Vocabulary Examples

What are some precarious situations?

• flying a plane in a storm
• climbing a tree
• swimming with a shark
• skydiving

Who are/were some prominent people?

• The President
• Abraham Lincoln
• Martin Luther King, Jr.
• Ruby Bridges
• Mohammed Ali

When would you be triumphant?

• winning a video game
• building a big Lego set
• winning a contest
• getting into college

When would you need to elaborate?

• at the doctor's office
• in an interview
• giving directions from a map
• creating a plan

All About Rocks!

We have been learning about rocks the last few weeks. We have categorized and identified rocks based on the types and attributes of each rock. We have learned about the three types of rocks: Igneous, Metamorphic, and Sedimentary; we also learned about the characteristics of these types of rocks.We used photos and actual samples of rocks to determine the attributes and type of each. We also started learning about minerals and we will continue to learn about them this week and compare/contrast minerals and rocks.

What we've learned about rocks so far:

• Sedimentary rocks have layers that are pressed by heat and pressure over time. 
• Some rocks are formed by lava. Some rocks have crystals. Rocks are formed by heat, pressure and time. It takes about 1,000 years to form some rocks. Some rocks are fossils of animals and plants.
• There are two kinds of Igneous rocks: intrusive and extrusive. 
• There are three different kinds of rocks. They are Igneous, Sedimentary and Metamorphic. Igneous rocks are made in and around volcanoes. The ones made inside volcanoes are called intrusive. On the contrary, there are also Igneous rocks made outside volcanoes, which are called extrusive. Sedimentary rocks are made from different fossils, rocks, and other minerals. 
• There are three types of rocks: Sedimentary rocks usually have shells and fossils they are made of sediments. Igneous rocks are made by volcanoes. There are two types of Igneous rocks, intrusive and extrusive. You can see particles in intrusive but you can't in extrusive igneous rocks.     

Vocabulary Examples

What things could be inexplicable?
Tornado doing the tango!
Meeting  a dragon.
Your fish talking to you.
A dragon asking if you want a ride.

What are some things that are illogical?
A purple carrot.
Aliens
A math problem.

List things that would be difficult to endure.
Slavery
A math problem could be hard to endure.
Being sick
Abusing
Leaving your favorite teacher behind.

Measurement

We have been working on measurement. We have focused on measuring length, weight, and volume. Some of the activities that we have been engaged in include an airplane throw and long jump activity in which the students measure the distance their airplane travels or how far they can jump. They measured these distances in inches and then converted them to feet and yards.
We also measured weight and volume and used classroom objects to estimate and weigh in pounds and ounces. The students enjoyed being able to choose the items and discover the weights of those items.

Division Word Problems

This week we worked on creating and solving division word problems. Mrs. Griswold started with a great problem for us to solve!

Mrs. Griswold went to the store and bought a package of 20 Harry Potter silly bandz for her 12 students. How many silly bandz would each student receive?

After the students easily solved this problem and discovered that each student would get 1 silly band with a remainder of 8, she posed another problem to the class:

Mrs. Griswold doesn't want to have any remainders after giving her students the silly bandz. How many packages would Mrs. Griswold need to buy, with there being 20 in a package, so that each student received the same amount without having any leftovers? How many silly bandz would each student receive?

The students collaborated to find out that Mrs. Griswold would need to buy 3 packages, which would equal 60 silly bandz. Each student would receive 5 silly bandz and there would be no remainders. Even more exciting than solving the puzzle, was when they found out that they were really going to receive 5 silly bandz each!!

After solving the problems, the students had to explain how the solved it. Then each student, or pair of students, created a division word problem and wrote the explanation of how to solve it!



Ian
Word Problem: Ian bought a container of legos for his class. It had 500 pieces and there were 8 people in his class including him. How many containers would Ian have to buy for everyone to have the same amount. 
Step-by-step explanation of how to solve the problem:
1.) Start with 100 divide among 8 people. Each person should get 12 legos with a remainder of 4.
2.) Then multiply 12 x 5 and you should have 60 legos for each person. Then the remainder should be 20.
3.) Divide the reminder up and each person should get two more legos. Then it should be 62.

Rebecca and Julia
Word Problem: Rebecca has $126. She wants to share with her 9 friends. How many dollars will each friend get?
Step-by-step explanation of how to solve the problem:
1.) First we have to draw 9 students.
2.) Then we have to see how man dollars they get.
3.) Put $14 in each students column.
4.) Each of the 9 people got $14 dollars.

Sabine
Word Problem: Me and my friends went to the store to get some pet fish, there where 38 fish. How many will they all get out of all of the fish.

Step-by-step explanation of how to solve the problem:
1.) First I drew a picture, then I divided the fish up.
2.) They each got three fish with a remainder of 8.
3.) 38/10= 3 R.8

Abby
Word Problem: Grace had 126 dragons and she wanted to share them with 9 of her friends. How many would everyone get?

Step-by-step explanation of how to solve the problem:
1.) Start with 9 people give everyone 1 then 2 and so on.
2.) Then count how many dragons each friend had.
3.) 126/9=14, each person gets 14 dragons.

Word Problem:Abby had 54 pieces of gum she wanted to split them up equally among 6 of her friends. How many did everyone get?
Step-by-step explanation of how to solve the problem:1.) Start with 6 people.
2.) Give everyone one then two then three and so on. Then count how many every one got.
3.) 54/6=9, each person gets 9 pieces of gum.

Madi and Ava
 Madi bought 36 new lip glosses and she wanted to share them with Ava. How many lip glosses would each person get?
Step-by-step explanation of how to solve the problem:
1.) First draw 2 people.
2.) Split the 36 in half.
3.) Count them then you are done 
4.) Each of us gets 18 lip glosses.


Sam and Collin
Word Problem: Collin and Sam bought 4 pieces of gum each has 10 pieces. They share it with 3 people not including themselves. How many pieces of gum does everyone get?
Step-by-step explanation of how to solve the problem:1.) Find out how many pieces of gum there are total: 4x10=40x2=80
2.) Draw 5 people.
3.) Give everyone a piece until you get to 80.
4.) 80/5=16


Josie and JaShon
Word Problem: There are 12 people in my class and I want to give each a mood ring. There are 60 mood rings in a package, how many mood rings does each student get?
Step-by-step explanation of how to solve the problem:
1.) First draw 12 people.
2.) Then give each person one ring until there is not an equal amount.
3.) 60/12=5, each person gets 5 mood rings.

Vocabulary Puzzles

Each student created a vocabulary puzzle with clues to help figure out the vocabulary word.

JaShon
1. This word means unfair treatment of people of a different race.
2. It's unfair.
3. It has 6 letters.
racism

Emma
1. You might be in a bad mood.
2. Thinking that someone's being mean.
3. 9 letters.
prejudice

Collin
1. Unfair
2. It has an i in it.
3. It has an m in it.
racism

Josie
1. You will get in trouble.
2. Your parents will be mad.
3. 9 letters.
prejudice

Abby
1. Something Martin Luther King Jr. wanted  it.
2. The same.
3. 8 letters.
equality

Madi
1. Mrs. Griswold does this.
2. 10 letters.
3. to bring people together.
integrate

Ian
1. This word sounds like another word.
2. This word has a word in it.
3. This word has a q in it.
equality

Rebecca
1. My word has 11 letters.
2. It means the opposite of equality.
3. 2 similar words are racism and prejudice.
discriminate

Sam
1. Not nice.
2. Negative attitude.
3. Being bad to someone.
prejudice

Ava
1. It has 6 letters.
2. This word starts with an r.
3. This word is unfair.
racism

Julia
1. This word was in a title of a movie.
2. This word has 9 letters.
3. Pride and _______________.
prejudice

Ruby Bridges Vocabulary Examples

We watched a video about Ruby Bridges and looked for examples/evidence of our vocabulary words from last week and this week! The students identified and shared some accurate examples of the words used or displayed in the video.

integrate:
Ruby went to an all white school. 
The black people believed in it.

segregated: 
The mob didn't want to integrate.
The parents wanted segregation so the teachers were segregating too.

equality:
Mrs. Henry and the U.S. Marshal's treated Ruby with equality.
The Dr. is treating Ruby and her family with equality.
The church says they have the same rights as the white people.  

prejudice:
The crowd was prejudice to Ruby.
Bob is not prejudice.

racism:
Ruby's dad lost his job because he was colored.  
The white people of the school left because Ruby was colored.
Some people were calling Ruby a negro.
There was an angry mob just because Ruby was black.

discriminate:
People were treating Ruby really unfairly because there was a angry mob.
The angry mob was not going to let her in.

courageous:
Ruby was brave to go to a all white school. 
Ruby going to school without her mom for the first time.
Ruby walked through a big angry mob.

injustice:
Colored were treated unfairly at school. 
It's injustice that Ruby's family can't go to the store across the street from their house.
Black people weren't able to go to white schools.

tolerance:
Mrs. Henry respected Ruby even though she was black. 
Bob is tolerant to Ruby's family.
Mrs. Henry was giving Ruby special attention.

authority:
Marshals had control over Ruby, her mom, her dad, and over their house.
The U.S. Marshals have authority.

Think About It!

 If you could choose one of Ruby's character traits for yourself, what would you choose and why?

I would choose bravery. I would choose it because I would be brave and never turn my back on my strength. I would still go on and on.

Bravery, honesty, and kindness are the best traits that you could have. She was brave, she was good and had kindness.

I would choose her bravery because being brave is good! Very very good, so good that bravery is one of the best personalities.

I would choose bravery cause I am not so brave sometimes.

Kind because she's kind to all people not just black people but white people too. She likes all people so that's why I think she's kind.

I would choose friendly because if you are friendly others would be friendly back.

I would choose bravery and courage. So I could stand up to my bullies.

I would choose to be clever because I could be better at math, science,social studies, other subjects.

I would choose to be brave and clever because she is clever and brave.

Powerful because I like that word and because she is powerful.

Their are lots of things to be such as witty. I think I need to be a lot more witty. My sister always makes better come-backs then me.

I would choose bravery, got to be brave.

If you were Ruby, would you have continued to go to school or would you have stayed home where you were safe?

I would have stayed all year so my bravery will shine. I would never give up or let go of my bravery. I would keep going on and on.

Yes, I want a better education and I want integration not segregation

No, I wouldn't go to school. It's too risky to go to school. I could die by the angry angry mob.

I would quit because I would be scared and I wouldn't feel safe. When the people in the mob think I gave up they will go away. Then I will go to school.

Stay-home some days and go to school the other days. If it was really dangerous I would stay home.

I would go to school some days and stay at home the other days because people don't want me there.

I would do my best to get the best percentage and/or grades. This would prove that there is nothing bad about black people.

I would go to school because I want a good education.

I would stay home where it was safe because of the big mob.

I would stay home because I would not want to die.

I would stay home because my parents would not let me move out of the state and start a brand new life.

I would stay home to be safe!

If there was a child who was different from everyone else and wasn't allowed in our school, would you do anything to help him/her? Why or why not?

Yes, I would because I would say "no!" That's not fair! I want her/him to come in, it's just that their different and that's nothing. I would say "get that kid in here."

Yes, I would because it would eb nice to help him/her. Then they would be very thankful that there child got a good education.

Yes, I would help them by saying,"integrate, integrate!" I would also help by making sings to help all children be mixed.

I would help him/her! I would help them because I would know how scared they would feel and I would feel sorry for them.

I would not treat her differently because she is a human being and everybody gets to be treated the same. I would want to be friends with her. 

I would choose to help them because they could need new friends and I would be one of them.They could need a better education too.

I would help them by standing up to whoever bullied them. I would do this because nobody deserves to be treated like garbage.

I would help because everyone has equal rights and I would persuade the director to let them come in.

I would help them by saying stop!!!!!

No, because my mom and dad won't let me!


I would fight and call my parents, they would probably end it! After that I would ask the girl/boy to be my friend.

I would him/her because they need an education.

The Other Side

As part of our unit of study about leaders and the civil rights movement, we read the story The Other Side by Jacqueline Woodson. The story is about two young girls, one which is white and the other black. The students were asked to reflect and discuss the author's purpose of putting a fence in the story as well as why the author said, at the end of the story, that the fence would someday be knocked down. The students' response are listed below!

Why did the author put a fence in the story?

• the author put a fence in the story because she was telling us that everybody was separated
• the fence was there because they were separated or segregrated
• to separate the whites and the blacks
• why I think the author put the fence in the story is to not have the black and white together
• I think she put a fence because it's called the other side
• she put that in the story because there was a white side and a black side
• because one of the girls was white and the other was black
• maybe because back in the old days they didn't get along
• the author put a fence to represent the injustice of black people
• segregation
• because the black and white people couldn't be/live together
• to separate white and black

Why did the author write that someone is going to knock down the fence?

• she told about the fence being torn down because someday the world will be integrated
• because someday people were going to be integrated
• I think the author said the fence would be knocked down to have different people together
• so white and black were together
• because black and white people should be together someday
• the author wrote that because she was telling us that they were right and it is down this very day
• to integrate
• because we got along
• she wrote that someone would knock down the fence so instead someone would really set things right again
• I think that she said that they're going to knock it down so they can be together
• because people will integrate after the fence is knocked down
• when freedom came they would knock down the fence and they would integrate people