Vocabulary Examples

Times/situations when you would be in peril

• tornado/storm
• shipwreck
• flood
• fire
• a psycho chasing you

Things that aggravate you

• neighbors
• cat getting into my food
• parents
• chewing in your ear
• tapping pencils

Things that could be appalling

• nobody celebrating your birthday
• a pet dying
• a sad ending of a movie or book
• getting out of school at 5:00 instead of 3:00

Cesar Chavez

As we have been learning about becoming a leader and leaders who have made a difference, we read the book Harvesting Hope: The Story of Cesar Chavez. We learned how Chavez made a difference for workers in California through marches and other peaceful protests. The students identified his character traits and provided evidence from the text for each character trait.

helpful

• he helped people get job rights

brave

• he led the march even when his feet started bleeding
• he led the people to Sacramento

persistent

• he never gave up
• he walked until he got other peoples' rights
• he walked until he got what he wanted

hard-working

• he worked hard for very little pay

peaceful

• he didn't fight

caring

• he cared enough to lead the people and get them their rights

persuasive

• he convinced them to march with him for rights
• he convinced the owners to improve working conditions for workers
• he persuaded people to follow him

Measurement

We have been working on capacity in math. We learned that capacity means "how much something can hold". We used various size containers to determine how much each would hold as well as how many it would take to fill a bucket. We have learned about cups, pints, quarts, and gallons and the equivalencies of each. The students have made a goal this week of being able to correctly identify the equivalencies of each capacity.

1 gallon=4 quarts=8 pints=16 cups

2 cups=1 pint

2 pints=1 quart

4 cups=1 quart

Vocabulary Words

As we have been reading the On the Run series of books by Gordon Korman, we have focused on learning many vocabulary words. The focus words this week are obnoxious, humiliated, accustom, impulsive, eliminate, and eluded. The students came up with multiple examples/situations of these vocabulary words.

Things that would be obnoxious

• burping or farting without saying "excuse me"
• someone blurting out
• someone chewing in your ear
• someone coughing on you

Things that should be eliminated

• murderers
• wars
• wrong answers
• garbage
• Math :)

Things/Situations when you would need to accustom yourself

• moving to a different state, city, or country
• going to a new school
• moving into a new house
• a new baby in the house

Things that would make you or someone else feel humiliated

• having your 2-year old brother beat you in a spelling bee
• a boy going into the girls' bathroom on accident
• having your secret told to others

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

Ruby Bridges Bio Poem

As we've been learning about the attributes of a leader and leaders in the civil rights movement, we have been focusing on Ruby Bridges this week and the importance of her experience. The students wrote bio poems about Ruby Bridges, focusing on the attributes that made her a leader as well as how she was important in the civil rights movement.

Ruby Bridges 

by Ava

Ruby

A girl who made a difference

honest, brave, kind caring

Lover of peace, freedom, and equality

Who believed in freedom

Who wanted equality

Who gave rights and freedom

Who walked through the mob

Bridges

Ruby Bridges

by Rebecca

Ruby

Made a difference as a girl

precise, exuberant, helpful, honest

Lover of education

Who believed in forgiveness

Who wanted peace

Who gave God a prayer

Who said a hope of forgiveness to God

Bridges

Ruby Bridges

by Madi

Ruby

A girl who made adifference

hopeful, strong, brave, honest

Lover of freedom

Who believe in hope

Who wanted equality

Who gave integration

Who said no segregation

Bridges

Ruby Bridges

by Abby

Ruby

The girl who made a difference

brave, clever, sweet, hopeful

Lover of education

Who believed in God

Who wanted integrated schools

Who gave hope

Who said to forgive the angry mob

Bridges

Ruby Bridges

by Emma

Ruby

Famous for her bravery

brave, smart, kind, helpful

Lover of school and Mrs. Henry

Who believed in black and white being treated fairly and equally

Who wanted freedom for black children

Who gave equality

Who said prayers to people she didn't like

Bridges

Ruby Bridges

by Sabine

Ruby

Leader of Civil  Rights

sweet, brave, honest, grateful

Lover of school

Who believed in praying

Who wanted a good education

Who gave integration

Who said she prayed for all of the bad people outside

Bridges

Ruby Bridges

by Ian

Ruby

Leader of Civil Rights

loving, brave, kind, educated

Lover of education

Who believed in Jesus and God

Who wanted mixed students

Who gave brave it's name

Who said nothing in the growing angry mob

Bridges

Ruby Bridges 

by Josie

Ruby

Brave Girl

grateful, nice, kind, integrated

Lover of her teacher

Who believed in everybody getting along

Who wanted peace in the world

Who gave a difference

Who said I hope you forgive them

Bridges

Ruby Bridges 

by Sam

Ruby

Brave

valiant, cool, nice

Lover of school

Who believed in God

Who wanted peace

Who gave hope

Who said prayers

Bridges

Ruby Bridges

by Collin

Ruby

Girl

equal, powerful, effective, persuasive

Lover of peace

Who believed in God

Who wanted a friend

Who gave prayers

Who said prayers about mean people

Bridges

Traditions

As we have been learning about why people move and change we've also learned about the traditions that people keep and continue and the importance of those traditions. The students reflected on the following questions about traditions and why they're important.

What is a tradition?
 A tradition is something that has been passed on for a long time that you do.
A tradition is something that a family does every year. 
A tradition is something fun to believe in and celebrate with other people. If you moved and wanted to bring something with it should be a tradition.
A tradition is something that families keep doing for years.
A tradition is something you do over and over for many years. 
A tradition is something that someone or something carries on for a long time. 
A tradition is a holiday that just your family does and it goes on and on it never stops.
A traditions is something you do again and again. A tradition is something that you celebrate.
A traditions is something you do again and again.
What are some traditions that your family has?
Some traditions in my family are making Baklava (a food) at Christmas time. I also open my presents before Christmas.
Love to cook, don't go to boy or girl scouts, we play music
A tradition my family has is making a chocolate Christmas-log, it is very fun.
We go to sleep early on Christmas Eve.
Our traditions are on Easter we always wear fancy clothes, we always go on family trips.
My family has 1 tradition which is to let my parents put the presents under the Christmas tree after I go to bed. 
Some traditions that my family has are on Christmas, Easter, St. Patrick's Day, New Years Eve and the 4th of July.
Some of our traditions are going to Minnesota each year to see the Minnesota Viking's games.
Some of the traditions we do are read The Grinch every Christmas Eve and make bread for Christmas.
Every 2 or 3 years our family has a family Thanksgiving.
Some of the traditions we have is every year going to Florida on breaks.We also stay up until midnight on Christmas Eve.

 Why do you think traditions are important?
Traditions are important because it reminds people of ancestors or their homelands.  
Traditions are important because they go a long way back in time.
Traditions are important because you can take them anywhere. I would like to go on an amazing trip every 3 years.
Traditions make families unique. 
Traditions are important because not every family does them.
Traditions are important because you pass them down from family to family generations.
I think traditions are important because it goes on and on it never stops.
Traditions are important because they have been in our family for awhile.
Traditions are important because you celebrate it with your family  and sometimes you are born with it.
I think traditions are important because it gives a family something different. It also reminds them of people who have passed away.


Think of a tradition that you would like to start with your family. Explain.
I want to start watching a movie every Saturday because it would be comfortable and you would be spending time with family. 
Have breakfast as a family because we don't get to every morning. 
I would like to start the tradition of going out to eat on the last day of school every year.
A tradition that I would like to start with my family is Friday Fun Night.(AGAIN) We need to start that again!
I think I want to start celebrating Jesus's real birthday on his real birthday.
The tradition I want to start is going on vacations every month.
I would like to open one present on Christmas Eve. Then on Christmas I would open all the other presents.
A tradition that I would like to start is Hanuka and making quilts.

Geology Rocks!

On Monday we took a field trip to the UNI Museum and learned about the different types of rocks. This was an introduction to our rocks and mineral unit that we will soon be beginning.

Attributes of a leader--Martin Luther King, Jr.

Today we discussed the attributes of a leader. We read the story My Brother Martin by Christine King Farris and identified character traits of Martin Luther King, Jr. that made him a leader as well as sited evidence for each attribute. The students worked together to identify these traits and explain their evidence for each trait.

Trait: Visionary
Evidence: The words he said to his mom; his I Have a Dream speech.

Trait: Clever
Evidence: The pranks he pulled as a kid; his words were clever.

Trait: Brave
Evidence: Stands up to white people; boycotts; does the right thing.

Trait: Truthful
Evidence: Told his mom the truth; kept his promise.

Trait: Persistent
Evidence: He never gave up.

Trait: Honest
Evidence: Tells the truth; kept his word.

Multi-Digit Multiplication

We began working on multiplying 2-, 3-, and 4-digit numbers by 1-digit numbers. We learned how to multiply each top number by the bottom number. We also learned how to carry the number to the next column, just like addition. Each student used Mapquest to calculate the number of miles traveled to his/her spring break destination. Then each student took that number and multiplied it by 2 to get the round-trip miles traveled on his/her vacation. We will continue to work on this type of multiplication as we practice in small groups and pairs.

Planet Presentations

Traveler's Trunk

We imagined we were leaving our home and going to a new country. We could only take one medium-sized suitcase and it can only hold ten things. Besides clothes, we had to list ten things that we would take with us.

Sabine:

1. treasures
2. rice
3. paper and pens to write letters
4. cup
5. silverware
6. books
7. water
8. potatoes
9. bread
10. cleaning supplies (shampoo, etc.)

Ian:

1. water
2. jewelry to sell
3. cup
4. set of silverware
5. apples
6. rice
7. meat (cooked)
8. bread
9. raisins (dried)
10. books

Josie:

1. my cat
2. my other cat
3. water
4. apples
5. jewelry that my mom gave me
6. my stuffed elephant
7. notebooks
8. pizza
9. pencils
10. hot dogs

Rebecca:

1. umbrella
2. silverware
3. cup
4. food
5. valuables
6. bedding
7. water bottle case
8. money
9. calendar

Madi:

1. silverware
2. cups
3. plates
4. food
5. blanket
6. photographs of loved ones
7. hair stuff
8. money
9. toothbrush
10. something of a loved one

Ava:

1. silverware
2. body cleaner
3. Ginger doll
4. food
5. valuables
6. pillow
7. book
8. money
9. sheets
10. chapstick

Collin:

1. silverware
2. cup
3. rice
4. clean water
5. bread
6. sheets
7. pillows
8. sketch pad
9. sanitizer
10. coat

Sam:

1. Legos
2. book
3. food
4. little bed
5. coat

Emma:

1. blanket
2. food
3. pillow
4. coat
5. picture of family/pets
6. cup
7. money
8. something my brother gave me
9. something my mom gave me
10. something my dad gave me

JaShon:

1. water
2. jewelry
3. shampoo
4. pick
5. conditioner
6. comb
7. mac and cheese
8. weanies