Design Process: · Web view2020. 5. 2. · Now create a start/boundary line, this line is the line that all players need to kick the ball behind. Then throw the object (cone, shoe,

Non-Digital Distance Learning Lesson PlansApril 27 - May 1

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Mathematics Standards: 5.NF.3, 5.NF.4, 5.NF.6, 5.NF.7

Week: April 27 - May 1, 2020

Monday, 4/27 Tuesday, 4/28 Wednesday, 4/29 Thursday, 4/30 Friday, 5/1

Daily Fluency Practice: (5-10 min)Mental Math: Is this number more or less than ½ ? 6/12⅛3/3How do you know?

Problem Solving Activity: (20 min) See Activity Card 3-10 ◾

*Two day activityStudent Reflection: (5 min) Write a note to your teacher and explain how to solve x 25.⅘

Daily Fluency Practice: (5-10 min)Mental Math: Is this number more or less than ½ ? 7/169/207/5How do you know?

Problem Solving Activity: (20 min) Continue Activity Card 3-10◾

Student Reflection: (5 min) Which is greater ¼ + ¾ or ¼ x ¾ ? Explain your thinking.

Daily Fluency Practice: (5-10 min)Mental Math: Is this number more or less than ½ ? 14/245/ 99/13How do you know?

Problem Solving Activity: (20 min) See Activity Card 3-11 ▲

Student Reflection: (5 min) Write and solve a word problem for 6 ÷ ⅛.

Daily Fluency Practice: (5-10 min))Mental Math: Is this number more or less than ½ ? 47/ 1009/ 246/11How do you know?

Problem Solving Activity: (20 min) See Activity Card 3-15 ◾

*Two day activityStudent Reflection: (5 min) Write a word problem for 3 ÷

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Daily Fluency Practice: (5-10 min))Mental Math: Is this number more or less than ½ ? 16/3030/90How do you know?

Problem Solving Activity: (20 min) Continue Activity Card 3-15◾

Student Reflection: (5 min) Write a word problem for ÷ ⅕3.

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ELA/ELD Standards: 5.RL/RI.1-10, 5.W.1-3,5&10, 5.SL.1,4&6, 5.RF.3-4

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Daily Reading (20 minutes)Read a book of your choice for twenty minutes.

Daily Writing (15 minutes) Choose an option from the response prompt list.

Daily Listening/Speaking (5 minutes) What is the funniest thing that ever happened to you? Discuss it with someone at home.

Word Study (10 minutes) ward is a suffix that means “in the direction”. It is found at the end of many words like eastward and homeward. Look through the books you are reading and find 5-10 words that end with the suffix ward. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) If you could do one thing to make the world a better place, what would it be? Discuss it with someone at home.

Word Study (10 minutes) de is a prefix that means

“not” or “opposite”. It is found at the beginning of many words like deforest and defame. Look through the books you are reading and find 5-10 words that begin with the prefix de. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) Discuss what you have been reading over the past few weeks. Share either the lesson (fiction) or important information (nonfiction) that you learned while reading.

Word Study (10 minutes)dis a prefix that means “not” or “opposite”. It is found at the beginning of many words like disbelieve and disable. Look through the books you are reading and find 5-10 words that begin with the prefix dis. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) What does it mean to be a good sport? Tell the story of a time when you were a good sport to someone at home.

Word Study (10 minutes)mis is a prefix that means “doing something wrong”. It is found at the beginning of many words like misbehave and miscount. Look through the books you are reading and find 5-10 words that begin with the prefix mis. Read those words to someone at home.



Daily Listening/Speaking (5 minutes) Do you like how old you are now or do you wish you were older or younger? Discuss with someone at home.

Word Study (10 minutes) trans is a prefix that means “across”. It is found at the beginning of many words like transatlantic and transport. Look through the books you are reading and find 5-10 words that begin with the suffix trans. Read those words to someone at home.

*ELA/ELD activities can be done throughout the day and do not have to be completed back to back.

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Social Studies Standards: Review of prior concepts and historical analysis skills



Review Activity (30 minutes):• Think about one of the developments you’ve learned about in California or United States history. Consider how the development did not happen all at once, but was a progression over time.• Create a brief timeline that shows the events in chronological order – even if you don’t recall or are unable to access a resource that has exact dates.• Put a star next to the events that seem most significant in the timeline.• Select one of the events to illustrate or write more about.

Review Activity (30 minutes):• Revisit prior issues of Studies Weekly newspapers. Select an event or topic that seems particularly important to study in history.• Create a list of questions that someone who is well-informed about the topic would be able to answer. You might consider creating questions beginning with each of these prompts: who, what, where, when, and why.• After you create a list of questions, rank them in order from most important (essential information to know) to less important (interesting information but not essential).

Review Activity (30 minutes):• Historical fiction writers base many of their characters and plots on actual people and events from history. Equally, the settings for historical fiction are based on real places (as they used to be).• Thinking about memorable events or people that you’ve learned about in social studies, which of these people or events could inspire a historical fiction author?• Craft a storyboard to represent some of the ideas that could be included in a historical fiction novel or short story (or make an outline of the ideas).

Review Activity (30 minutes):• Revisit maps from Studies Weekly newspapers (or other maps that you have access to). • For each, analyze the information that is shown on the map. What is the purpose of the map?• Next, think about what is not shown on the map. Make a list of other information that could be included for this location (that is not represented on the map) and for each idea, identify the purpose of the information or identify who would find the information useful (e.g., travelers would find top tourist spots useful, or hikers would find mountain elevations useful).

Review Activity (30 minutes):• Think about a video you have watched about geography, government, or history. • What makes learning from a video different from learning from print, such as a book or Studies Weekly? • Think about a social studies topic or geographic location you would like to see featured in a video for young people your age.• Make a list of scenes, people, and/or animations that could help teach about the topic.

Science Standards: Define a simple design problem reflecting a need or a want that includes specific criteria for success and constraints on materials, time,

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or cost. 3-5- ETS1-1Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be

improved. 3-5-ETS 1-3Week: April 27 - May 1, 2020


Design Process:Plan: Select a Promising SolutionBased on your designs and reflection from last week, choose a design (or combine your designs) so you end up with your best idea! Make a plan to move forward with this promising solution!

Remember:You are an engineer working for Awesome Airlines. You will need to build an airplane that can ship as much cargo as possible at least 10 feet. Your supplies for the airplane are limited (paper, paperclip, tape, glue and a penny). The cargo can be your choice (ex binder clips, paper, pencil, etc). You have a very difficult deadline (the plane must be ready to deliver supplies in two weeks).

Activity 1: Make your sketch of the airplane complete with labels, descriptions, and

Design Process:Create: Build a PrototypeBuilding a prototype makes your ideas real! These early versions of the design solution help you verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design.

Activity 1:Use your sketch to build your airplane. Stick to your design. IF you make changes to your prototype, be sure to make the changes to your sketch. Do not erase your changes - instead draw a line through the change and add the new information.

Student Reflection: Share with an adult/older sibling what you were able to accomplish with your prototype build today. Did you have any unexpected challenges? Did you make any changes to your

Design Process:Test and Evaluate PrototypeDoes it work? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't, and what could be improved.

Activity 1: Set up your airplane with cargo and estimate 10 feet. Run through at least 5 trials, make observations and record any notes

Student Reflection: Show an adult/older sibling how your airplane did! Share what worked well and what improvements you need to make. What ideas do they have to make your airplane better solve the problem? Add any new information to your sketch.

Take Away:Students test and evaluate their airplane. As engineers..we need to make sure to test things multiple

Design Process:Rebuild, Retest and Evaluate PrototypeMake changes, and then try it again! Does it work better? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't, and what could be improved.

Activity 1: Make your changes, and try again. Load up your airplane with the cargo and try it out! Remember...it needs to be able to fly at least 10 feet and carry as much cargo as possible. Test it multiple times and observe closely what happens! Can you add more cargo?

Student Reflection: Show an adult/older sibling how your airplane flies! Share what worked better and what improvements you still need to make. What ideas do they have to make your airplane

Design Process:Improve: Redesign as NeededMake final revisions. Draw new designs to make your product the best it can be.

Activity 1: Create a new design sketch with all of your upgrades and changes. Be sure to include how it will meet the criteria and constraints given by Awesome Airlines.

Student Reflection: What new ideas do you have this time around? If you had access to more supplies, didn't have a size constraint, or a time limit - what other ideas do you have about this airplane design?

Take Away:

Students (and engineers) should always be thinking about ways to improve their design.

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additional notes. This will be used to help build your airplane this week. Be sure to have everything labeled and include any additional notes needed to help build.

Activity 2: Make sure you have all of the supplies you need to start building based on the solution you chose (and put the other supplies you gathered that you won’t be needing away!)

Student Reflection: Share with an adult/older sibling the design you chose to move forward with. Explain your thinking and your building plans.

Take Away: Students compare multiple solutions to a problem and choose the one that they think will most likely meet the criteria and constraints of the problem.

design? Ask them what they like about your prototype and if they see any concerns that you may need to address.

Take Away:Students build their prototype - always keeping in mind the criteria and constraints of the problem.

times so we can get the best data possible!

better solve the problem? Add any new information to your sketch.

Take Away:

Students rebuild, retest, and reevaluate their airplane. As engineers..we need to make sure to test things multiple times so we can get the best data possible!

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Physical Education Standards: Soccer Skills Week: April 27 - May 1

Monday 4/27

Warm-Up / Stretch (5 minutes) :

- Perform plank for thirty (30) seconds or alligators- Perform ten (10) push-ups - Execute wall-sit for thirty (30) seconds or alligators

(Repeat all exercise above three (3) times)

Activity (20 minutes) :

“Soccer Bocce”This game is going to work on the soccer kick and the student’s understanding of it’s critical elements and the ability to increase or decrease force exerted on an object.Items needed: players, a ball that can be kicked and should roll, and an object to be used as a target.This game would be fun to be played with multiple people; grab anyone in the family who is bored and looking for some fun family competition. Now find a large enough playing area, doesn’t have to be super big, but the “bigger the better.”Now create a start/boundary line, this line is the line that all players need to kick the ball behind. Then throw the object (cone, shoe, bowl, cup, etc.) that is going to be used as a target anywhere in the player area. Now the object is for all players to kick the ball using the critical elements of the soccer kick/pass from behind the start/boundary trying to get it as close to the target object as they can. Player who gets the ball closest to the target object wins that round. Play several rounds.

Cool-Down / Closure (5 minutes) :

- What rules were hard to follow in Soccer Bocce?- Did you have to modify any rules?- What adjustments/changes did you have to make to your kicks in order to be successful?

Tuesday 4/28


- Perform fifteen (15) curl-ups- Perform twenty (20) squats - Execute twenty (20) tricep dips

(Repeat all exercises above three (3) times)

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“1 vs. 1 Soccer”This game is going to work on the soccer kick and the student’s understanding of it’s critical elementsItems needed: two players, a ball, a goal (can be a goal you have at home, or you can create one)One player is going to be the goalkeeper (this is the player that can use his hands to stop the ball from entering the goal) and the other player will be the kicker. The object of the game is from the kicker to try to get a point by successfully kicking the ball through the goal, while the goalkeeper gets a point by stopping the ball from going through the goal. Alternate positions (goalkeeper and kicker) pretty frequently to keep it competitive. Whichever player has the most points at the end of the game, wins.


- What part of the foot was contacting the ball when kicking the ball?- Did the ball roll on the ground or did it come off the ground when contacted? If it came off the ground, did your point of contact change?- Take 10 deep breaths

- Start with your hands by the side of your body.- When you take a deep breath in through your nose, raise your hands up from the side of your body.- When you breathe out through your mouth, lower your hands back down to the side of your body in the original starting position.

Wednesday 4/29


- Do ten (10) large arm circles forwards- Do ten (10) small arm circles backwards- Do ten (10) calf raises on both feet

(Repeat all exercise above three (3) times)- Go for a short five (5) minute jog

- This can be around the block, back-and-forth from wall to wall in the backyard; anyway that you can get your body warmed up for exercise.- If no area is available, run in place for 5 minutes.


“Workout Wednesday”Today we are going to be doing circuit (continual movement with little rest in between exercises)) training to build each student’s strength and endurance in all areas of health-related physical fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition).Below are various exercises, please refresh your understanding of each exercise and then perform the exercises for the repetitions and each one requires, while resting only five (5) to ten (10) seconds in between each exercise.If there is someone in your household, grab them and have them before the exercises with you. Perhaps you may be able to teach/coach them.

***Remember to drink plenty of water while being physically active***- Perform ten (10) push-ups

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- Hold a plank for thirty (30) seconds or alligators- Perform fifteen (15) tricep dips- Hold a wall-sit for thirty (30) seconds or alligators- Perform twenty-five (25) jumping jacks- Perform ten (10) lunges with your left foot forward- Execute fifteen (15) squats- Jump on only your left foot ten (10) times- Jump on only your right foot ten (10) times- Perform fifteen (15) curl-ups- Perform ten (10) lunges with your right foot forward- Perform ten (10) push-ups


- What muscle(s) were activated when performing the push-ups?- What muscles(s) were activated when performing the curl-ups?- What muscle(s) were activated when holding the wall-sit?- What muscle(s) were activated when holding the plank?

Thursday 4/30


- Perform ten (10) push-ups- Do fifteen (15) small arm circles forwards- Perform twenty-five (25) jumping jacks- Perform twenty (20) calf raises

(Repeat all exercises three (3) times)- Go for a short five (5) minute jog

- This can be around the block, back-and-forth from wall to wall in the backyard; anyway that you can get your body warmed up for exercise.

- If no area is available, run in place for 5 minutes.


“Keep Away”Today we are going to focus on the soccer dribble and the player’s understanding of it’s critical elements in order to be successful. For this game, you do not need a partner, but having one would make it a bit more competitive. The object of this game is to successfully dribble a ball in a designed playing area without turning it over. Start by making the playing area small, then gradually make it bigger and bigger as the game progresses.


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- Were you dribbling the ball with your dominant or non-dominant foot?- Was the ball close to you at all times? If no, what happened to the ball when it got too far away from you?- Take 10 deep breaths

- Start with your hands by the side of your body.- When you take a deep breath in through your nose, raise your hands up from the side of your body.- When you breathe out through your mouth, lower your hands back down to the side of your body in the original starting position.

Friday 5/1


- Do twenty (20) large arm circles forward- Perform twenty-five (25) jumping jacks- Perform ten (10) push-ups

(Repeat all exercises three (3) times)


“Cup Find” - Minute to Win It GameThis game requires as many plastic cups as you wish; I would recommend at least 20. On one of the cups, put either a stick or some type of mark on the bottom of it. Place all the cups bottom down on a flat surface. Object of the game is to find the cup with the sticker or mark on it as fast as you can. Whoever finds the marked cup the fastest wins. Remember, you can only touch ONE cup at a time.


Critical Thinking: What “Minute to Win It Game” can you create? What are the rules? What would player(s) need?

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Music EnrichmentStandards: Performing, Creating, Connecting, Responding to Music

Week: April 27- May 1, 2020


Responding(20 minutes)Listen to a song and draw a picture of what the music is telling you and making you feel. Use your imagination and emotions to express in the drawing.

Performing Music(20 minutes) Sing songs to a friend or family member. Use your face to show emotion. Practice in front of the mirror to see if the emotion you want a person to see is being expressed.

Connecting to Music(20 minutes)Using pots and cooking utensils. Explore the different sounds you can make. Then create a pattern that can be repeated 4 times.

Creating Music(20 minutes)Create sound effects (special sounds using objects and voice) with the emotional expression for each character in the book. Then read the book with the sound effects.

Performing Music(20 minutes)Dance and sing your songs to a friend or family member. Use your body to express the emotions of the song. Practice in front of the mirror to see if the emotion you want a person to see is being expressed.

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Documents

Design Process: · Web view2020. 5. 2. · Now create a start/boundary line, this line is the line that all players need to kick the ball behind. Then throw the object (cone, shoe,