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Week 7

Week 7. How do life forms vary in different environments?. AGENDA. September 11 , 2017. WORD OF THE WEEK: Environment CPM 2-24 , 2-25, 2-26, 2-7, 2-28 Read 30 minutes. Daily Agenda -Leadership: Habit 1 summary Page 22 ELA: Unit 1 Week 3 Journey Into the Deep

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Week 7

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  1. Week 7

  2. How do life forms vary in different environments? AGENDA September 11, 2017 WORD OF THE WEEK: Environment CPM 2-24 , 2-25, 2-26, 2-7, 2-28 Read 30 minutes Daily Agenda -Leadership: Habit 1 summary Page 22 ELA: Unit 1 Week 3 Journey Into the Deep Math: 2.2.1 Exploring Area PAT Time

  3. Our Class Mission Statement • Honest • Observant • Motivating • Encouraging • Collaborating • Organized • Unique • Respectful • Teamwork

  4. Resource Manager: • Make sure that that the team has all materials needed for lesson • Ask the teacher when the entire team has a question. • Make sure that your team cleans up by delegating tasks. • You could say, “I will put away the ________ while you _________ .” Facilitator: • Start the team’s work by choosing a volunteer to read the problem aloud. • Keep everyone discussing each part together by asking questions such as, • “Are we all ready to move on? Recorder/Reporter: • When your team is called on, share your team’s ideas and reasons with the class. Task Manager: • Keep your team on Task, • “Let’s move on to the next part of the problem.” • “Let’s get back to work.” • What do you think about…….?

  5. Page 50-51 Why is it valuable for scientists to explore the deepest ocean?

  6. Page 52-53 • Identify the main idea and details of the second paragraph on page 52. • Add them to your graphic organizer. Expository text often includes text features to help readers better understand the main text. • What text features are included on this page? • How do they help you understand the text?

  7. Page 54-55 Reread • How have animals that live in the deep-slope ocean environment adapted in order to thrive there?

  8. Page 56-57

  9. Page 58-59 8) Skill: Main Idea and Key Details • What are the details in the first column on page 58 about? • Determine the main idea in the first column. • Add the details and the main idea to your chart.

  10. Page 60-61 What details does the author provide to help you visualize the chains of mountains on the ocean floor?

  11. Page 62-63 The caption with the photograph gives information about the life forms found around hydrothermal vents. • How are these tube worms similar to the life forms found at cold seeps?

  12. Page 64-65 • Reread the photo caption on page 64 and the text on page 65. • Turn to your partner and paraphrase what you read to help you discuss why scientists don’t know for sure whether yeti crabs are rare. • Determine the main idea on page 65. • Add the main idea and details to your chart.

  13. How do life forms vary in different environments?

  14. Workshop 1. Leveled Readers - Text A (Answer Questions) 2. MOBYMAX --Reading skills Literature 15 min

  15. ELA WIG I will be able to complete a constructed response to literature by answering the question, citing evidence, and explaining my reasoning scoring a 12 or higher on the rubric.

  16. A histogram is similar to a dot plot except that each bar represents data in an interval of numbers. The intervals for the data are shown on the horizontal axis. The frequency(number of pieces of data in each interval) is represented by the height of a bar above the interval. Each interval is also called a bin. The labels on the horizontal axis represent the lower end of each interval. For example, the histogram at right shows that 10 students take at least 15 minutes but less than 30 minutes to get to school. Histograms and dot plots are for displaying numeric data with an order. Bar graphs are for data in categories where order generally does not matter.

  17. A stem-and-leaf plot is similar to a histogram except that it shows the individual values from a set of data and how the values are distributed. The “stem” part of the graph represents all of the digits in a number except the last one. The “leaf” part of the graph represents the last digit of each of the numbers. Every stem-and-leaf plot needs a “key.” The place value of the entries is determined by the key. This is important because 8|2 could mean 82 or 8.2. Example: Students in a math class received the following scores on their tests: 49, 52, 54, 58, 61, 61, 67, 68, 72, 73, 73, 73, 78, 82, and 83. Display the test-score data on a stem-and-leaf plot.

  18. How do life forms vary in different environments? AGENDA September 12, 2017 WORD OF THE WEEK: Environment CPM - 2-34, 2-35, 2-36 Read 30 minutes Daily Agenda -Leadership: Leadership Journal --Crystal Ball page 24 -25 ELA:Unit 1 Week 3 Journey Into the Deep Social Studies:Learning to Farm 59-62 Skim and Scan Math: 2.2.2 Square Units and Area of rectangles

  19. Our Class Mission Statement • Honest • Observant • Motivating • Encouraging • Collaborating • Organized • Unique • Respectful • Teamwork

  20. Resource Manager: • Make sure that that the team has all materials needed for lesson • Ask the teacher when the entire team has a question. • Make sure that your team cleans up by delegating tasks. • You could say, “I will put away the ________ while you _________ .” Facilitator: • Start the team’s work by choosing a volunteer to read the problem aloud. • Keep everyone discussing each part together by asking questions such as, • “Are we all ready to move on? Recorder/Reporter: • When your team is called on, share your team’s ideas and reasons with the class. Task Manager: • Keep your team on Task, • “Let’s move on to the next part of the problem.” • “Let’s get back to work.” • What do you think about…….?

  21. How do life forms vary in different environments?

  22. Write to Text • How does the way the author organizes information in this selection help you understand how she feels about ocean environments? Page 53 Read the second paragraph. • What does the author compare deep-sea exploration to? • What effect does this comparison have on the reader? Page 54 Read the page. • Whose point of view is the writer using on this page? • Why did the author use this point of view?

  23. Write to Text • How does the way the author organizes information in this selection help you understand how she feels about ocean environments? --

  24. Grammar • Use a comma before a coordinating conjunction in a compound sentence. • Use a semicolon to separate two parts of a compound sentence when they are not connected by a conjunction. • Do not use a comma to separate compound subjects or compound predicates joined with and or or.

  25. Grammar

  26. Vocabulary 1. The sea often engulfs the _____. 2. As I was maneuvering _____, I was flanked by two teammates. 3. The lowest compartment was submerged when ____. 4. We used a box to obscure _____. 5. The ______ inflicted great pain upon my leg. 6. The spindly _____ survived the storm. 7. Let’s reminisce about ____. 8. The rule is for kids who try to smuggle candy into ____. 9. He quickly retrieved his ____ from confinement in the _____.

  27. Your Turn Review Pages 23 and 24 ---- Figure out the meaning of geography in the first paragraph, geo means “earth.” Complete page 27 Independently

  28. Fluency • Fluency pg. 23-25 • Read on Your own • Discuss questions with elbow partner

  29. Skim and Scan

  30. How do life forms vary in different environments?

  31. Workshop 1. Leveled Readers - Text A (Answer Questions) 2. MOBYMAX --Reading skills Literature 15 min

  32. How do natural forces affect Earth? AGENDA September 13, 2017 Daily Agenda -Leadership: Leadership Journal - Crystal Ball page 24 -25 ELA: Illuminate assessment “Extreme Exploration” Social Studies: Chapter Walk Learning to Farm 59-62 Cornell Notes Math: 2.2.2 Square Units and the Area of Rectangles WORD OF THE WEEK: Natural Disasters CPM 2-36 and 2-37 Read 30 minutes

  33. Our Class Mission Statement • Honest • Observant • Motivating • Encouraging • Collaborating • Organized • Unique • Respectful • Teamwork

  34. Resource Manager: • Make sure that that the team has all materials needed for lesson • Ask the teacher when the entire team has a question. • Make sure that your team cleans up by delegating tasks. • You could say, “I will put away the ________ while you _________ .” Facilitator: • Start the team’s work by choosing a volunteer to read the problem aloud. • Keep everyone discussing each part together by asking questions such as, • “Are we all ready to move on? Recorder/Reporter: • When your team is called on, share your team’s ideas and reasons with the class. Task Manager: • Keep your team on Task, • “Let’s move on to the next part of the problem.” • “Let’s get back to work.” • What do you think about…….?

  35. How do life forms vary in different environments?

  36. Writing

  37. Word Study

  38. Writing How are deep-sea explorers able to overcome the challenges of this extreme environment? • Use text evidence from two sources to support your answer. • Compare Journey into the Deep and “Extreme Exploration. What is the prompt asking you to do?

  39. Fluency • Your Turn practice bk pg. 23-25 • Complete written questions

  40. Learning to Farm

  41. Farming Domesticated – Humans learned how to grow and tend the wild grasses -- This allowed humans and grazing animals to eat more grain Humans began raising goats and sheep around 9000 B.C.

  42. Domesticated Animals Animals provided a reliable source of meat and milk. People would use the skin to make clothing and shelter People used the bones to make needles and other tools.

  43. REVOLUTION Agriculture - Planting seeds to raise crops --around 8000 BC. People started planting seeds to grow crops. Agricultural revolution- the shift from gathering food to raising food

  44. Revolution Changes in tools Hoes – to loosen soil Sticks – to dig holes Sickle- to harvest grain

  45. Slash and Burn cut and burned trees to clear land for crops

  46. Settlements Begin With new farms and better methods people began to develop permanent settlements. People began to settle in river valleys where the soil was rich and fertile People made shelters made of mud bricks, logs and hides

  47. Irrigation The watering of crops through a system of dikes and canals First Began in Africa near the Nile River

  48. The area of a region is the number of square units of the interior of a region. In this course, you will be asked to consider the area of flat regions (known as plane figures), such as the top of a table, the floor of your classroom, other various geometric shapes, or the surface of a pond. To measure the area of a region, be sure to remember these important points. • Any square can be used as a unit of area—a square inch, a square sticky note, a square centimeter, the square face of a block—but depending on the object being measured, some units are more convenient and common than others. • To determine the area of a region, count the number of square units that are needed to cover the region completely without gaps or overlaps. • If the square units you have chosen do not fit exactly within the region boundaries, you will have to find a way to determine what part of the square units are needed. • When the answer is stated, be sure to include the kind of square units that are being used. Example: In the sample figures below, assume each small square is one square centimeter and estimate the area of each figure.

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