Mrs. Koehler’s Class Handbook



Mrs. Koehler’s Class Parent Handbook 2014-2015692150635 **Please be aware that each class is different. I 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.UnityI dreamed I stood in a studioand watched two sculptors there.The clay they used was a young child's mind,and they fashioned it with care.One was a teacher; the tools she usedwere books and music and art;One a parent with a guiding hand,and a gentle, loving heart.Day after day the teacher toiled,with touch that was deft and sure,While the parent labored by his sideand polished and smoothed it o’er.And when at last their task was done,they stood proud of what they had wrought.For things they had molded into the childcould neither be sold or bought.And each agreed he would have failedif he had worked alone,For behind the parent stood the school,and behind the teacher, the home.By Ray A. LigenfelterTable of Contents TOC \o "1-2" Welcome Letter PAGEREF _Toc365375949 \h 4Curriculum Map PAGEREF _Toc365375950 \h 21st Nine Weeks PAGEREF _Toc365375951 \h 22nd Nine Weeks PAGEREF _Toc365375952 \h 33rd Nine Weeks PAGEREF _Toc365375953 \h 44th Nine Weeks PAGEREF _Toc365375954 \h 5Class Schedule PAGEREF _Toc365375955 \h 6Assessment and Grading PAGEREF _Toc365375956 \h 7K-12 Assessment and Grading Common Expectations PAGEREF _Toc365375957 \h 8Homework Policy PAGEREF _Toc365375958 \h 9General Homework Tips for Parents PAGEREF _Toc365375959 \h 10How to Help Your Kids Read It and Get It! PAGEREF _Toc365375960 \h 11Reading Homework PAGEREF _Toc365375961 \h 12Helpful Reading Dos and Don’ts for Parents PAGEREF _Toc365375962 \h 13Online Math Textbook PAGEREF _Toc365375963 \h 14Science – Focal Points PAGEREF _Toc365375964 \h 15Fifth Grade PAGEREF _Toc365375965 \h 15Fourth Grade PAGEREF _Toc365375966 \h 16Classroom Management PAGEREF _Toc365375967 \h 17School Wide Behavior PAGEREF _Toc365375968 \h 18Miscellaneous Information PAGEREF _Toc365375969 \h 19Email PAGEREF _Toc365375970 \h 19Web Page PAGEREF _Toc365375971 \h 19Parties PAGEREF _Toc365375972 \h 19Birthdays PAGEREF _Toc365375973 \h 19Field Trips PAGEREF _Toc365375974 \h 19Keeping the Lines of Communication Open PAGEREF _Toc365375975 \h 20LetterAugust 2014Dear 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. This booklet 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 are most likely already familiar with most of this, but please share any information from this packet with your child as you see fit.In order 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. Please feel free to contact me not only with questions and concerns, but also with good news. While academic and social successes are our primary goals, 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.Mrs. KoehlerCurriculum 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 Schedule51054001033780SpecialsMondayPE 2:00TuesdayLibrary 1:30Music 2:00?WednesdayComputer Lab 1:30PE 2:00?ThursdayArt 1:30?FridayGuidance 12:45Music 1:30PE 2:00?DailyLunch 11:1000SpecialsMondayPE 2:00TuesdayLibrary 1:30Music 2:00?WednesdayComputer Lab 1:30PE 2:00?ThursdayArt 1:30?FridayGuidance 12:45Music 1:30PE 2:00?DailyLunch 11:10Our classroom schedule for the 2014-2015 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 on Wednesdays. Guidance Mrs. McCrea will provide guidance lessons every other week. 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 Mondays. 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 chose to waste time and 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 evening’s 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 into their agenda 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. AbsencesWhen 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 for at least 20 minutes each night. The books students are reading should be recorded on their Weekly Reading Record. 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 Reading, 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 talk a lot with students about the choices they make; empowering them to make well thought out choices. As part of this, students need to understand that there are consequences for their choices. My hope is that most of the time they are experiences the positive consequences for their good choices, rather than the negative consequences for their poor choices. Although I do try to keep my behavior management positive, I take personal safety very seriously. I do not tolerate any kind of behavior that jeopardizes the safety of any individual. Horizon is a PBIS school (Positive Behavioral Interventions and Supports). 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 they look like in each area of the school and trying to recognize good choices whenever possible. That being said, some students do still make the wrong choices during the school day. I believe in logical consequences for poor choices. In most circumstances this will include: helping repair the damage done, loss of a class privilege, and/or writing a formal apology. In some cases it may also be determined that the student should call home and/or an office referral may be issued. School Wide Behavior SpecialsEach time a class goes to a special (Art, Music, PE), 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 colored cups (green, yellow, and red). The goal is for students to remain on the green cup. 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 any time 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 in the morning, afternoon, and make every effort to check at least once during the day. I try to reply to emails within 24 hours, although there are occasionally circumstances that prevent me from doing so. My email address is julia.koehler@Web PageI keep and maintain a class web page. This is the place to go to find out the latest happenings. Special events, projects, and other important dates can be found on our class calendar located on my page. Copies of project guidelines and study guides can be found under the resources section. 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 Mrs. Koehler.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. The more help the better. Sign-up information is available on the parent volunteer sheet. Further information will also come out as we approach the party dates.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 go on 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@julia.koehler@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, Julia Koehler ................
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