grade 5 family resources grade...this launch into unit 8, one idea, provides students the...

Grade 5

Family Resources

Week 10

May 27 – June 2, 2020

English

Language

Arts

Grade 5 Week 10

English Language Arts At-Home Learning

5th Grade Week 10

New Learning

Learning Summary Reach for Reading Unit 8 BIG Question: How can one idea change your future?

During this 10th week of at home learning, 5th graders will move into the final unit of their Reach for Reading curriculum. This launch into Unit 8, One Idea, provides students the opportunity to cultivate their own ideas. Students will carefully analyze how to navigate in the world of business and contemplate related concepts. This week in Unit 8, fifth graders will read a procedural text titled, “Starting Your Own Business: Seven Steps to Success”, by Arlene Erlbach. Students will think strategically about sequencing, as they review steps in a process, and consider different reading strategies while comprehending complex text. Fifth graders will continue to develop their vocabulary base by learning and using key social studies and academic words correctly in context.

Word Work

Task 1:

• Turn to page 535 in your anthology, look through the photos and read the text carefully. Notice how each of the Social Studies Key Words are used in context.

• How you would teach these seven vocabulary words to someone else?

• Use the following frame to help you write out your explanation of each word:

o The vocabulary word is ______________.

o The meaning is _____________.

o An example of this word is _____________.

• Use a blank sheet of paper to record your responses. Task 2:

• Note: Complete after reading “Starting Your Own Business: Seven Steps to Success.”

• Turn to page 537 in your Reach for Reading text, and review the five Academic Key Words on the page. o Pretend you are starting a business. Write an advertisement that will convince

people to hire you. Include all five of the Academic Key Words in your ad.

• Use a blank sheet of paper to record your work.

Reading Comprehension/

Reader Response

Text: “Starting Your Own Business: Seven Steps to Success”, by Arlene Erlbach Task 1:

• Turn to page 538 and review the importance of choosing reading strategies.

• Next, read page 540, and learn about the genre and features of a procedural text.

• Read the first half of “Starting Your Own Business: Seven Steps to Success” on pages 541 – 547.

• Respond to Reading: o Turn back to pages 542 and 543, look at the section heading and illustrations.

What do these text features tell you? What other ideas could you add? Task 2:

• Read the second half of the text on pages 548 – 557.

• Respond to Reading:

o Why should you think critically about the information in an advertisement?

o Consider the overall structure and organization of this text. How does the author’s procedural delivery of information help readers plan for a business?

• For guidance, recreate the Timeline/Sequence chart from the Graphic Organizer

Menu as you respond to each procedural step in the text.

Grade 5 Week 10


Independent Reading

• Read for an additional 20 to 30 minutes each day.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument) Task 1:

• Review your introduction from last week and your body paragraphs from the week before.

o Ask yourself: What are the important parts I want to highlight in my conclusion?

• Practice writing a final statement for your essay using the different styles below. Be sure to:

o Write an example for at least two of the three styles. o Select one to use as the final statement in your conclusion.

• Write your conclusion. Include: o Your final statement o A list of your reasons o A restatement of your claim

Task 2:

• Now that you have introduction, body, and conclusion paragraphs, read your essay to an adult. As you read, ask yourself,

o Does my introduction hook the reader? o Does my essay flow from one paragraph to the next? o Does my conclusion leave the reader thinking?

• When you have finished, make any changes and re-write it on the lined paper below, making sure to skip lines.

Other MyNGconnect.com

• Follow on-line resources for myngconnect.com (elementary)

• Login to Unit 8 Week 1 Vocabulary Activities

Grade 5 Week 10


3 Kinds of Final Statements for Argument Essays

1. Refute Counterclaims (e.g. People say that playing youth sports in elementary school is

dangerous, takes away from time that could be spent doing homework, and could leave a kid

feeling overwhelmed. However, studies have shown that students who participate in youth

sports are more responsible, outperform non-athletes on tests, and feel a sense of pride in their

accomplishments.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Personal Experience (e.g. I play youth soccer. When I moved to a new town, joining the local

soccer team helped me make friends. The confidence from these friendships and doing well on

the field allowed me to do well in school, too.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. New Insight (e.g. If you are unsure of the best sport for your child to play, science can help you.

The Healthy Sport Index is an online tool that shows you the benefits different sports have on

physical, social, and emotional health.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Grade 5 Week 10


Draft Paper for Writing

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Grade 5 Week 10


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Students

with

Individual

Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Grade 5 Week 10

5th Grade

Week 10

New Learning

Learning Summary

Reach for Reading Unit 8 BIG Question: How can one idea change your future?

During this 10th week of at home learning, 5th graders will move into the final unit of their Reach for Reading curriculum. This launch into Unit 8, One Idea, provides students the opportunity to cultivate their own ideas. Students will carefully analyze how to navigate in the world of business and contemplate related concepts. This week in Unit 8, fifth graders will read a procedural text titled, “Starting Your Own Business: Seven Steps to Success”, by Arlene Erlbach. Students will think strategically about sequencing, as they review steps in a process, and consider different reading strategies while comprehending complex text. Fifth graders will continue to develop their vocabulary base by learning and using key social studies and academic words correctly in context.

For our students with Individualized Education Plans (IEPs) we have included a list of

accommodations for you to use. Feel free to choose the accommodation from the list

that best supports your student. The accommodations appear after every task, and

are meant to support the learning for that specific task. Please note any

accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Task 1:

Turn to page 535 in your anthology, look through the photos and read the text carefully. Notice how each of the Social Studies Key Words are used in context. How you would teach these seven vocabulary words to someone else? Use the following frame to help you write out your explanation of each word:

The vocabulary word is ______________. The meaning is _____________. An example of this word is _____________.

Use a blank sheet of paper to record your responses.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the frame for the first word. Have student write,


Grade 5 Week 10

or scribe for them. Provide a break if needed. After the break, repeat the steps. Continue this process until the word list has been completed.

Task 2:

Note: Complete after reading “Starting Your Own Business: Seven Steps to Success.” Turn to page 537 in your Reach for Reading text, and review the five Academic Key Words on the page.

Pretend you are starting a business. Write an advertisement that will convince people to hire you. Include all five of the Academic Key Words in your ad.

Use a blank sheet of paper to record your work.




Reading Comprehension/ Reader Response

Text: “Starting Your Own Business: Seven Steps to Success”, by Arlene Erlbach

Task 1:

Turn to page 538 and review the importance of choosing reading strategies. Next, read page 540, and learn about the genre and features of a procedural text. Read the first half of “Starting Your Own Business: Seven Steps to Success” on pages 541 – 547. Respond to Reading:

Turn back to pages 542 and 543, look at the section heading and illustrations. What do these text features tell you? What other ideas could you add?



Grade 5 Week 10

1. Verbal responses: Rather than writing responses, have students state answers verbally. This will help you gauge your student’s understanding of the text.

Task 2:

Read the second half of the text on pages 548 – 557. Respond to Reading:

Why should you think critically about the information in an advertisement? Consider the overall structure and organization of this text. How does the author’s procedural delivery of information help readers plan for a business?

For guidance, recreate the Timeline/Sequence chart from the Graphic Organizer Menu as you respond to each procedural step in the text.




3. Verbal responses: Rather than writing responses, have students state answers verbally.

Independent

Reading

Read for an additional 20 to 30 minutes each day.


1. Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Unit 4: “The Research-Based Argument Essay” (Opinion/Argument)


Grade 5 Week 10

Task 1:

Review your introduction from last week and your body paragraphs from the week before.

Ask yourself: What are the important parts I want to highlight in my conclusion?

Practice writing a final statement for your essay using the different styles below. Be sure to:

write an example for at least two of the three styles select one to use as the final statement in your conclusion.

Write your conclusion. Include:

Your final statement A list of your reasons A restatement of your claim.


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.


Task 2:

Now that you have introduction, body and conclusion paragraphs, read your essay to an adult. As you read, ask yourself,

Does my introduction hook the reader? Does my essay flow from one paragraph to the next? Does my conclusion leave the reader thinking?

When you have finished, make any changes and re-write it on the lined paper below, making sure to skip lines.


1. Scribe: For students who have difficulty with writing and choose to write a sentence using the vocabulary word – the student may verbally respond while an adult writes their response on their paper.


Grade 5 Week 10


Other

MyNGconnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 8 Week 1 Vocabulary Activities

Mathematics

Math Virtual Learning 5th Grade Week 10 (May 27th)

2020 Math At-Home Learning

GRADE Level Standards

Focus

The focus this week is a continuation on using prior knowledge to solve complex, multi-step word problems. (Common Core Standard 5.NF.4)

Vocabulary &

Fun Ways to Support

Vocabulary: operations Support Activities: Discussing the RDW (Read, Draw, Write) strategy

Fluency

Sprints Module 6: Lesson 12b Subtract decimals Module 6: Lesson 19a Simplify Fractions

New/Review Content Delivery

Module 6 (Summarizing Engage NY Topic E Lesson 21-25)

Cluster Assessments 5.NF.A & 5.NF.B

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website. EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny EngageNY Teacher Videos by Lesson Module https://www.youtube.com/watch?v=MtnWjIUPIOc Or go to google.com, type Grade 5 Module 6 Lesson ____ (put lesson number here) Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-6 NOTE: Starred items are intentionally left off of the answer key.

http://www.corestandards.org/Math/Content/5/NF/

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx

https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny



https://www.youtube.com/watch?v=MtnWjIUPIOc


https://www.engageny.org/resource/grade-5-mathematics-module-6-topic-e-overview




Vocabulary:

Word/s Definition Example

Operations A term in math that refers to calculating a value using math operators.

Multiplication, Division, Addition, and Subtraction are all math operations.

Fun Ways to Support at Home:

Fluency Module 6 Lesson 12b



Fluency Lesson Module 5 Lesson 19a:

Finish the following sentence: Putting fractions in the simplest form means____________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________



Cluster Assessment 5.NF.A: Solve the following problems and show your work.

This table shows the length of ribbon, in yards, needed to make different art projects.

1. Lance has 32

3 yards of ribbon. He is making a puppet. How much ribbon, in yards, will Lance have left?

2. Susan has 4 yards of ribbon and wants to make as many different art projects as possible. Which art projects can Susan make that will use exactly 4 yards of ribbon altogether?

3. Oliver’s family planted a tree on his 1st birthday. Each year the tree grows about the same amount. Oliver’s family has measured the height of the tree every year on his birthday, except they forgot to record its height on his 5th birthday.

Which measurement is the most reasonable estimate for the height of the tree on Oliver’s 5th birthday?

A. 51

12 𝑓𝑡 B. 5

3

8𝑓𝑡 C. 6

1

6𝑓𝑡 D. 6

11

12𝑓𝑡

4. Julie is working on this subtraction problem: 31

4 - 2

1

3 . She uses addition as a strategy for finding the difference.

Use the same reasoning as Julie to complete the statement that describes

how to get the answer to this subtraction problem: 51

4 - 4

3

4 .

Choose the numbers from the box to complete blanks in the statement below. Numbers may be used more than once.

1

4 ;

1

3 ;

5

12 ;

1

2 ;

7

12;

2

3 ;

3

4 ; 1; 4; 4

3

4 ; 5; 5

1

3

Want to learn how to be a better mathematician? Go to

google.com and type mathematical practice video.



Fill in the blanks to make this statement complete.

“If I add _______ to _______, then I get _______.

I need to add ________ more to get up to ________.

So the answer to the subtraction problem is _________ + _________, which is __________.”

5. Brian is adding fractions.

All of the fractions have numerator 1.

The first fraction has denominator 2.

The denominator of each fraction is 1 more than the denominator of the fraction before it.

Brian will start with 𝟏

𝟐 and add fractions in order until the sum is greater than 1. He writes this addition expression to show

his work, and then he adds all of the fractions.

What is the last fraction Brian should have added? ___________________

6.

represents ¼ of a set of circles. Which of the following could represent a whole set of circles?

A.

B.

C.

D.

Want to be a better problem solver? Go to

google.com and type in math problem solver.



7. Adam is making muffins and cookies. He uses 31

2 cups of flour to make muffins and 2

1

4 cups of flour to make cookies.

A. Write an equation that can be used to find the total number of cups of flour, f, Adam uses.

B. What is the total number of cups of flour that Adam uses?

8. In the morning John hiked 48

10 miles. In the afternoon he hiked 2

1

2 miles. How many miles did John hike altogether?

Mark Yes or No after each equation to indicate whether it can be used to solve the word problem shown above.

9. Kevin uses 11

4 cups of milk to make 1 cake. What is the total amount of milk Kevin needs to make 6 of these cakes?

A. 6 cups

B. 61

4 cups

C. 71

2 cups

D. 9 cups

Cluster Assessment 5.NF.B

1. Mr. Jones will cut 6 identical loaves of bread into pieces that are 1

4 loaf each.

Part A

After he cuts the 6 loaves, how many pieces will Mr. Jones have? Show your work using numbers, words, and/or pictures.

Part B

Mr. Jones will sell 2

3 of the pieces that he cut in Part A.

How many pieces of bread will Mr. Jones sell?



1. Mia is traveling along a road toward Clarksburg and sees the following sign.

A gas station is located halfway between Weston and Clarksburg as shown on this diagram.

How many miles is it from Weston to Clarksburg?

How many miles is it from the sign to the gas station?

2. What is a positive value for b that makes these statements true:

5 × b is less than 5 but greater than 0? b = __________

5 × b is greater than 5 but less than 10? b = __________

3. Julie bikes 62

3 miles along the river trail on Saturday. Greg swims

3

4 of that distance.

What is the distance, in miles, that Greg swims?

4. Lisa is painting her kitchen and bathroom.

She uses 4 gallons of paint in the kitchen.

She uses 2

3 of that amount in the bathroom.

The shaded portions in this model represent the amount of paint she uses in the bathroom.

What is the amount of paint, in gallons, Lisa uses to paint the bathroom?



5. Ryan has 1

2 pound of chocolate. He divides it into 4 equal portions. What is the amount of chocolate, in pounds, in each

portion?

6. Which symbol (<, >, or = ) should be placed in the box to make each statement true? Place the symbol that makes the statement true in each box below.

7. A carpenter used exactly 25 feet of wood to make 9 shelves of equal length. Each shelf measured between:

A. 1 and feet B. 2 and 3 feet C. 3 and 4 feet D. 4 and 5 feet

8. At Montgomery Elementary, 3

5 of the students in the fifth grade are 10 years old. Among the 10 year-old

students, 2

3 are girls. In the diagrams below:

Represents a 10 year old girl Represents a student who is not a 10 year old girl

Which diagram represents the fraction of the fifth grade students who are 10 year-old girls at Montgomery Elementary?

A. B.

C. D.

Want to get better at math? Go to

google.com and type get better at math.



9. On Sunday, Travis bought the carton of eggs pictured below.

On Monday, Travis used 1

4 of the eggs in the carton.

On Tuesday, Travis used 2

3 of the eggs that remained in the carton after Monday.

Circle the picture that represents the number of eggs remaining in the carton after Travis used eggs on Tuesday.

A. B. C. D.

10. Circle Yes or No to indicate whether each fraction can be placed in the box to make a true inequality. 𝟑

𝟒 𝑥

> 3

4

12

9 Yes No

9

9 Yes No

9

12 Yes No

11. Write Yes or No on the line to indicate whether or not the statement is true about the product of 450 and 1

3.

___________The product is less than 350 x 1

3.

___________The product is greater than 350 x 1

3.

___________The product is less than 450.

___________The product is greater than 450.

Answer Keys: Sprints

Module 6 Lesson 12b



Module 6 Lesson 19a

Answer Key Cluster Assessment 5.NF.A:

1.

2. Order of responses does not matter; costume, picture frame, and flower 3. B 4. 2 Points

5. The student identifies the number where the work is flawed (e.g.,

1

4 ).

6. D

7. 2 Points

8. 2 Points

9. A. when converting mixed numbers into fraction, student multiplies 1x4x1 to get numerator (4/4 x 6) B. multiplies whole numbers only (1 x 6, leaves 1/4 alone) C. CORRECT D. fact error when multiplying 5 and 6 (gets 36 instead of 30)



Answer Key 5.NF.B

1. 2 Points. See Rubrics:

2. 2 Points (2 points) The student enters the correct distances for each question (e.g., 30; 20). (1 point) The student enters only one correct distance (e.g., 30 or 20).

3. 1 Point. The student enters a correct value in the given range ( e.g., ½; 1½ ). 4. 5 miles

5. 1 Point. The student correctly enters the solution (e.g., 5 or 60

12 or 2

2

3)

6. ¼ 7. < , >

8. A . Knows both values would result in answers less than 25 when multiplied by 9 B. CORRECT C. 9 times 3 is close to 25 D. Computation error; may have used 6 rather than 9

9. A. Doesn’t understand multiplying fractions B. One of the fractions C. CORRECT D. Shows 3 to 5 and 2 to 3

10. A. Disregarded first bullet and multiplied 2/3 by 12 B. Found number used on Tuesday C. Correct D. Added 1/4 and 2/3 and subtracted from 12/12.

11. Yes, No, Yes

12. No, Yes, Yes, No

Students

with

Individual

Educational

Plans



GRADE Level Standards

Focus

The focus this week is a continuation on using prior knowledge to solve complex, multi-step word problems. (Common Core Standard 5.NF.4)

Vocabulary &

Fun Ways to Support

Vocabulary: operations Fun Activities:

Fluency

Sprints

Accommodations for students with IEPs Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Module 6: Lesson 12b Subtract decimals Module 6: Lesson 19a Simplify Fractions

New/Review Content Delivery

Accommodations for students with IEPs Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read questions to the student

Scripts: Verbally remind the student the steps needed to complete the problems Module 6 (Summarizing Engage NY Topic E Lesson 21-25)

• Cluster Assessments 5.NF.A & 5.NF.B

Optional Game or Activity

Activity: Goal:

Other

Online resources can be accessed through the District Learning Apps: Clever Portal. Also these packets are found electronically on Clover Park District Website.

Dream box: Your student’s special education teacher will assign skills for your student work on. EngageNY-aligned Khan Academy Grade Level-Mission https://www.khanacademy.org/math/on-grade-engageny/5th-engage-ny

http://www.corestandards.org/Math/Content/5/NF/

http://www.cloverpark.k12.wa.us/General/DLA.aspx

http://www.cloverpark.k12.wa.us/Special/DLR.aspx






EngageNY Teacher Videos by Lesson Module https://www.youtube.com/watch?v=MtnWjIUPIOc Or go to google.com, type Grade 5 Module 6 Lesson ____ (put lesson number here) Engage New York Module 5 Curriculum https://www.engageny.org/resource/grade-5-mathematics-module-6 NOTE: Starred items are intentionally left off of the answer key.





Science

5th Grade Week 10

Science At-Home Learning

5th Grade Week 10

Learning Summary TCI Unit 4 Essential Guiding Question: How Do Shadows Change During the Day and Year? Part 1 This week, 5th grade students will learn science concepts from their TCI Bring Science Alive! textbook in Unit 4: Earth, the Moon, and the Stars. Students will learn the science concept about the different ways that shadows change and the yearly pattern they follow. Students will also learn these science vocabulary words shadow, apparent, seasons, afternoon, morning.

Concept Review

How Do Shadows Change During the Day and Year?

When a shadow is caused by the sun, it follows a daily pattern of changes. The length and direction that a shadow points change based on the apparent position of the sun. A shadow is shortest at noon, when the sun is directly overhead, and as the sun moves the shadows get longer. Shadows caused by the sun follow a yearly pattern of changes. In the summer, shadows are shorter than shadows in the winter. In the summer, shadows point to the east and west, while in the winter, shadows point more north than in other seasons.

Vocabulary

• Define the underlined words above by writing or drawing the meaning of each word.

• Write or draw the meaning of the following words: afternoon, morning, pattern.

• Look for the meaning of the underlined words and to learn more about day and night in your Bring Science Alive; Science Journal—

o How Do Shadows Change During the Day and Year? o Science Journal pages 61 and 63.

Independent Science Activity

• Think about what you know about shadows write or draw the answer to these questions: Have you seen your shadow change shape? & What do you know about shadows?

• Observe your shadow at different times of the day: How does it look in the morning? & How does it look at noon?

• Complete the Vocabulary and My Science Concepts tasks in your Science Journal on page 60

Science Connections &

Extensions

• Create a bar graph of the data from an investigation (page 62 Science Journal): Title the graph “Shadow Lengths by Time of Day.”

o Label the x-axis “Time.” o Label the y-axis “Shadow Length” in centimeters (cm). o Graph the observed length of the shadow at the ten different times of day.

• Label the parts of the diagram on page 64 of your Science Journal. o Make sure to use these terms: Shortest day of winter, Day and night equal, Longest

day of summer, Shadow on longest day of summer, and Shadow on shortest day of winter.

Other

• Visit TCI online Unit 4 Lesson 4 for more practice opportunities and activities: Play the Lesson Game for Lesson 4 to learn more about shadows.

• Visit BrainPOP Science https://www.brainpop.com/science/ and get free access to check out Earth Systems: Seasons, Solstice & Equinox

• Visit PBS kids Illuminating Earth Over the Year: https://kcts9.pbslearningmedia.org/resource/buac18-35-sci-ess-illumearth-il/illuminating-earth-over-a-year/

https://www.brainpop.com/science/

https://kcts9.pbslearningmedia.org/resource/buac18-35-sci-ess-illumearth-il/illuminating-earth-over-a-year/

https://kcts9.pbslearningmedia.org/resource/buac18-35-sci-ess-illumearth-il/illuminating-earth-over-a-year/

Vocabulary

My Science Concepts

Tell what each sentence is describing, a shadow or a sundial.

1. An area of darkness that forms when light from any source is blocked. When caused by the sun, it changes in regular patterns.

2. A tool that uses the shadow cast by an object in sunlight to keep track of time during the day.

Reflect on your understanding. Draw an X along each line.

Earth’s rotation on its axis causes shadows to change in length and direc-tion throughout the day. Shadows are also affected by the angle of the sun. When it is low in the sky (morning and evening), shadows are long. When it is high in the sky (noon), shadows are short.

still learning know it

Shadows caused by the sun always fall to the side of an object opposite the sun. So, in the morning, when the sun is in the east, shadows point to the west. In the evening, when the sun is in the west, shadows point to the east.


Graphing data often helps reveal patterns. If you observe and graph the length of shadows throughout the day, it becomes obvious that shadows are longer in the morning and evening, and shorter at midday.


To gather additional data, you could track shadows on your sundial at different times of year, or even different locations on Earth. You could gather data by observing computer models of shadows or researching data from investigations conducted by other scientists.


60 © Teachers’ Curriculum InstituteLesson 4 How Do Shadows Change During the Day and Year?

I N V E S T I G A T I O N

1. Shadows Follow a Daily Pattern When you’re outside, you might notice that

your shadow changes. It might be short or tall. It might in front of you or behind you. Why does your shadow change?

A shadow is an area of darkness created when an object blocks light. Shadows can form where any light source is blocked. Shadows formed by the sun change in patterns.

If you watch the shadow of a tree during the day, you will see that it changes length and direction. When the sun rises, the shadow is long and points mostly toward the west. As the sun rises higher, the shadow gets shorter. At around noon, it is very short and at the base of the tree, and in the afternoon, the shadow gets long again. But this time it points mostly toward the east. Just before sunset, the shadow is about as long as it was at sunrise.

The length of shadows follows this pattern of changes each day. Recall that even though the sun seems to change positions, it is not actually moving. The pattern of changes of a shadow is caused by the sun’s apparent position. Shadows are long when the sun is low in the sky. As Earth rotates, the sun moves higher in the sky, and shadows continue to get shorter until the sun is at its highest point in the sky. At this time, shad-ows are shortest because the sun shines straight down or almost straight down on objects. In the afternoon, the sun moves lower in the sky, and shadows get longer.

The direction that a shad-ow points also depends on the sun’s apparent position in the sky. Shadows always point away from the sun be-cause the object causing the shadow is always between the shadow and the sun.

A Shadow’s Pattern of Changes

8 A.M.

Sun

Sun

Sun

12 P.M. 4 P.M.

Any object’s shadow that is caused by the sun follows a daily pattern of changes. The shadow is longer if the sun is low in the sky and shorter if it is high in the sky. Shadows also change direction in a pattern since they always point away from the sun.

61Lesson 4 How Do Shadows Change During the Day and Year?© Teachers’ Curriculum Institute

T E X T W I T H N O T E S

Create a bar graph of this data from an investigation:• Title the graph “Shadow Lengths by Time of Day.” • Label the x-axis “Time.”• Label the y-axis “Shadow Length (cm).”• Graph the observed length of the shadow at the ten different times of day.

Time

Shadow Length

(cm)

8 A.M. 9 A.M. 10 A.M. 11 A.M. 12 P.M. 1 P.M. 2 P.M. 3 P.M. 4 P.M. 5 P.M.

110 73 52 29 8 31 59 78 112 185

y

x

200

180

160

140

120

100

80

60

40

20

8 A.M. 9 A.M. 10 A.M. 11 A.M. 12 P.M. 1 P.M. 2 P.M. 3 P.M. 4 P.M. 5 P.M.



2. Shadows Follow A Yearly Pattern

You can easily see the daily pat-terns of shadows by looking outside several times during the day. But seeing yearly patterns is not as easy. You have to make observations for a whole year before you see the pattern repeat. To see this pattern, you must observe the shadow of a stationary ob-ject at the same time of day for a year.

If you watched a shadow caused by the sun for a year, you would see two changes. One change is that the length of the shadow changes with the seasons. The other is that the direction that the shadow points changes. During the summer, a shadow is shorter than it is in other seasons. If you observe a morning shadow, you will see that it points mostly to the west. If you observe an afternoon shadow, you will see that it point mostly to the east. During the winter, a shadow looks different. It is longer than it is during other seasons. It also points in a different direction. At all times of the day, it points slightly more to the north than it does during the summer.

Some ancient cultures used the yearly pattern of shadows to track the seasons. For example, historians believe that the Maya used this pattern in El Castillo, a pyra-mid built for the god Kukulkán. At certain times during the spring and fall, the sun hits the steps, creating a shadow on the pyramid. Many histo-rians believe that the shadow was used to mark important times during the spring and fall. The Pueblo also built monuments that used sunlight and shadow to help track the seasons.

A shadow cast by an object in sunlight follows a yearly pattern. During summer, a shadow is shortest and points to the east and west. During winter, a shadow is tallest and points slightly north at all times of the day.

The Yearly Pattern of ShadowsSummer

Shadow

N

SEW

The Yearly Pattern of ShadowsWinter

Shadow

N

SEW

63Lesson 4 How Do Shadows Change During the Day and Year?© Teachers’ Curriculum Institute


Label the parts of this diagram. Make sure to use these terms: Shortest day of winter, Day and night equal, Longest day of summer, Shadow on longest day of summer, and Shadow on shortest day of winter.

A)

B)

C)

D)

E)

Longestday of

summerDay andnight equal

Shortestday ofwinter

South

West

North

East

Earth

D E

A

B

C



Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social

Emotional

Learning

grade 5 family resources grade...this launch into unit 8, one idea, provides students the...

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