their thinking as it evolves during reading, to get the overall meaning.Use fix up strategies: Good readers are aware of when they understand and when they don’t. If they have trouble understanding specific words, phrases, or longer passages, they use a wide range of problem-solving strategies including skipping ahead, rereading, asking questions, using a dictionary, and reading the passage aloud.Good readers use the same strategies whether they’re reading Reader’s Digest or a calculus textbook. There is nothing fancy about these strategies. They are common sense. But to read well, readers must use them.Excerpted from: 7 Keys to Comprehension: How to Help Your Kids Read It and Get it!Authors: Susan Zimmermann and Chryse Hutchins.Three Rivers Press New York 2003ISBN: 0-7615-1549-6Reading HomeworkMany students do not see reading as homework, as there is nothing to turn in each day. In reality, the time spent reading each day, is one of the most valuable ways students can spend their homework time. Therefore, reading each night will be a consistent an important part of nightly homework. Students should find a quiet spot anywhere in their home to read a text of their own choice. Each week students are required to read 100 minutes. It is recommended that the reading be completed a little at a time throughout the week, but as we all have busy schedules, it may be completed in fewer sessions. The books students are reading should be recorded on their reading log, in the Reading Notebook. The log is a list of books, both finished and abandoned. The goal is for students to read book to completion, but we all know we encounter books that are not the right fit for us. Therefore it is important for students to understand that they may abandon a book when appropriate. Students will also be reading each day in class. A few times each quarter students will be writing me letters about what they are reading. Class time is provided to complete these letters, but some students may work on them at home. Please remember that these are to represent student thinking, and should be completed independently. Complete directions and expectations are outlined in their Reading Notebooks. Helpful Reading Dos and Don’ts for ParentsDo help your child find reading materials that are interesting and within his range of reading levels. Remember that a child’s independent reading level is usually about a grade level below his instructional level. Text can include fiction, nonfiction, magazines (with appropriately leveled text), and kids’ newspapers, or newsletters.Do set aside time for your child to read. Have her turn off the television, radio, or computer and snuggle up with a good book.Do model reading for your child. Let him see you reading the newspaper, a novel, or a magazine. Enthusiastically share interesting snippets that you read about so he sees how enjoyable reading can be.Do ask her if she is enjoying the text. If she says no, help her find something she would prefer, or tell her to ask her teacher for assistance.Do make sure your child saves enough time to write a thoughtful reading response each week. This can be done after any reading – doesn’t have to be pushed off until the end of the week.Do celebrate your child’s success and growth in reading. Don’t push your child to read books that are too difficult-this is the time for practice, not instruction. You may want to step in though if your child is rereading the same picture books he read in much earlier grades. Check with you child’s teacher if you are unsure. Don’t just leave it up to your child to find time to read and then sign the verification form unless you are certain she has read.Don’t inundate your child with so many new texts that he feels overwhelmed-put a few books away for when he is done with what he is currently reading.Don’t use reading as punishment-ever. Also, don’t tell your child that you never enjoyed reading, even if it is true. You are the first and most influential reading role model for your child. Don’t believe that the teacher doesn’t care whether or not the response is (a) thoughtful, (b) legible, and (c) in depth.Don’t quiz your child or make him summarize what he read. Would you enjoy reading if you had to do this?Don’t give up. It may take your child a little while to get into R4, but with patience, good books, and the loving support of parents, and teachers, your child will come around.Online Math TextbookAll fifth grade students have access to an online edition of the math textbook. In order to use this resource each student must setup an account. Students should setup their accounts and make sure that they are able to access the textbook, before relying on the site to complete assignments. Class/Group name: Horizon 5th Grade 2013-2014Class access code: 161D3E20905C4A570B9AWhen you enroll or register, type the access code exactly as shown above.Use all uppercase letters, and include dashes.Student Name: User Name: Registration/Enrollment InstructionsFirst time users: To register in SuccessNet:Go to Click RegisterOn the first screen, type the class access code above in the access code field.Follow the instructions to register. Please DO NOT use your full name as your user name. Write your user name on the blank line above exactly as you typed it.At the end of registration process, the SuccessNet login page appears.Log in by typing your user name and password.Existing users: To enroll in this class:Go to .Log in by typing your existing user name and password.From your Home Page, click My Account.Click Add Class/GroupFollow the instructions, and use the class access code above to enroll in this class or group. Science – Focal PointsFifth GradeScientific Investigation – 5.1Classification keys/ dichotomous keysEstimate length, mass, volumeUse thermometer, meter stick, balance, graduated cylinder for making quantitative observations and accurate measurements of length, mass, volume, and elapsed timePlan and conduct investigations (scientific method) Collect, record, organize, & report dataRepresent data in graph formUse patterns & graphical data to makePredictions?Identify and analyze manipulated variables (independent) and responding variables (dependent) Distinguish between observations and inferences Distinguish between qualitative and quantitative observationsSound – 5.2Sound travels in compression wavesParts of a wave – compressions (label & interpret diagram, wavelength, frequency)Transmission of sound through different medias (solids, liquids, gases) –vacuumWaves (sound) vs. rays (light)Pitch/frequency, vibrations, compression Hearing ranges (compare/contrast)Uses and applications (musical instruments, voice/hearing, sonar, animal sounds) Sound-form of energySound productionAbsorptionLight – 5.3Visible light spectrum, ROYGBIVLight waves, wavelength, transverse wavesLight travels in a straight lineReflection, refraction, absorption, transmission, velocity, dispersionOpaque, transparent, translucentSpeed of light, & speed/ distance it travels from the sunDiagram and label light wave (wavelength, crest, trough)Prisms (refract light)Structure and Phases of Matter – 5.4Atoms, molecules, elements, compounds Mixtures, solutionsEffect of temperature on phases of matter Construct/interpret models of atoms and molecules Solids, liquids, gasesChemical/ physical changesDensity, volume, massEvaporation, condensation, sublimation, melting, freezing, boilingCells and Organization of Living Organisms– 5.5Basic cell structure and functionsCarry out life processesMake up all living organismsCompare/contrast plant & animal cellsExamine cells using a microscopeCompare and contrast the characteristics of groups of organismsVascular and non-vascular plants, parts of a plant Vertebrates and invertebratesCompare/contrast organismsClassification (similarities/differences)Traits that allow organisms to survive in their environmentOcean Environment – 5.6Geological characteristics: continental slope, shelf, rise, trench, abyssal plain, mid-ocean ridge, aquatic zonesPhysical characteristics: basic motions (current, waves, tides), depth, salinity, Gulf Stream, pressure Ecological characteristics: ecosystem, marine organisms, food web/chainChanging Earth – 5.7Rock cycleIdentify rock types: igneous, metamorphic, sedimentaryEarth‘s History, fossil evidenceEarth‘s interior structurePlate tectonics (volcanoes, earthquakes, mountain formation)Boundaries: convergent, divergent, transform Weathering, erosion, depositionHuman impactFourth Grade Scientific Investigation – 4.1Observations, conclusions, inferences and predictionsExperimental design – hypothesis and variables (independent and dependent), constantsClassify and analyze objects, measurements, dataMeasurements of length, volume, mass and temperature in metric unitsDisplay data, interpret and make predictions from simple graphs, pictures, written statements, numbersIdentify contradictory experimental results Define elapsed timeUse models to explain and demonstrate relationshipsMake real world connections to science conceptsVA Natural Resources – 4.9Watershed and water resources Chesapeake BayMineral & energy resources Importance of forestsPlant and animal resourcesSoil and land use in VirginiaEarth, Moon & Sun System– 4.8Revolution (years) Rotation (days)Seasons – tilt of the earth Phases of the moonSun, Moon, Earth system (age & makeup) NASA Apollo MissionsContributions of Aristotle, Ptolemy, Copernicus, GalileoSolar System – 4.7Names, order and relative size of planetsWeather – 4.6Meteorological tools & measurements Air pressure – barometerWind speed – anemometerRainfall – rain gaugeTemperature – thermometerFronts (warm, cold, stationary)Clouds (cirrus, cumulus, stratus, nimbus) Storms (thunderstorms, tornadoes, hurricanes) Weather predictionForces, Motion & Energy – 4.2Motion – speed and direction Measurement of an object‘s position over timeForce – causes a change of motion Friction?Kinetic and potential energyElectricity & Magnetism – 4.3Conductors and insulatorsCircuits (open/closed; parallel/series) Static electricityTransformation of electrical energy into heat, light, and motion, energy Electromagnets and magnetismHistorical contributions (Faraday, Edison, Franklin)Ecosystems – 4.5Structural adaptationsBehavioral adaptations Organization of communities Flow of energy through food webs Habitats and nichesLife CyclesInfluence of human activityPlant Anatomy and Life Processes– 4.4Plant structures (leaves, stems, roots, flowers)Processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, seed)Photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen and sugar) AdaptationClassroom ManagementI believe that school should not only be a place of work, but also a place of fun. In order for our classroom to be a place where we can participate in engaging activities and active learning experiences, behavior has to be responsible and respectful. I believe that if students take responsibility for their behavior and follow our three simple classroom rules: Respect Everyone, Be Safe, and Help Yourself Learn then our classroom will be an environment conducive to learning. At times students make the wrong choice and as a result I believe there must be some form of consequence. Therefore we run a basic three strike policy. Students receive a verbal warning for any infraction, a formal warning, and then they will be filling out a Think Sheet (that must be brought home, signed, and returned). If poor behavior continues the student and parent will have a conference with Mr. Patterson. In some cases the school administration may need to be involved as well.Sample Think Sheet:Mr. Patterson’s Fifth Grade Class Think SheetWhat classroom expectation did I not follow? _________________________________________________________________________What exactly did I do to not meet this expectation?___________________________________________________________________________________________________________________________________________________________________________________________________________________________What choice should I make in the future so this problem does not occur again? __________________________________________________________________________________________________________________________________________________________________________________________________________________________Student Signature________________________ Date ______________________Parental Signature ________________________ Date ______________________Teacher Signature ________________________ Date ______________________School Wide Behavior Horizon is a PBIS (Positive Behavior Intervention Support) school. This helps determine a common vision, expectation, and language when it comes to student behavior. We are working to have our students be Courageous Comets by demonstrating the 3 Cs (Caring, Cooperation, Courtesy). This system revolves around recognizing and praising students for demonstrating these 3 C’s. We are teaching students what these look like in each area of the school and trying to recognize good choices whenever possible. . SpecialsEach time a class goes to a special (Art, Music, PE, FLES), they begin the class with a “Green 1”. The goal is not to have this change. If the class gets out of hand and a warning is given the teacher may change it to a “Green 2”. If a second warning is given the class receives a “Yellow”. Hopefully a third reminder will not be necessary, but in that case the class has a “Red” and consequences will follow. CafeteriaStudents are expected to use good manners and demonstrate appropriate behavior in the cafeteria. Each table has a flower pot with 3 flowers in it. If the students are not demonstrating proper behavior the class will lose a flower. The number of flowers they earn each day is tracked. After 25 “3”s a class will earn a “fine-dining” experience during lunch as a reward. Compliment BoardsEach Class has a compliment board. Any time another teacher, other than their own classroom teacher, witnesses the class doing a great job they will give them a compliment. The compliment is then placed in a pocket on the compliment board. When the class reaches 25 compliments they have completed a level and the class receives a reward. The board is then emptied and the class begins working toward their next level. The fifth grade rewards are as follows:Extra RecessExtra RecessLunch in Room Blue TicketsStudents spotted being Courageous Comets at anytime during the day may receive a blue ticket. Tickets are placed in a classroom jar. Each week one name is drawn, and that person will be recognized on the morning news. All classroom tickets will then be put into a school-wide jar. When that jar fills, the entire school will earn a reward. Miscellaneous InformationEmailThis is the best way to reach me. I check my email at least twice each day. There are also times when I check my email in the evenings and on weekends, when I cannot be reached at school. I try to reply to emails within 24 hours, although there are occasionally circumstances that prevent me from doing so. My email address is william.patterson@Web PageI keep and maintain a class web page. This is the place to go to find out the latest happenings. Special events, projects, tests, and other important dates can be found on our class calendar located on my page. Copies of project guidelines and study guides can often be found clicking on these events. I will do my best to keep the web site up to date. My class web site can be reached through the Horizon website: . Once on the main page go to teams, then to fifth grade, and finally click on Mr. Patterson.PartiesIn fifth grade we have three parties each year, Halloween, winter, and the Fifth Grade Picnic. If you are interested in helping out, please let me know. Sign-ups can be found on my webpage. The more help the better. BirthdaysIn an effort to keep all children safe and healthy, LCPS has recently produced guidelines that do not allow any food to be brought in for a child’s birthday. Additionally, non food gifts of any kind, to include pencils, stickers, balloons, floral arrangements, etc. should not be brought to school for a child’s birthday. We recognize that this is a significant change, but please realize that this is for the safety of all students. Your cooperation in following the new LCPS guidelines is appreciated. You may review these guidelines by visiting the LCPS webpage and clicking on the Parent Information Management System (PIM) tab located in the left column. Field TripsWith a tighter budget, field trips are limited. The fifth grade will try to go at least one field trip. A field trip will require parent chaperones. We are limited in the number of chaperones we take on trips. If more parents volunteer than spaces are available I will draw names out of a hat. More information on field trips will be sent home as the trips approach.00Horizon Elementary SchoolKeeping the Lines of Communication Open571-434-3260absentee line: 571-434-3261absentee email: hrzabsentee@william.patterson@Dear Parents,Communication between home and school is vital in the education of your child. Each Loudoun County Public School staff member has been given an e-mail account to use as one communication tool between staff members and parents.In order to utilize e-mail as an effective communication tool, I want to share some guidelines for its use. These guidelines are driven by my commitment to educating your child. It is important to remember that my first priority is teaching. I will be checking my e-mail daily; however it may or may not be at the same time each day. I will not be checking my e-mail on weekends and holidays. Therefore, the content of e-mail should not be of a time sensitive nature.E-mail should not be used in place of the student planner or homework calendar. It is our goal to promote responsibility within our students. Therefore e-mail should not be used to check daily assignments. Students are encouraged to record three classmates’ phone numbers to verify homework assignments. However e-mail can be used for the clarification of project expectations and due dates.E-mail should not be used for private conferences or discussions about your child’s progress. It can be used to schedule these types of conferences. E-mail should not be used for emergency situations or timely information. (example: Suzy needs to ride the bus home today....). Again, I will be checking my e-mail at different times on different days and might miss a message that was meant to be seen at a specific time. E-mail addresses published on these documents should not be distributed.Thank you for considering the nature of my job when using these guidelines. I look forward to a wonderful school year. If you have any questions about the e-mail guidelines, please feel free to call, write, or e-mail.Sincerely, William Patterson ................
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