We are very near the end of the year and Field day is fast approaching! Field day will occur on June 3rd and we will need assistance with donations. Each class is responsible for bringing lunch for Field day. Please bring the following lunch donations for 7B to Ms. Rennie’s room before June 3rd:
60 hotdogs
60 hotdog buns
40 individual bags of chips
1 package of freezer pops
1 can of powdered Gatorade
4 gallons of water
Last year’s volunteers worked really hard at saving items to be re-used at Field day this year. Below are the items that need to be replaced. Parents may donate an item from this list at the front office, or make a monetary donation toward Field day. We are in need of:
4- beach balls
100 -clothespins, clothesline, clothes
5 -beach chairs
5- towels
2- 5 gal bucket
10- cones
1 small bag baking potatoes
3- foot balls
5- tables
4- hockey sticks
5- small pools
10- buckets
5 bags of charcoal
On another note, Neuse Charter School is undergoing an accreditation process called SACs. Under this process we must document students work and we are in need of many 3 inch binders with plastic covers. The plastic cover on the front is needed for us to slip in a title page. Dr. Harris is requesting that each parent donate one 3 inch binder with plastic cover per child. Thank you very much for your generosity and support!
Friday, May 20, 2011
Award Assemblies and EOGs
Dear parents,
The results from the EOGs will come back Monday May 23rd. If your child scores a Level 3 or higher, teachers will not phone you. However, if your child scores a Level 1 or 2 (below grade level), we will phone you Monday afternoon and let you know about remediation and retests.
The award assembly for this year for Grades 5-9 is June 2nd.
The results from the EOGs will come back Monday May 23rd. If your child scores a Level 3 or higher, teachers will not phone you. However, if your child scores a Level 1 or 2 (below grade level), we will phone you Monday afternoon and let you know about remediation and retests.
The award assembly for this year for Grades 5-9 is June 2nd.
Grade 5: Weeks of May 23rd to June 3rd
Biome Project Outline
Grade 5 will complete a project on a specific biome. This project will mostly be done in class and is a mini-project. Notes, research, the food web, and writing of the research paper wilI be done in class. I will provide books on biomes, but if students do not finish your research or other assignments in class, they will have them for homework.
Due dates are the following and might change depending on our schedule:
May 25th Notes due (15 marks)
Minimum 5 notes on each: Climate, Special Characteristics, Animals and Plants (types and adaptations), and Pollution in the Biome
May 26th Food web of the biome due (10 marks)
May 27th Research paper due (10 marks)
Research paper is based on notes we took. *Students may not plagiarize.
May 31st to June 1st Presentations (10 marks)
Please sign student's biome project sheets when they arrive home.
Grade 5 will complete a project on a specific biome. This project will mostly be done in class and is a mini-project. Notes, research, the food web, and writing of the research paper wilI be done in class. I will provide books on biomes, but if students do not finish your research or other assignments in class, they will have them for homework.
Due dates are the following and might change depending on our schedule:
May 25th Notes due (15 marks)
Minimum 5 notes on each: Climate, Special Characteristics, Animals and Plants (types and adaptations), and Pollution in the Biome
May 26th Food web of the biome due (10 marks)
May 27th Research paper due (10 marks)
Research paper is based on notes we took. *Students may not plagiarize.
May 31st to June 1st Presentations (10 marks)
Please sign student's biome project sheets when they arrive home.
Grade 6 and 7: Weeks of May 23rd to June 3rd
ENVIRONMENT PROJECT
We will complete a project on pathogens, or disease causing microbes. There will be seven elements to this project:
1. Notes: due May 26th (10 marks)
2. Research: one print out, magazine, or book due May 24th (5 marks)
3. Bibliography: due May 26th (5 marks)
4. Written research paper: May 27th (20 marks)
5. A power point (regular power point, or Prexis) or poster on Glogster: May 27th (10 marks)
6. Presentations: May 31st and June 1st (10 marks)
7. Participation: 10 marks
There will be time in Science class and Technology class to complete work, but students will need to bring in one piece of research to Science class. Any work that is not completed in class must be completed at home. Students will present in partner groups, may do the power point or poster together, and may help each other as needed. However, notes, research paper, bibliography, and research must be done individually and each student will receive an individual mark for his/her efforts.
The research project will consist of the following paragraphs:
1. Introduction: introductory statement, define the environmental problem, and what you will discuss in your essay.
2. Causes: what caused the environmental problem; or why people have chosen to use this type of energy over other renewable sources.
3. Effects: what effects does this problem have on humans, the atmosphere, animals, plants, etc.
4. Solutions: describe various solutions, practicality, costs, and challenges to their implementation.
5. Case study: choose a place in the world that has experienced this problem on a more severe level. You may use the teacher’s suggestion or choose your own.
Suggested case studies:
• Nuclear energy: Chernobyl or Japanese power plants 2011 earthquake
• E waste: Guiyu, China
• Overpopulation: one child policy, China or India or Indonesia
• Air pollution (fossil fuels): coal burning plants in North Carolina or Linfen, China
• Water pollution and shortages: aquifer Mexico City, cholera, or bilharzias
• Climate change: rainforest, landfills or prominent scientists for/against climate change
• Deforestation and endangered species: Amazon rainforest or highlight an endangered species
• Toxic waste: Love Canal, NY or Bhopal, India
• Oil spill: Exxon Valdez spill or Gulf of Mexico
• Garbage: garbage and recycling in North Carolina
6. Conclusion: summarize your conclusions and give the reader your most important points.
We will complete a project on pathogens, or disease causing microbes. There will be seven elements to this project:
1. Notes: due May 26th (10 marks)
2. Research: one print out, magazine, or book due May 24th (5 marks)
3. Bibliography: due May 26th (5 marks)
4. Written research paper: May 27th (20 marks)
5. A power point (regular power point, or Prexis) or poster on Glogster: May 27th (10 marks)
6. Presentations: May 31st and June 1st (10 marks)
7. Participation: 10 marks
There will be time in Science class and Technology class to complete work, but students will need to bring in one piece of research to Science class. Any work that is not completed in class must be completed at home. Students will present in partner groups, may do the power point or poster together, and may help each other as needed. However, notes, research paper, bibliography, and research must be done individually and each student will receive an individual mark for his/her efforts.
The research project will consist of the following paragraphs:
1. Introduction: introductory statement, define the environmental problem, and what you will discuss in your essay.
2. Causes: what caused the environmental problem; or why people have chosen to use this type of energy over other renewable sources.
3. Effects: what effects does this problem have on humans, the atmosphere, animals, plants, etc.
4. Solutions: describe various solutions, practicality, costs, and challenges to their implementation.
5. Case study: choose a place in the world that has experienced this problem on a more severe level. You may use the teacher’s suggestion or choose your own.
Suggested case studies:
• Nuclear energy: Chernobyl or Japanese power plants 2011 earthquake
• E waste: Guiyu, China
• Overpopulation: one child policy, China or India or Indonesia
• Air pollution (fossil fuels): coal burning plants in North Carolina or Linfen, China
• Water pollution and shortages: aquifer Mexico City, cholera, or bilharzias
• Climate change: rainforest, landfills or prominent scientists for/against climate change
• Deforestation and endangered species: Amazon rainforest or highlight an endangered species
• Toxic waste: Love Canal, NY or Bhopal, India
• Oil spill: Exxon Valdez spill or Gulf of Mexico
• Garbage: garbage and recycling in North Carolina
6. Conclusion: summarize your conclusions and give the reader your most important points.
Grade 8: Weeks of May 23rd to June 3rd
PATHOGENS PROJECT
We will complete a project on pathogens, or disease causing microbes. There will be seven elements to this project:
1. Notes: due May 26th (10 marks)
2. Research: one print out, magazine, or book due May 24th (5 marks)
3. Bibliography: due May 26th (5 marks)
4. Written research paper: May 27th (20 marks)
5. A power point (regular power point, or Prexis) or poster on Glogster: May 27th (10 marks)
6. Presentations: May 31st and June 1st (10 marks)
7. Participation: 10 marks
There will be time in Science class and Technology class to complete work, but students will need to bring in one piece of research to Science class. Any work that is not completed in class must be completed at home. Students will present in partner groups, may do the power point or poster together, and may help each other as needed. However, notes, research paper, bibliography, and research must be done individually and each student will receive an individual mark for his/her efforts. Parents must approve of your research topic.
The research project will consist of the following paragraphs:
1. Introduction: introductory statement, define your pathogen, tell which type of microbe it is (virus, bacteria, protist, fungi), and what you will discuss in your essay.
2. Special characteristics: Describe the pathogen and its special characteristics (physical characteristics, most common victims, most common area it is found, any epidemics, etc.)
3. Spread of the pathogen (host to host by ingestion/inhalation/touch, spread by vectors, spread by environmental sources, who is most susceptible) and favorable conditions for the disease (warm climate, unsanitary conditions, overcrowding, contamination, etc)
4. Symptoms and treatment of infection
5. Prevention: antimicrobial solutions, washing hands, not drinking unsanitary water, government regulation, etc.
We will complete a project on pathogens, or disease causing microbes. There will be seven elements to this project:
1. Notes: due May 26th (10 marks)
2. Research: one print out, magazine, or book due May 24th (5 marks)
3. Bibliography: due May 26th (5 marks)
4. Written research paper: May 27th (20 marks)
5. A power point (regular power point, or Prexis) or poster on Glogster: May 27th (10 marks)
6. Presentations: May 31st and June 1st (10 marks)
7. Participation: 10 marks
There will be time in Science class and Technology class to complete work, but students will need to bring in one piece of research to Science class. Any work that is not completed in class must be completed at home. Students will present in partner groups, may do the power point or poster together, and may help each other as needed. However, notes, research paper, bibliography, and research must be done individually and each student will receive an individual mark for his/her efforts. Parents must approve of your research topic.
The research project will consist of the following paragraphs:
1. Introduction: introductory statement, define your pathogen, tell which type of microbe it is (virus, bacteria, protist, fungi), and what you will discuss in your essay.
2. Special characteristics: Describe the pathogen and its special characteristics (physical characteristics, most common victims, most common area it is found, any epidemics, etc.)
3. Spread of the pathogen (host to host by ingestion/inhalation/touch, spread by vectors, spread by environmental sources, who is most susceptible) and favorable conditions for the disease (warm climate, unsanitary conditions, overcrowding, contamination, etc)
4. Symptoms and treatment of infection
5. Prevention: antimicrobial solutions, washing hands, not drinking unsanitary water, government regulation, etc.
Monday, May 9, 2011
Grade 5: Week of May 9th to 13th
We are rapidly preparing for our EOG in Science. Grade 5s will take their EOGs on Friday May 20th. We will have a fair amount of homework this week, including quizzes, but I will not be giving homework next week, the week of EOGs. Also time will be given in class to complete review sheets and students will test themselves in partners.
Homework is as follows:
Monday night:
1. Bring back the progress report signed.
2. Finish review sheet on Ecosystems and study for the Ecosystems test.
3. Finish Column 5 vocabulary sentences.
Tuesday night:
1. Study for the Ecosystems test on Wednesday and Ecosystems EOG Quiz Thursday (this content is related).
2. Finish Column 6 vocabulary sentences.
Wednesday night:
1. Study for the Ecosystems EOG quiz Thursday (students have a review sheet they completed in class on Tuesday.
Thursday night:
1. Study the vocabulary definitions and sentences Column 5 and 6 for the final vocabulary test on Friday.
Homework is as follows:
Monday night:
1. Bring back the progress report signed.
2. Finish review sheet on Ecosystems and study for the Ecosystems test.
3. Finish Column 5 vocabulary sentences.
Tuesday night:
1. Study for the Ecosystems test on Wednesday and Ecosystems EOG Quiz Thursday (this content is related).
2. Finish Column 6 vocabulary sentences.
Wednesday night:
1. Study for the Ecosystems EOG quiz Thursday (students have a review sheet they completed in class on Tuesday.
Thursday night:
1. Study the vocabulary definitions and sentences Column 5 and 6 for the final vocabulary test on Friday.
Grade 6: Week of May 9th to 13th
We are finishing up our unit on natural selection and adaptations. Grade 6 will receive a review sheet on Tuesday and will take their test on Thursday, unless they need more time to review. Then I will postpone it to Friday. We will watch a very interesting video on the Galapagos Islands which shows diversity and adaptation at its finest. We will observe the Galapagos Islands as Charles Darwin observed them and examine how he came to his conclusions and formed the theory of natural selection.
Homework is as follows:
Monday night: return the progress report signed
Tuesday night: finish the review sheet and study for the Adaptations test
Wednesday night: study for the Adaptations test
Thursday night: no homework unless we postpone the test to Friday
Homework is as follows:
Monday night: return the progress report signed
Tuesday night: finish the review sheet and study for the Adaptations test
Wednesday night: study for the Adaptations test
Thursday night: no homework unless we postpone the test to Friday
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