Dear Parents and Caregivers,

This is a reminder that the Unit 5 Progress Check and Open Response will take place on Monday, February 8 and Tuesday, February 9 respectively. Please help your child review the graded homework. Students should be able to:

– Add and subtract 1-digit numbers

– Add and subtract 10 to two and three-digit numbers

– Add and subtract 100 to three-digit numbers

– Draw coins to show a given amount

– Use an open number line to solve a story problem

– Use a Change-to-More diagram to solve a story problem

– Use a Change-to-Less diagram to solve a story problem

– Use a Parts-and-Total diagram to solve a story problem

– Explain how to find a sum of two numbers in writing and by drawing tally marks, base-ten blocks, or bills and coins, etc.

Friday, February 12, is two days before Valentine’s Day. Students are encouraged to wear a piece of red clothing to school on that day. If your child is interested in bringing Valentine greetings to share, please ensure he/she brings enough for 30 other students.

School will be closed on Monday, February 15 in observance of Presidents’ Day.

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Differentiated Instruction/Formative Assessments:

– M.O.Y. TRC assessments.

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

– Reading conferences

– Writing conferences

– Guided Reading: Students work in small groups under the scaffolding of the NSP student from the University of Chicago

– Teachers model to students how to sketch their ideas and transform those ideas into written sentences.

– Centers:

Word Study

Building Fry Sight First One Hundred Words

Students read, build words with letters, and write words with erasable markers (Tier 2)

Mini iPads Reading:

__George Washington Carver__ by Sam Wellman

__Who Was George Washington Carver__ by Jim Gigliotti

“George Washington Carver” on BrainpopJr.

IPads: Accelerated Readers

MTSS:

– Letter Name Fluency (Tier 3)

– Intensive Reading Support with Leveled Literacy Intervention Blue System Level D (Tier 3);

Level G (Tier 2)

Phonemic Awareness: __The Skills That They Need To Help Them Succeed!__ by Michael Heggerty, Ed.D.

Week 20 (Different words will be given each day.)

Letter Naming: “The letter is___”; “Sound is___”

Rhyming: Teacher says the word. Students repeat the word and open their eyes if the words rhyme, or close their eyes if the words do not.

Onset Fluency: Thumbs up if the words begin with the same blend; thumbs down if the words do not begin with the same blend.

Blending: Teacher says the individual phonemes. Students listen and then say the whole world. Ex. T: /p-o-n-d/, S: pond

Identifying Final and Medial Sounds: Teacher says the word. Students say the final sound found in the series. Ex. T: get, got, bet, S: /t/

Segmenting: Teachers says the word whole. Students repeat the word and chop it into phonemes. Ex. T: band, S: band; /b-a-n-d/

Use hand motion for chopping.

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ to /*/ and the word is? Ex. T: limit, S: limit, T: change the/lim/ to /hab/ and the word is? S: habit

* Use sounds

Adding Phonemes: Teacher says the word. Students repeat the word. Teacher says add /*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left?

* Use sounds

Building Classroom Community based on __CHAMPS A Proactive & Positive Approach to Classroom Management__ by Randy Sprick, Ph.D.

Reading Workshop and Writing Workshop based on __A Curriculum Plan for The Reading Workshop__ and __Units of Study in Opinion, Information, and Narrative Writing__ by Lucy Calkins and Colleagues from The Reading and Writing Project

Morning meeting:

– Sharing: Students share their journal writing entries or something that is meaningful to them.

– Group Activity: Louis Armstrong – “Go down Moses” (from YouTube), “Lift Every Voice and Sing” (from YouTube)

Day 1

Morning Meeting

Morning Message: Today is Monday, February 8, 2016. In science, we will explore how the amount of weight and position of weight affect balance.

Inquiry Question: How did the paperclip affect the way you balanced the paper butterfly the other day? Share your answer with a partner.

Reading Workshop

Shared Reading: __A Picture Book of George Washington Carver__ by David Adler

Targeted Reading Strategies

– Retell and Summary

Objectives

– Use the reading strategy of retelling to understand and remember a timeline of events

– Use the reading strategy utilizing retelling notes to summarize texts

– Read page 13 aloud using the document camera and Smart Board from the text.

– Display an example from the retelling notes from Thursday’s lesson.

– Ask students to summarize in their minds using the notes displayed.

– Have students think, pair, and share their summaries.

– Teachers scribe a volunteer’s summary on chart paper or Smart Board.

– Ask students to reread the summary.

– Teachers guide students to edit the summary.

– After editing, have the students read the summary aloud.

Students read books and articles about George Washington Carver independently using skills they’ve learned.

Writing

Introducing a How-To Chapter: In this session teachers will guide the students to understand that they will be teachers as well as writers. In their “All About Books” they need to write at least one chapter about how to do something.

– Teachers will lead a discussion with the students about directions for completing a task/game by using directions from board games that students are familiar with.

– Scribes will chart scenarios for following directions or rules for games.

– Students continue writing their “All About Books”.

Day 2

Morning Meeting

Morning Message: Today is Tuesday, February 9, 2016. During Reading Workshop, we will continue to use the strategy of summarizing.

Today’s Inquiry Question: How does summarizing help you identify the main idea of the text? Explain your thinking to a classmate.

Reading Workshop

Targeted Reading Strategies

– Retell and Summary

Objectives

– Use the reading strategy of retelling to understand and remember a timeline of events

– Use the reading strategy utilizing retelling notes to summarize texts

– Teachers guide students to utilize an article to identify important details about George Washington Carver’s experiences at the Tuskegee Institute.

During the reading workshop, you will work with a reading buddy to identify and highlight important information about George Washington Carver’s experiences as a professor at the Tuskegee Institute. Remember to read carefully and support your partner during the shared reading. Use your highlighted information to summarize the article.

– Students work in pairs to read, highlight and summarize the article “Tuskegee Institute”.

Tuskegee Institute

After graduating from Iowa State, Carver embarked on a career of teaching and research. Booker T. Washington, the principal of the African-American Tuskegee Institute, hired Carver to run the school’s agricultural department in 1896. Washington lured the promising young botanist to the institute with a hefty salary and the promise of two rooms on campus, while most faculty members lived with a roommate. Carver’s special status stemmed from his accomplishments and reputation, as well as his degree from a prominent institution not normally open to black students.

Tuskegee’s agricultural department achieved national renown under Carver’s leadership, with a curriculum and a faculty that he helped to shape. Areas of research and training included methods of crop rotation and the development of alternative cash crops for farmers in areas heavily planted with cotton. This work helped struggling sharecroppers in the South, many of them former slaves now faced with necessary cultivation under harsh conditions, including the devastation of the boll weevil in 1892. The development of new crops and diversification of crop use helped to stabilize the livelihoods of these people who had backgrounds not unlike Carver’s own.

The education of African-American students at Tuskegee contributed directly to the effort of economic stabilization among blacks. In addition to formal education in a traditional classroom setting, Carver pioneered a mobile classroom to bring his lessons to farmers. The classroom was known as a “Jesup wagon,” after New York financier and Tuskegee donor Morris Ketchum Jesup.

– Teachers collect the students’ summaries to review and plan for Day 3.

Students read books and articles about George Washington Carver independently using skills they’ve learned.

Writing

Read Aloud: __George Washington Carver__ by Margo McLoone pages 17 to 22

– Distribute to students the graphic organizers for the chapter entitled “Dr. Carver’s Impacts on Society”. Refer to the read aloud to model to students how to take notes on the graphic organizers.

– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.

– Students continue to read and add information onto their graphic organizers.

– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Day 3

Morning Meeting

Morning Message: Today is Wednesday, February 10, 2016. During science, we will begin making mobiles to explore the concept of balance.

Inquiry Question: How do you move the fulcrum of the beam balance with an uneven amount of weight on both sides? Discuss your answer with a classmate.

Reading Workshop

Targeted Reading Strategies

– Retell and Summary

Objectives

– Use the reading strategy of retelling to understand and remember a timeline of events

– Use the reading strategy utilizing retelling notes to summarize texts

– Teachers display one or two summaries on the Smart Board using the document camera.

– Students choral read and discuss the summaries.

– Teachers guide students to utilize an article to identify important details about George Washington Carver’s “Rise to Prominence”.

During the reading workshop, you will work with a reading buddy to identify and highlight important information about George Washington Carver’s “Rise to Prominence.” Remember to read carefully and support your partner during the shared reading. Use your highlighted information to summarize the article.

– Students work in pairs to read, highlight and summarize the article “Rise to Prominence”.

Rise to Prominence

Carver’s work at Tuskegee included groundbreaking research on plant biology that brought him to national prominence. Many of these early experiments focused on the development of new uses for crops such as peanuts, sweet potatoes, soybeans and pecans. The hundreds of products he invented included plastics, paints, dyes and even a kind of gasoline. In 1920, Carver delivered a speech before the Peanut Growers Association, attesting to the wide potential of peanuts. The following year, he testified before Congress in support of a tariff on imported peanuts. With the help of Carver’s testimony, the proponents of the tariff were able to institute it in 1922.

Carver’s prominence as a scientific expert made him one of the most famous African-Americans of his time, and one of the best-known African-American intellectuals up to that point. By the time of his testimony, however, Carver had already achieved international fame in political and professional circles. President Theodore Roosevelt admired his work and sought his advice on agricultural matters in the United States. Carver was also recognized abroad for his scientific expertise. In 1916, he was made a member of the British Royal Society of Arts—a rare honor for an American. Carver also advised Indian leader Mahatma Gandhi on matters of agriculture and nutrition.

Carver used his celebrity to promote scientific causes for the remainder of his life. He wrote a syndicated newspaper column and toured the nation, speaking on the importance of agricultural innovation, the achievements and example of Tuskegee, and the possibilities for racial harmony in the United States. From 1923 to 1933, Carver toured white Southern colleges for the Commission on Interracial Cooperation.

The politics of accommodation championed by both George Washington Carver and Booker T. Washington were anathema to activists who sought more radical change. Despite his involvement with government-funded scientific research and programs, Carver largely remained outside of the political sphere, and declined to criticize prevailing social norms outright. Nonetheless, Carver’s scholarship and research contributed to improved quality of life for many farming families and made Carver an icon for African-Americans and Anglo-Americans alike.

George Washington Carver died on January 5, 1943, at the age of 78 after falling down the stairs at his home. He was buried next to Booker T. Washington on the Tuskegee grounds. Carver’s epitaph reads: “He could have added fortune to fame, but caring for neither, he found happiness and honor in being helpful to the world.”

– Teachers collect the students’ summaries to review and plan for Day 4.

Students read books and articles about George Washington Carver independently using skills they’ve learned.

Writing

Read Aloud: __Who Was George Washington Carver?__ by Jim Gigliotti pages 87 to 101

– Using the notes from the graphic organizer, teacher models how to elaborate the notes into a chapter by charting a think-aloud for the chapter “Dr. Carver’s Impacts on Society”.

– Tell students: “Authors, you will now collaborate with your writing partner to elaborate the first chapter of your book. Support each other by remembering to praise your partners and provide positive feedback or additional ideas as you work collaboratively.

– Students discuss with a partner how they would compose their chapters “Dr. Carver’s Impacts on Society” for their All About Books.

– Students utilize notes to compose the chapter “Dr. Carver’s Impacts on Society” for their All About Books independently. Some students may work in pair to assist each other.

– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Day 4

Morning meeting:

Morning Message: Today is Thursday, February 11, 2016. In math, we will utilize the comparison diagram to practice solving comparison number stories.

Today’s Inquiry Question: What is the difference when you compare two unequal quantities? Share your thinking with a classmate.

Reading Workshop

Targeted Reading Strategies

– Retell and Summary

Objectives

– Use the reading strategy of retelling to understand and remember a timeline of events

– Use the reading strategy utilizing retelling notes to summarize texts

– Teachers display one or two summaries on the Smart Board using the document camera.

– Students choral read and discuss the summaries.

– Teachers guide students to utilize an article to identify important details about George Washington Carver’s “Legacy”.

During the reading workshop, you will work with a reading buddy to identify and highlight important information about George Washington Carver’s “Legacy”. Remember to read carefully and support your partner during the shared reading. Use your highlighted information to summarize the article.

– Students work in pairs to read, highlight and summarize the article “Legacy”.

Legacy

Carver’s iconic status remained after his death, in part due to steps that Carver and others took during his lifetime to establish his legacy. Carver, who had lived a frugal life, used his savings to establish a museum devoted to his work, including some of his own paintings and drawings. In December 1947, a fire broke out in the museum, destroying much of the collection. One of the surviving works by Carver is a painting of a yucca and a cactus, displayed at the Chicago World’s Columbian Exposition of 1893. In addition to the museum, Carver also established the George Washington Carver Foundation at Tuskegee, with the aim of supporting future agricultural research.

A project to erect a national monument in Carver’s honor also began before his death. Harry S. Truman, then a senator from Missouri, sponsored a bill in favor of a monument during World War II. Supporters of the bill argued that the wartime expenditure was warranted because the monument would promote patriotic fervor among African-Americans and encourage them to enlist in the military. The bill passed unanimously in both houses.

In 1943, President Franklin D. Roosevelt dedicated $30,000 for the monument west of Diamond, Missouri—the site of the plantation where Carver lived as a child. This was the first national monument dedicated to an African-American. The 210-acre complex includes a statue of Carver as well as a nature trail, museum and cemetery.

Carver appeared on U.S. commemorative postal stamps in 1948 and 1998, as well as a commemorative half dollar coin minted between 1951 and 1954. Numerous schools bear his name, as do two United States military vessels. In 2005, the Missouri Botanical Garden in St. Louis opened a George Washington Carver garden, which includes a life-size statue of the garden’s famous namesake. These honors attest to George Washington Carver’s enduring legacy as an icon of African-American achievement, and of American ingenuity more broadly. Carver’s life has come to symbolize the transformative potential of education, even for those born into the most unfortunate and difficult of circumstances.

Writing

Under the teacher’s guidance, students utilize Chromebooks and visit the following site to learn interesting facts about George Washington Carver.

http://nationalpeanutboard.org/the-facts/george-washington-carver/

– Distribute to students the graphic organizers for the chapter entitled “Interesting Facts about Dr. Carver”. Refer to the read aloud to model to students how to take notes on the graphic organizers.

– Students discuss at table groupings additional information about Dr. Carver from their own reading to contribute to the graphic organizers.

– Students continue to read and add information onto their graphic organizers.

– Teachers circulate, guide, and/or pose questions to support students, noting which students are ready for independent writing and those who may need additional support.

Day 5

Morning Message: Today is Friday, February 12, 2016. In math, we will explore how different diagrams can be used in similar or different situations to organize the information.

Today’s Inquiry Question: How does using diagrams help you solve number stories? Explain your thinking to a classmate.

Parent Read Aloud

Muntu Dancers Performance (9:30 – 10:15)

Spelling Test

Word Study

**Spelling Words: **(The following words will be tested on Friday, February 19.)

*still, learn, should, America, world, hush, slush, dash, wash, wish, dish, money, coin, bill, cent, dollar*

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Quiz, “George Washington Carver”

Independent Reading

**Math**

**Lesson 5-12** (Day 1)

Unit 5 Progress Check

Day 1: Administer the Unit Assessments.

Self-Assessment

Teachers guide students complete the Self Assessment. (“We do”, whole class; “You do”, independently)

Model 1-step problems involving addition and subtract.

Use addition and subtraction to solve 1-step number stories.

Subtract within 20 fluently.

Add within 20 fluently.

Add within 100 fluently.

Subtract within 100 fluently.

Subtract multidigit numbers using models or strategies.

Add multidigit numbers using models or strategies.

Mentally add 10 to and subtract 10 from a given number.

Mentally add 100 to and subtract 100 from a given number.

Represent sums and differences on a number line diagram.

Solve problems involving coins and bills.

Make sense of others’ mathematical thinking.

2a. Students complete the Unit 5 Assessment to demonstrate their progress on the Common Core Standards covered in this unit.

(“You do”, independent)

**Lesson 5-12 **(Day 2) Unit 5 Progress Check

Day 2: Administer the Open Response Assessment.

2b. Assess

Solving the Open Response Problem

Students find possible coin combinations for 75 cents and explain how they know one of the combinations equals 75 cents. (“You do”, independent)

Discussing the Problem

After completing the problem, students discuss solutions and explanations. (“We do”, whole class)

Solve problems involving coins and bills.

Read and write monetary amounts.

Make mathematical conjectures and arguments.

3. Look Ahead

Math Boxes 5-12

Students preview skills and concepts for Unit 6. (“We do, pairs; “You do”, independent)

**Lesson 6-1** Representing Data: Pockets

Students will review coin equivalencies and make different combinations of coins for the same amount of money.

Goals:

– Make connections between representations.

– Make mathematical conjectures and arguments.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

Vocabulary: data, tally chart, picture graph, graph key, bar graph

1. Warm Up

Math Talk: Mental Math and Fluency

Dennis is 48 inches tall. Tayla is 50 inches tall. How much taller is Tayla than Dennis? (“We do”, whole class)

Daily Routines

Students complete the daily routines.

2. Focus

Math Massage: Students take a Counting Pockets page and count the number of pockets they have on their clothes. They record the number of pockets using tally marks.

Tallying Pockets Data

Explain that the tally marks represent data, or information that is gathered by counting, measuring, questioning, or observing. We count pockets to gather data about pockets.

Ask: How many children have five pockets? What is the most common number of pockets? Point to a number in the Number column. What does this number means? Explain that tally chart, like the one the students just made, is one way to display the data in a picture graph and a bar graph.

Drawing a Picture Graph

Display Math Masters, page 159 and explain that a picture graph is another way to display data. Instead of tally marks, picture graphs use pictures or symbols to represent numbers. Point out the features of the graph and ask students to explain what they think the features represent.

Demonstrate how to represent the class pockets data on a picture graph on Math Masters, page 159 as students follow along on journal page 134. When students seem comfortable, have them complete the picture graph on their own.

Discuss: What does the picture graph show? How many students have 5 pockets? How many students have 6 or more pockets? Do more students have 3 pockets or 4 pockets? Do you think the graph would look different if we were dressed in bathing suits? Explain.

With the class, read about picture graphs on My Reference Book, page 115.

Drawing a Bar Graph

Tell students that they will use the pocket data shown on their picture graph to make a bar graph. Refer students to My Reference Book, page 115 for a brief review of the bar graphs, if needed. Point out that the height of the bars shows the number of children. Then have students complete journal page 135 independently or with a partner.

Summarize

Have students compare the picture graph and the bar graph on journal pages 134-135. Ask: How are the picture graph and the bar graph similar? How are they different? (“We do”, whole class)

3. Practice

Solving Addition Problems

Students add 2-digit numbers. Encourage them to use a number grid, a number line, and an open number line, or base-10 blocks as needed. Students complete Math Journal 2, p. 136 and Math Box 6-1 independently or with a partner.

Assessment Opportunity

Observe and evaluate students’ responses. Most students should be successful. Some students make need additional guidance.

**Lesson 6-2** Comparison Number Stories

Students solve comparison number stories.

Goals:

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Choose appropriate tools.

– Explain your mathematical thinking clearly and precisely.

1. Warm Up

Math Talk: Mental Math and Fluency

Flash the Quick Look Card. Ask students to refer to the ten frames to mentally figure out the total number of dots. Then ask them to write a number sentence to express their thinking.

Daily Routines

Students complete the daily routines.

2. Focus

Math Massage: Fish A is 14 inches long. Fish B is 6 inches long. How many inches longer is Fish A than Fish B?

Solving Comparison Number Stories

Math Message Follow-Up: Draw picture showing how students can solve the Math Message problem by lining up the two fish (the two quantities) against a ruler. Sketch a comparison diagram. Discuss the meanings of the words quantity and difference as they appear in the diagram. Explain that quantity describes an amount or a number of things, and the difference is the amount unmatched between the two quantities. Point out that the comparison diagram offers a convenient way to organize information in the Math Message problem.

Ask students to represent the number story using a number model with a question mark for the unknown. Ask: Can you write different number models to represents this number story? Ask students to explain how their number models fit the situation in the number story. After students solve the number story, write a summary number model.

Tell students that today they will work with number stories that compare two quantities. They will use a comparison diagram to organize the information from the story to decide whether to add or subtract.

Work with students to solve the following comparison stories.

Joey scored 30 points. Max scored 10 pints. How many more points did Joey score than Max?

With the class, fill in the comparison diagram. Ask students to generate number models to match the number story and explain how their number models fit the situation.

Invite students to share strategies for finding the difference between 30 and 10.

– Think: “What must I add to 10 to get to 30?”

– Think of the comparison diagram as a Fact Triangle. Think, “30 – 10 is the difference I want.”

Continue to guide students with example 2 and 3.

Practicing with Comparison Number Stories (Small Group/Partner)

Partners complete the problems on Journal pages 137-138. Students may draw pictures and use number lines, number grids, or any other tool to help them solve the problems.

Assessment Check-In

Expect that most students will be able to solve problem 1-4 using a number grid, a number line, drawing, or manipulatives. Some students may be able to write the number models for the problems. Others may be able to solve Problem 5 by finding the unknown quantity.

Summarize

Have volunteers share with the class their solution strategies from journal page 137.

3. Practice

Practicing with Fact Triangles

As students practice with Fact Triangles, have them use the Addition Facts Inventory Record, Parts 1 and 2 (journal pages 250-253)

Students complete Math Boxes 6-2 in their Math Journal 2, p. 139 (independently or with a partner)

**Lesson 6-3** Interpreting Number Stories

Students choose diagrams to use for solving number stories.

Goals:

– Make sense of your own problem.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

1. Warm Up

Math Talk: Mental Math and Fluency

Dictate 2- and 3-digit numbers. Have students mentally add 10 or 100 to them, or subtract 10 or 100 from them, and record their answers on slates.

– Add 100 to 44, to 700, to 510. Subtract 100 from 700, from 318, from 809.

Daily Routines

Have students complete daily routines.

2. Focus

Math Message: Solve Problem 1 on journal page 140. You may draw one of the diagrams at the top of the page to help.

Sharing Strategies (Whole Class)

Math Message Follow-Up: Ask students to their solution strategies for Problem 1. If no one suggests a diagram, sketch one and model how to use it. Change, comparison, and parts-and-total diagrams all work for Problem 1.

Selecting Diagrams (Whole Class)

Show students how different diagrams can be used to organize the information in Problem 1, which can be interpreted as a change situation, a comparison situation, and a parts-and-total situation. (Teacher Guide p. 547)

Different students might think about a number story in different ways and will choose diagrams that match their thinking.

Students solve problem 2 in Math Journal 2, p. 140 with a partner. Encourage students to share strategies, making sure to demonstrate how to organize the information in a diagram.

Differentiate: For students who have difficulty writing a number model with ? for the unknown, ask them first to explain how they view the problem. Then direct them toward the diagram that best matches their way of thinking. Alternatively, pick a diagram and ask students to explain how to put the numbers from the problem into that diagram. Have the students use the completed diagram to help them write the number model.

Have students explain using a sentence frame such as: “I used or chose the _____ diagram because I know ____ and I want to find ____.”

Solving Number Stories

Students work with a partner to solve problems on page 141. When the problem has been solved one way, ask if any group solved it a different way.

Assessment Check-In

Circulate and observe students’ work. Expect that most will write a number model to represent the story and solve the number story with or without diagrams or manipulatives. For students who struggle, use guiding questions to help them place the numbers in a diagram before writing a number model.

Summarize: Have students discuss how using diagrams can help them solve number stories.

3. Practice

Comparing Lengths

Students work independently or with a partner to solve problems in Math Journal 2, pp. 142-143.

**Science**

– Interactive Read Aloud: “Julie’s Balancing Act.”

Ask:

– Have you ever taken gymnastics classes?

– Did you ever walk a balance beam? What did you do to keep balance?

– Have you ever watched a ballet? How do you think a ballerina stays on her toes?

– In addition to gymnastics and ballet, what other activities require the ability to balance?

Lesson 3:

Exploring the beam balance

– Students build a beam balance.

– Students explore how the amount of weight and position of weight affect balance.

– Students discuss the various ways they are able to balance the beam.

– Students write about the exploration: Exploring the balancing beam.

Lesson 4: Moving the Fulcrum

Students will discover that they can make the beam balance, even though the weight it supports is uneven or unevenly distributed, by changing the position of the fulcrum.

– Students balance a beam with Unifix Cubes by changing the position of the fulcrum.

– Students describe and compare their observations.

– Students record their results.

– Students add their observations of balancing and weighing in the world around them to the class list.

Ask: Why is the fulcrum in this spot? Why does the beam balance when the fulcrum is there?

– Why do you think the beam can balance with an uneven number of cubes on the end?

– What did you discover today that could help explain why you had to move the pencil after you added a paper clip to the butterfly?

Interactive Read Aloud: Mirette on the High Wire by Emily Arnold McCully

Lesson 5: Building Mobiles

Making mobiles offers students an opportunity to apply what they have discovered about the relationship between balance and weight. Students discover that they can design mobiles with various fulcrum points and that they can change the balance of a mobile by adding a small amount of weight or by shifting its position slightly.

– Students build simple mobiles that balance.

– Students describe and compare how their mobiles balance.

Students begin to cut shapes out of construction paper and think about how they will design simple mobiles that require the understanding of balance.

Students use their shapes as weights, straws as beams and paper clips as fulcrum to begin assembling their mobiles.

**Social Studies**

Integrated with Language Arts

Friendship Bracelet

To make these easy friendship bracelets, you will need just a few things:

– embroidery floss in 4 pretty colors that go well together

– scissors

– clipboard

– masking tape to hold down the floss as you make your bracelet

To begin making the bracelet, cut each of the 4 colors of embroidery floss into 3-foot long segments.

Next, line up the 4 segments and tie a knot about 4 inches from one of the ends. Secure the floss to the clipboard with tape. Separate the 4 strands of floss.

To begin making this basic diagonal stripe friendship bracelet, start by taking the first strand (the one that’s farthest on the left) and put it over the second strand, forming a “4” shape.

Keep the second strand tight with one hand (this will act like a “base” strand) and loop the first strand around it with the other. (This will be called the “working” strand.) Pull both strands tight in opposite directions to make a knot.

Then, repeat this step exactly and make a second knot. (Note: As you make your friendship bracelet, the procedure will be to always make 2 knots on each “base” strand.)

(Hint: Try to think of the “working” strand loop and knot you are making on your “base” strand as color being placed on the base strand. In other words, each knot you make is almost like painting that color onto the base strand. So for instance, my first strand was an aqua blue and my second strand was a fuchsia pink; I therefore placed my aqua blue strand knot onto my fuchsia pink strand.)

Next, continue working with your first strand (in my bracelet, the aqua blue strand) and put it in a “4” shape over the next base strand (the purple).

Loop your working strand around the purple base strand and pull tight to make a knot. Then, as before, repeat this step to make a second knot.

Once you’ve made the two knots on the next strand, it will look like this.

Take your working strand and make 2 knots on the last remaining strand. You will now have 2 knots each on all 3 strands.

Your completed first row of knots will look like this once you are done.

Now that you’ve finished your first row of double knots, you will have a new working string — the strand that’s farthest on the left. (In this bracelet, the new working string is the fuchsia pink strand.)

Repeat the same double-knot process on each strand, again working your way to the last strand on the right.

Once you have placed 2 knots on each strand with the new working strand, you will have completed the second row of knots. Your bracelet will look something like this.

Take the next working string (in this case, the purple strand), which, again, is the strand that’s farthest on the left, and make double knots on each strand. When you are done, it will look like this.

Using this same pattern, keep making rows of knots as you make the bracelet longer.

Keep checking the length of the bracelet by putting it around the wrist (if your child is going to give it to a friend and that friend is not available, you can simply either get the measurement of that child’s wrist or take your best guess. When that person receives it, you can always adjust the length before tying the ends to finish the bracelet.

Add more masking tape to the bracelet as you work so that it stays securely anchored, which makes it easier for kids to tie the knots.

If you want to make a thicker bracelet, you can simply add more strands of each color of embroidery floss. So instead of one aqua blue, one fuchsia pink, and so on, you can use 2 or even 3 or 4 strands each of aqua blue, fuchsia, purple, and peach (or whatever colors you are using).

If you add more strands, though, it’s easy for the steps to get confusing. For younger children or kids who are just starting out with friendship bracelets, you may want to stick to the simple one-of-each-color pattern.

childparenting.about.com/od/Easter_Spring_Crafts_for_Kids/ss/Summer-Crafts-For-Kids-Easy-Friendship-Bracelets.htm#step15

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson