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Norfolk Public SchoolsScience Learning in Place Plan: Grade 5 LessonsWeek 4: April 6 – 10, 2020Monday“Plate Tectonics” Students will read theInteractive NotebookPassage entitled “PlateTectonics” and answerquestions for paragraphs 1and 2. Students will justify theirthinking by highlightingevidence from the text.TuesdayWednesday“Plate Tectonics” Students will review theInteractive NotebookPassage entitled “PlateTectonics” and answerquestions for paragraphs 3and 4. Students will justify theirthinking by highlightingevidence from the text.“Plate Tectonics” Students will review theInteractive NotebookPassage entitled “PlateTectonics” and answerquestions for paragraphs 5and 6. Students will justify theirthinking by highlightingevidence from the text.ThursdayFriday“Plate Tectonics”“Plate Tectonics” Students will illustrate the Students will divide themovement of the differentPlate Tectonicstypes of boundaries.illustrations page into 6 Students will includesections and number thedescriptive captions thatsections 1-6 (the same asinclude essential vocabularythe number ofand the effect of theparagraphs).boundary. Draw a picture to Illustratewhat was learned fromeach paragraph.Week 5: April 13 – 17, 2020MondayTuesdayWednesdayS p r i n gThursdayFridayThursdayFridayB r e a kWeek 6: April 20 – 24, 2020MondayTuesdayWednesday“Effects on the Ocean“Effects on the Ocean“Effects on the Ocean“Effects on the Ocean“Effects on the ironment”Environment” Students will read the Students will review the Students will review the Students will review the Students will divide theInteractive NotebookInteractive NotebookInteractive NotebookInteractive NotebookEffects on the OceanPassage entitled “EffectsPassage entitled “EffectsPassage entitled “EffectsPassage entitled “EffectsEnvironment illustrationson the Ocean Environment”on the Ocean Environment”on the Ocean Environment”on the Ocean Environment”page into 6 sections andand answer questions forand answer questions forand answer questions forand answer questions fornumber the sections 1-6paragraphs 1 and 2.paragraphs 3 and 4.paragraphs 5 - 7.paragraphs 8 - 10.(the same as the number Students will justify their Students will justify their Students will justify their Students will justify theirof paragraphs).thinking by highlightingthinking by highlightingthinking by highlightingthinking by highlighting Draw a picture to Illustrateevidence from the text.evidence from the text.evidence from the text.evidence from the text.what was learned fromeach paragraph.

Plate TectonicsWe have learned that Earth is made up of four layers: crust,When plates move apart, a divergent boundary is formed.mantle, outer core, inner core. The layers beneath the crustMost divergent boundaries occur on the ocean floors of Earth.are under incredible pressure and intense heat (thermalMid-ocean ridges are formed as magma rises up between theenergy).two separating plates forming volcanoes and mountain rangesThis intense thermal (heat) energy causesdeep under water. Most of Earth’s new crust comes from themovement of material within the Earth.magma that erupts from these divergent boundaries and thevolcanoes they create.Plate BoundariesThe Earth’s surface is broken up into huge plates (tectonicplates). These plates are not connected to one another, so theyWhen plates slide past each other horizontally, transformbump, push, and scrape past the other plates around them. Asboundaries (or strike-slip or sliding boundaries) are formed.the plates move, the edges or boundaries of these platesThese types of boundaries grind against each other causingcrack.earthquakes.These cracks are called faults.Volcanoes andearthquakes occur on these faults.One such boundary is located on the WestCoast of the United States. That boundary causes earthquakesin the state of California.When plates push together, a convergent boundary isformed. Convergent boundaries cause mountain ranges, suchContinental Drift Theoryas the Appalachian Mountains of Virginia, to rise up from theThis process of plate movement on Earth’s surface is also calledEarth’s surface.Miles below in Earth’s oceans, convergentcontinental drift. These movements, past and present, areboundaries force plates downward instead of upward and deepresponsible for the amazing geological features of our Earth’strenches are formed.ever-changing surface.

Plate Tectonics Illustrations

Plate Tectonics Active Reading QuestionsParagraph 1 What are the four layers of the Earth? What causes movement within the Earth?Paragraph 2 What are plates? What causes plates to move? What part of the plates bump, push, and scrape pasteach other? Where do volcanoes and earthquakes occur?Paragraph 3 How is a convergent boundary formed? What landforms are caused by convergentboundaries? What happens when a convergent plate is forceddownward in the ocean?Paragraph 4 What is a divergent boundary? Where do most divergent boundaries occur? What landforms are created at these divergentboundaries? How does Earth renew its crust?Paragraph 5 What is it called when plates slide past each other? What happens when the plates grind against eachother?Paragraph 6 What is responsible for the geological features of ourEarth’s surface?

Effects on the Ocean EnvironmentWe live on a very watery world! About seventy percent of Earth isVery few organisms can live in those conditions. No plants will be foundcovered by water and most of this water is located in our five oceans.at these depths but the creatures that do are very strange-lookingOcean water is a complex mixture of gases like air and dissolved solidsanimals! Most deep-sea animals are small and feed mainly on othersuch as salts. This complex mixture supports many animals and plants.fish and dead animals and plants that float down from the surface.The plants and animals living in the Earth’s oceans are affected by theMany of these creatures have body parts that produce a type of lightphysical characteristics of the ocean environment.that glows to hunt and attract prey.These physicalcharacteristics include depth, temperature, and salinity.TemperatureDepthTemperature is a physical characteristic of the ocean that affectsDepth is one physical characteristic of the ocean that affects wherewhere marine organisms can live. The ocean has a wide range ofmarine or ocean organisms can live. As you travel below the ocean’stemperatures from the almost 100 F (38 C) in the shallow coastalsurface, visibility decreases. This is due to the fact that sunlight canwaters of the tropics to the freezing waters of the poles. Near theonly penetrate water to a depth of about 3,000 feet (900 meters).Equator, the waters of Earth’s oceans can reach the temperature of aBecause of this, many ocean animals live in the upper zones of thewarm bath. Many forms of sea life live in the warmer ocean watersocean where there is sunlight.including living coral reefs, manatees, rays, clams, and horseshoe crabs.In the polar region, many fish have a kind of natural antifreeze in theirPlant life is even more dependent on the penetration of sunlight.blood. Ocean mammals in the Arctic regions survive by relying on aBecause of this, ocean plants need to live much closer to the surfacethick layer of fatty blubber and fur to keep them warm. Ocean plants,(328 feet or 100 meters) in order to have enough light to carry out thesuch as phytoplankton, can also grow in these cold waters but onlylife process of photosynthesis. Below 3,000 feet the oceans are pitchduring the warmer summer months.black and cold. You see, as depth increases temperature decreases(becomes colder) and water pressure increases. In fact, at the deepestparts of the ocean, the water is barely above the freezing point andocean pressure is 8 tons per square inch. (That’s like a really bigelephant putting all of his weight in a one-inch square.)

SalinitySalinity is another physical characteristic of the ocean that affectsAnimals that live in salty water have developed ways to deal with theirwhere marine organisms can live. Salinity is the amount of salt that issalty environment. Most marine creatures keep the salinity inside theirdissolved in ocean water. The salinity of the oceans varies during thebodies equal to the salinity of the surrounding water. If they are movedyear. Such factors as rainfall, evaporation, river run-off and iceto waters of higher or lower salinity, they will eventually die.formation cause the salinity of a body of water to change. While rainfalland river run-off add water and lower the salinity, evaporation and iceformation remove water and increase the salinity.

Effects on the Ocean EnvironmentActive Reading QuestionsParagraph 1 How much of the Earth is covered by water? Where is most of the water located? What “complex mixture” makes up ocean water? What does this complex mixture support?Paragraph 2 What affects the plants and animals living in the Earth’soceans? What do the physical characteristics of the oceanenvironment include?Paragraph 3 What is one physical characteristic that affects where marineorganisms live? Why does visibility decrease as you travel below the ocean’ssurface? Where do most ocean animals live?Paragraph 4 Why do most ocean plants need to live closer to the surfaceof the ocean? What is photosynthesis?Paragraph 5 What happens to temperature as depth increases? What happens to water pressure as depth increases?Paragraph 6 How does temperature affect where marine organisms canlive?Paragraph 7 What is lifelike for marine organisms that live in the watersnear the equator?Paragraph 8 How do marine organisms survive in the waters of the polarregions?Paragraph 9 What is another physical characteristic that affects marineorganisms and where they live? What is salinity? Why does the salinity of the oceans vary during the year?Paragraph 10 How do marine animals adapt to the salinity of the ocean?

Effects on the Ocean Environment Illustrations

NPS Learning in Place EnglishGrade: Fifth GradeMondayRead the poster, Stop theSpread of Germs.Week 4Write 5 questions thatcan be answered by thisposter in your journal.Write the answersunderneath eachquestion. Quiz thepeople in your family tosee who knows the mostabout staying well duringvirus season!TuesdayWednesdayRead Fossil Fish Found!Read Cave of the CrystalUse the clues in the articleto answer the followingquestion in your journal:Why might the coelanthhave been consideredextinct?Give at least 3 detailedreasons that you found inthe text to draw thisconclusion. Use thefollowing to help youorganize your ideas beforewriting:Use the text and text featuresto answer the followingquestion: Should the ownersstop pumping out the water,so that the caves will floodagain or should they keeppumping out the water?Defend your choice usingevidence from the text.ReasonYour choiceReasonConclusionclueWeek 5clueclueReasonReasonThursdayFridayReread Fossil FishFound! and Cave of theCrystalRead Social Studies Text,Made in Virginia p. 154-155Compare and Contrastthe two discoveries (theliving fish and thecrystal cave) in yourjournal.Compare/contrast thefollowing: How thediscoveries weremade What scientistslearned from thediscoveries Details about thediscoveriesSpring Break: April 13 through 17Create a chart with theheadings, Natural Resources,Human Resources, andGoods. Do a scavenger huntof all the things in your housefrom the text that fall intothose categories. Writeabout how your family usesresources from Virginia inyour everyday life. Create achart like the one below tohelp you plan.NaturalResourcesGoodsServices

Week 6Read14.2MaterialsRead the poem KarateKidRead Karate Kid andDeanie McLeanieAuthor’s often writepoems to express theirfeelings. What is thetheme or author’smessage of the poem?Write a paragraph in yourjournal giving evidencefrom the text to back upyour ideas about thetheme.How are Karate Kid andDeanie McLeanie thesame? How are theydifferent? Complete aVenn Diagram about thepoems and write aparagraph in your journalto explain.Read TigerRead A Tom Cat IsWrite a poem usingalliteration. Use Tiger as amodel. Choose the subject ofyour poem and think ofdetails to describe it. Focuson a single repeating firstconsonant sound.Alliteration can drawattention to unique imageryin a poem.Notice how the authorappeals to the sensesdescribing a sandpapertongue andneedlepoint claws.Write a poem about ananimal using at least 3senses to describe it(sight, sound, taste,feel, and smell)Read a book of choice and record it on the reading log each day.Packet includes all reading materialReading LogBook of choice to read each dayPaper/pencilsRead The Midnight Ride ofPaul RevereWrite a Patriotic Poem abouta person or event in history.Write about any Americantopic that you are familiarwith and interested in.

READ 14.2 READING LOGDate3-12-20Number ofPages rincelosesshoeandliveshappilyeverafter

Elementary Art-Learning in Place PacketGrades 4-5Grades 4-5April 6.April 20.April 6- April 24, 2020Find an object around yourhome. Place it on yourpaper. Use a pencil to tracethe outside lines (contourlines) of the object. Do thismultiple times changing theposition of the object. Fillup the page. Use a solidcolor background (Negativespace) and color the objects(positive space) differentcolors or leave them white.Positive SpaceNegative SpaceContour LineGo outside and take a walk,don’t forget to take yourpaper with you. Find a treeyou would like to draw.Crisscross apple sauce andbegin drawing what you seewith a pencil. This is calledobservational drawing,which means drawing fromlife. . Consider how thebranches form and splitcreating Y’s. Think aboutthe texture you see beingcreated by the bark on thetree. Don’t forget toinclude the grass textureand horizon line separatingthe foreground andbackground. This is a pencildrawing focusing on textureand use of line, color dle groundBackgroundLineTexture

5TH GRADE MUSIC APRIL 6-10, 2020PAGE 1 0F 2NAMEIQuarter note (1 beat)Count "1" or "ta"Dotted half note (3 beats)Count "1-2-3" or "ta-a-a" Half note (2 beats) Count "1-2" or "ta-a"0 Whole note (4 beats)Count "1-2-3-4'' or "ta-a-a-a"Two-eighth notes -Joined by a beam (1 beat)1. Draw four quarter notes:2. Draw four half notes:3. Draw four dotted half notes:4. Draw four whole notes:5. Draw two-8th notes (beamed) four times:6. Look at the example below. Fill in the empty blanks. nBeamStemA.,. Note head

5TH GRADE MUSIC APRIL 6-10, 2020NAMEIThe music alphabet isA 13CPAGE 2 OF 2DE1. Write the music alphabet.2. Write the music alphabet going up two times.3. Write the missing letters of the music alphabet beginning on the followingletters.CEB4. Write the music alphabet going down (backwards) once.5. Write the music alphabet going up and back down once. {Begin on A.Do not repeat the th letter).

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5TH GRADE MUSIC APRIL 20-24, PAGE 2 OF 2NAMEA rest is a symbol that means silence for a certain number of beats. This is a quarter rest (1 beat).This is a whole rest (4 beats).It looks like a (w)hole in the ground.This is a half rest (2 beats).It looks like a hat.,.u,z 7*¼1. Draw four quarter rests:2. Draw four half rests:3. Draw four whole rests:4. Draw a line to connect each note with the rest that receives the same numberof beats.oe .CD()\,(31l\.)'L,w,TH, rsT e, Llf {L- t;)-e , 71-\-t, tuort ( ,4 t.)f2 r -ot!F' :. ,.C.o ---

Grade 5: Gifted OpportunitiesGifted Education & Academic RigorApril 6 – April 24Communication SkillsIndependent Reading Menu: Choose a favorite novel to read. Each week, choose one of the activitiesto complete and turn in to your Gifted Resource Teacher. Be sure to indicate which one you chose.Week 1April 6 - 101. If you were involved in a situation similar to what happened in the story, how wouldyou have acted? Describe the situation from the book and how you would choose toreact.2. Did the book give you any new ideas about yourself? Did it inspire you to dosomething? Change something? Explain details from the book in addition to how thebook affected youWeek 2April 13 - 17SPRING BREAK – Enjoy the down time with your family! Go outside and take a walk.Re-read one of your favorite books, keep a personal journal about what learning athome has been like for you.1. Imagine transporting yourself into a certain scene or location in the book. Write adescription of what your experience may be like being there.2. Find five sentences in the story that give true facts. Find five sentences that youthink show the opinion of the author and may or may not be true facts.Week 3April 20-24Don’t forget to read every day!!MathematicsComplete one activity for each week. Please write your responses on your own paper, and be preparedto share the answers with your Gifted Resource Teachers when you see them.Wee k 1April 6 - 10The Playground Committee is considering creating a walkway along the building in backof the primary classrooms which would enable the students to go fromthe back doors of their classrooms to the paved walkway in back of the gym withoutgetting muddy. They are, however, concerned about the cost, and are wondering if itcan be done for less than 500 dollars. An anonymous townÕs person has agreed tocover the cost of labor, and other needed materials (including sand to level out thepavers). Below are possible materials that the committee would need to buy tocomplete the walkway, along with sizes and prices. Help the committee by designing anattractive walkway and determining whether it can be done within their budget. Writethem a letter describing your design, the cost of the design, the materials needed.Week 2April 13 - 17SPRING BREAK – Enjoy the down time with your family! If it’s not too late, stepoutside and look at up into the night sky can you estimate how many stars you see?Week 3April 20-24HELP – I’m Melting! The students in Mrs. McNair’s class stacked 31 ice cubes near thewindow at 8:05 in the morning. The sun came out and it melted 1 ice cube the firsthour. It melted 2 ice cubes the second hour, and four ice cubes the third hour. If thispattern continues, at what time will all of the ice cubes have melted?

NPS ESL Learning in Place Plan, Grade 3-5, April 6-10, 2020Topic: JobsBankerCashierDoctorNurseTeacherWaiter Directions : Use notebook paper to complete these learning activities.MondayPoint to each picture aboveand say the words 3 times.Think of 2-3 other jobs. Draweach job and label.Example :TuesdayWednesdayThursdayFridayWatch a movie or TVshow. What jobs didyou see in the movie orTV show?Read a book ormagazine in English oryour home language.What jobs did you readabout?What jobs do you do athome to help yourfamily?Ask your familymembers what jobsthey do. (Mom, what isyour job?)Write 2-3 sentences: Iwatched , and Isaw a .RooferExample : I watched TheCat and The Hat, and Isaw a roofer .Write 2-3 sentencesand draw a picture forWrite 2-3 sentencesTalk to a family member each sentence: At home and draw a picture forabout the jobs you read I .each sentence: Myabout.is a .Example : At home IExample : I read about a wash the dishes .Example : My mom is aroofer. A roofe

Social Studies Learning in Place Plans Fifth Grade: April 20-24 Learning Experience 1 Learning Experience 2 Learning Experience 3 During your English lessons, you learned about the economy of Virginia. Refer back to textbook pg 154-155 in your English packet to help you with