Chapter 3 Fossils Review Answers for test on Tuesday, 12/15

Chapter 3 Review

1.  fossil

2.  extinct

3.  C (in sedimentary rock)

4.  C

5.  A

6.  B

7.  D

8. D

9.  D

10. A

11.  A

12.  A

13.  C

14.  C

15.  C

16.  B

17.  One way you could make a model of a fossil is to press a shell into clay, then fill the mold with glue.  After it dries, you will have made a mold fossil and cast fossil. (Like we did in class!!)

18.  The fossil in the deeper layer is older because it has been covered by more sediment over time.

19.  I can infer that the dinosaur ate meat because we know from studying animals today that animals with sharp teeth eat meat (carnivore).

20.  No, scientists have found fossils of Tyrannosaurus Rex and other dinosaurs which are extinct. 

 Capítulo 3 Revisión

1.  fósiles

2.  extintos. 

3.  C (roca sedimentaria) 4.  C 5.  6.  B 7.  D 8. D 9.  D 10. 11.  12.  13.  C 14.  C 15.  C 16.  B

17.  Una forma podría hacer un modelo de un fósil es presionar una cáscara en arcilla, luego llene el molde con pegamento.  Después de que se seque, habremos hecho un molde fósil y fósil de molde. (Como hicimos en clase!!!!)
18. el fósil en la capa más profunda es mayor porque ha sido cubierto por sedimentos más con el tiempo.
19. me puedo inferir que el dinosaurio comía carne porque sabemos del estudio de animales hoy que animales con afilados dientes comen carne (carnívoros).
20. no, los científicos han encontrado fósiles de Tyrannosaurus Rex y otros dinosaurios que se extinguieron. 

Recycling Challenge!!

Hey Everyone!!

       We have a new, fun project with the Green Team!  We are going to be competing in a Pepsi Recycling Bin Challenge!  The challenge is to build a more functional and creative recycling container.  Our idea is to build two containers.  One out of plastic bottles and one out of aluminum cans.  So, we need uncrushed round plastic bottles of all sizes (ie: water, selzer, soda)  and uncrushed aluminum cans!

     There will be two containers in the Faculty Lounge for you to drop off your cans and bottles!!  Please rinse them out! J

 Thank you!  Thank you!

 We will keep you up to date on our progress!!

 

The Green Team

Student Council canned food drive is coming up!

Dear Parents,

 

From Monday December 7-Monday December 14, the Student Council will be sponsoring their annual canned food drive. 

The items collected will be donated to the Atlanta Community Food Bank. 

The collection barrels are located between rooms 26 and 27.  Any student who donates at least 8 canned goods will be allowed a "uniform-free" day on Thursday December 17.  At some point this week, I will place stickers in your boxes for those students who donate 8 or more cans.  They can wear the stickers on 12/17 while they are out of uniform. 
If you have any questions, please let me know.  Below are the items that can be donated.  Student Council thanks you for all of your support!  Have a great day!!

 

- Boxes of cereal or oatmeal

- Dried Fruit
- Powdered Milk
- Fruit Juice
- Canned tuna
- Canned soup
- Peanut Butter
- Canned fruits or vegetables
- Macaroni and cheese
- Pasta
- Any other non-perishable items

(Please no glass containers)

 

Thanks for your support!!

Jenny M-G

iReady Diagnostic results coming home today, 12/4

Dear Parents,

       Please look for your child's latest iReady Diagnostic results to come home today.  The top graph will show you how your student performed on the Diagnostic this week compared to how your student score back in September.  If your student did not score in On Level or did not show much growth, he/she needs to be getting on iReady Math at least 3 times a week for 20 minutes.  The work your child does on iReady is more rigorous than on STAR and the questions are very similar to what they will see on the Milestones. 

      The bottom bar graph shows you the different topics (Numbers and Operations, Algebra, Measurement and Data , and Geometry) and where your student is stronger and weaker.  The iReady tutorials and quizzes will keep challenging your child in these areas so that he/she will keep improving as long as he/she gets on iReady regularly.

       Thanks for your support!!

       Jenny M-G

Tech Fair coming up on 12/10

Dear Parents,

Our Tech Fair is coming up on December 10th!  If your student is interested in participating, please look for the flyer coming home tomorrow and read the message below from Ms. McMahon, our media center specialist.  Let me know if you have any questions!

"Afternoon, all.

 I do not know if everyone is aware, but Spalding is having a Technology Fair at the school on December 10.  Promos have gone out to parents via the online school newsletter, and it was also been mentioned on Tiger News a couple of weeks ago.  I have also placed a few posters throughout the school promoting the fair.  I will also be putting a promotional flyer in your mailboxes for your students to take home.  Despite having done these things, we are unsure how many of our students will want to enter.   I know it is only nine days away, but many of our students could crank out a good project in just a few days.  Any help you can give will be greatly appreciated.  Thanks.

 Jimmy "

Update for 11/30

        Dear Parents,

        I hope everyone had a restful, fun break!  I know I really enjoyed catching up with friends and family and getting to sleep in.  :)
This week we are starting our Fossils unit in Science.  Today we discussed what fossils are, why we study them, and what we can learn from them.  Tomorrow I will be bringing in some real plant and animal fossils for the students to explore and discuss.  Please ask your student what kinds of fossils we have been exploring!  The test for this unit is going to be Tuesday, 12/15.

       In Math we are continuing our unit on Area, multiplication and division strategies, graphing, measurement, and word problems.  Our Unit 3 test will be on Monday, 12/14.  The related standards are:

CONTENT STANDARDS
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
MGSE3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.1
1

MGSE3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.2 For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Represent and interpret data. MGSE3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric Measurement: understand concepts of area and relate area to multiplication and to addition.
  
MGSE3.MD.5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
MGSE3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
MGSE3.MD.7. Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show, in a concrete case, that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

     Also, please help your student get fluent in his/her multiplication facts 0-12.  We are continuing to have timed tests and students who pass all their facts will be rewarded abundantly at our ice cream social the last week before the break.  :)  Thank you for all of your support!

Jenny M-G

Update for 11/11

      

     Dear Parents,

     Thanksgiving break is right around the corner, but we are still working hard!  In Science we are finishing up our Minerals, Rocks, and Soils unit and will have our test next Wednesday, 11/18.  This week your students will likely need to bring home their Science book to complete Lesson 4 (the related pages numbers are at the bottom of the handout).  For next weeks' test your student will need to review the vocabulary (mineral, hardness, rock, igneous rock, sedimentary rock, igneous rock, erosion), KWL chart, and notes from Study Jams and "The Magic School Bus Rocks and Rolls" in his/her journal.

      In class today we tried to identify various minerals and rocks based on their color and luster, by comparing them to our pocket informational books, conducting streak tests, and playing Rocks and Minerals bingo.  We had so much fun!  Tomorrow we will be in STEAM lab investigating different soil and their properties.

      In Math we are continuing to solve two-step word problems, In/Out boxes, and creating graphs.  We have now gotten into investigating Area as well.  In IXL the lessons related to Area are V.10, V.11, V.12, and V.13.  On a daily basis your student is also practicing their multiplication facts with the goal that ALL of our students will be fluent in their multiplication facts through their 12's by the end of the year.  It's a lofty goal, but we like to aim high.

      We appreciate all of your support more than you know.  It is an amazingly wonderful thing to see your fabulous kiddos grow and grow and grow!  Thanks for all of your support!

     Jenny M-G 

Estimados padres,

     Descanso de acción de gracias es a la vuelta de la esquina, pero todavía estamos trabajando duro!  En ciencia Estamos terminando nuestra unidad de minerales, rocas y suelos y tendrá nuestra prueba el próximo miércoles, 11/18.  Esta semana los estudiantes probablemente tendrá que llevar a casa su libro de ciencia para completar la lección 4 (son los números de páginas relacionadas en la parte inferior de la hoja informativa).  Para la prueba de la próximas semanas su estudiante necesitará revisar el vocabulario (minerales, dureza, roca, roca ígnea, roca sedimentaria, roca ígnea, erosión), tabla de KWL y notas de estudio mermeladas y "The Magic School Bus rocas y Rolls" en su diario.
      En clase de hoy hemos intentado identificar diferentes basadas en su color y brillo, de compararlos con nuestros libros informativos de bolsillo, realizando pruebas de racha y jugando bingo de rocas y minerales rocas y minerales.  Mañana estaremos en el laboratorio de vapor investigando diferentes y sus propiedades.
      En matemáticas estamos siguiendo resolver problemas de dos pasos, cajas de entrada/salida y creación de gráficos.  Ahora hemos metido investigando área así.  En IXL las lecciones relacionadas con el área son V.10, V.11, V.12 y V.13.  Diariamente el estudiante también está practicando sus tablas de multiplicar con el objetivo que todos nuestros estudiantes será fluidas en su multiplicación a través de sus 12 a finales de año.  Es un objetivo noble, pero nos gusta apuntar alto. 
      Agradecemos a todos su apoyo más que usted sabe.  Es algo increíblemente maravilloso ver sus fabuloso kiddos crecen y crecen y crecen!  Gracias por todo su apoyo!
     Jenny M-G 

Update for 11/02

                                                                                                    November 2, 2015

     Dear Parents,

     Today signed papers and Progress Skills Checklists went home as well as invitations to the Thanksgiving feast coming up soon.  Please go over the signed papers with your student, then sign and return along with the PSC's and report card envelopes.

      We have begun Unit 3 in math and will continue to work on memorizing our multiplication and division facts through 12.  In this unit, students will:

● Understand concepts of area and relate area to multiplication and addition.

● Find the area of a rectangle with whole- number side lengths by tiling it.

● Multiply side lengths to find areas of rectangles with whole-number side lengths in context of solving real world and mathematical problems.

● Construct and analyze area models with the same product.

● Describe and extend numeric patterns.

● Determine addition and multiplication patterns.

● Understand the commutative property’s relationship to area.

● Create arrays and area models to find different ways to decompose a product.

● Use arrays and area models to develop understanding of the distributive property.

● Solve problems involving one and two steps and represent these problems using equations with letters such as “n” or “x” representing the unknown quantity.

● Create and interpret pictographs and bar graphs.

 

     The understanding of and ability to use multiplication and division is the basis for all further mathematics work and its importance cannot be overemphasized. As students move through upper elementary grades and middle school, the foundation laid here will empower them to work with fractions, decimals, and percents.

     Area is a measure of the space inside a region or how much it takes to cover a region. As with other attributes, students must first understand the attribute of area before measuring.

The concept of multiplication can be related to the area of rectangles using arrays. Students need to discover that the length of one dimension of a rectangle tells how many squares are in each row of an array and the length of the other dimension of the rectangle tells how many squares are in each column.

     Using this model, students should be able to create arrays to solve real-life problems involving multiplication and apply this concept with addition, subtraction, and division to solve equations involving two steps or more to find the solution.

 

     In Science, we have finished our Animal Poster presentations and taken our Adaptations test - the students did a fantastic job overall!  Our next unit is Minerals, Rocks, and Soils and the homework this week is for the students to bring in any interesting minerals or rocks they have collected or find this week so we can share them and try to identify them using our scientific criteria and tools!

 

     As always, please let me know if you have any questions or concerns and thank you for all of your support!!

 

Jenny M-G

02 de noviembre 2015

     Queridos padres,

     Hoy firmó papeles y Progreso Habilidades listas de verificación fue a su casa, así como invitaciones a la fiesta de Acción de Gracias va a ser pronto. Por favor revisar los papeles firmados con su hijo, y luego firmar y devolver junto con el PSC y sobres de la tarjeta informe.

      Hemos comenzado Unidad 3 en matemáticas y seguiremos trabajando en la memorización de nuestras tablas de multiplicación y división a 12. En esta unidad, los estudiantes:

● Comprender conceptos de área y se refieren a la zona de la multiplicación y la adición.
● Encontrar el área de un rectángulo con longitudes de los lados número mayoreo por embaldosado ella.
● longitudes de los lados Multiplicar para encontrar áreas de rectángulos con longitudes laterales de números enteros en el contexto de la solución de mundo real y problemas matemáticos.
● Construir y analizar modelos de área con el mismo producto.
● Describir y extender patrones numéricos.
● Determinar los patrones de suma y multiplicación.
● Comprender la relación de la propiedad conmutativa de la zona.
● Crear matrices y modelos de área para encontrar diferentes maneras de descomponer un producto.
● Use matrices y modelos de área para desarrollar la comprensión de la propiedad distributiva.
● Resuelva problemas relacionados con uno y dos pasos y representar estos problemas utilizando ecuaciones con letras como "n" o "x" representa la cantidad desconocida.

● Crear e interpretar pictogramas y diagramas de barras.


     La comprensión y la capacidad de utilizar la multiplicación y la división es la base de todas las matemáticas más trabajo y su importancia no se puede exagerar. Mientras los estudiantes se mueven a través de los grados superiores de primaria y secundaria, las bases establecidas aquí será darles la posibilidad de trabajar con fracciones, decimales y porcentajes.

     Area es una medida del espacio dentro de una región o cuánto se tarda en cubrir una región. Al igual que con otros atributos, los estudiantes deben entender primero el atributo de la zona antes de la medición.
     El concepto de multiplicación puede estar relacionada con el área de rectángulos utilizando arrays. Los estudiantes necesitan descubrir que la longitud de una de las dimensiones de un rectángulo dice cuántas plazas hay en cada fila de una matriz y la longitud de la otra dimensión del rectángulo indica cuántas plazas se encuentran en cada columna.

     Usando este modelo, los estudiantes deben ser capaces de crear matrices para resolver problemas de la vida real de multiplicación y aplicar este concepto con la suma, resta y división para resolver ecuaciones con dos o más pasos para encontrar la solución.

     En ciencias, hemos terminado nuestras presentaciones póster de Animales y tomado nuestra prueba Adaptaciones - los estudiantes hicieron un trabajo fantástico en general! Nuestra siguiente unidad es Minerales, rocas y suelos y la tarea esta semana es para los estudiantes que traigan alguna minerales interesantes o rocas que han recogido o encontrar esta semana para que podamos compartir y tratar de identificarlos utilizando nuestros criterios y herramientas científicas !

    Como siempre, por favor, hágamelo saber si usted tiene alguna pregunta o inquietud y gracias por todo su apoyo !!


 Jenny M-G

Update for 10/26

Dear Parents,

       The students and I have met individually to go over the growth from the STAR Math assessment in August and the most recent one they took in October.  Most of our students showed wonderful growth!  Working on iReady and IXL regularly will help us keep up this momentum.  Please give your kiddos a hug for all their hard work this year!

     This week we will have our Unit 2 math test on Wednesday which will include multiplication and division problems, creating and interpreting graphs, measurement to the nearest 1/4 and 1/2 inch, using the distributive property to multiply, and various word problems.  The homework we sent home is a good review as is IXL sections E, F, G, I, J, and U.3.  We will continue to review in Tiger Time and as class as well.  If you are still unclear about the distributive property and your student is not able to explain it sufficiently, please feel free to review the video at

http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/distrib-property.htm

 
     The students have been doing a fantastic job presenting their Animal Poster projects!  I'm impressed both with the quality of work and amount of knowledge the students gained in working on their projects.  We sent home Science textbooks and journals today also so students can review Chapter 6 for our Adaptations test on Thursday.  A couple students could not find their books or journals so please help them look at home if your child is missing either.  As always, please let me know if you have any questions or concerns. 

Jenny M-G

   
     Estimados padres,

     Los alumnos y yo hemos reunido individualmente para ir sobre el crecimiento de la evaluación de matemáticas de la estrella en agosto y la más reciente que tuvo en octubre.  La mayoría de nuestros estudiantes mostraron crecimiento maravilloso!  Trabajo en iReady y IXL regularmente nos ayudará a mantener este impulso.  Por favor dar a sus kiddos un abrazo por su arduo trabajo este año!
     Esta semana tendremos nuestra unidad 2 matemáticas prueba el miércoles que incluyen problemas de multiplicación y división, creación e interpretación de gráficos, medición de la más cercana 1/4 y 1/2 pulgadas, utilizando la propiedad distributiva para multiplicar y diversos problemas de la palabra.  La tarea que nos envían es un buen repaso como IXL secciones E, F, G, I, J y U.3.  Vamos a seguir revisar en Tigre y como clase.  Si estás todavía claro acerca de la propiedad distributiva y su estudiante no es capaz de explicar suficientemente, por favor, no dude en revisar el video en http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/distrib-property.htm

     Los estudiantes han estado haciendo un trabajo fantástico que presenta sus proyectos de cartel Animal!  Estoy impresionado con la calidad de trabajo y cantidad de conocimientos adquiridos de los estudiantes en sus proyectos.  Enviamos a casa revistas y libros de texto de ciencia hoy en día también para que los estudiantes puedan revisar capítulo 6 para nuestra prueba de adaptaciones el jueves.  Unos alumnos no pudieran encontrar sus libros o revistas por favor ayuda ellos miran en casa si su hijo o bien falta.  Como siempre, déjeme por favor saber si usted tiene alguna pregunta o inquietud. 
Jenny M-G

Free Dress day for us next Wednesday, October 28th!!!

     Woo hoo!!  Our class won the Best Attendance contest for October so we get a free dress day next Wednesday, October 28th!!!  Thank you for your support in getting your child here on time every day.  Please tell your kiddo the good news and mark it on your calendar!  :)
   
 Jenny M-G


     Woo!  Nuestra clase ganó el concurso de la mejor asistencia para octubre así que conseguir un vestido gratis día miércoles, octubre 28!!!!!!  Gracias por su apoyo en conseguir a sus hijos aquí en hora todos los días.  Por favor, Dile a tu kiddo la buena noticia y marque en su calendario!  :)
   
 Jenny M-G

Red Ribbon Week is next week!

  Dear Parents,

     Here is the breakdown of activities for next week:

Monday – Sock It to Drugs:  wear crazy socks

Tuesday – Be Healthy Day – wear your favorite team shirt

Wednesday – Put a Cap on Drugs – wear your favorite ball cap or hat

Thursday – Be SMART – don’t Start!  (A special treat provided for students)

Friday – Book Character Day or Wear Red

      :)  Jenny M-G

 Estimados padres, aquí está el desglose de actividades para la semana que viene:
el lunes – la Sock a drogas: usar calcetines locos
el martes – día sano ser – llevar su camiseta del equipo favorito
el miércoles – ponga una tapa sobre drogas – desgaste su gorra favorita o sombrero
el jueves – ser inteligente – no comiences!  (Un tratamiento especial para estudiantes)

El viernes – reservar día carácter o usar rojo

Update for 10/19

     Dear Parents,

     Signed papers and report cards are coming home today. Please sign on the yellow highlighted line on the report cards and just at the bottom of the signed papers. Parent Compacts are also coming home which are very important as well. Please sign and return this week.

     In Science, the students are working on their Animal Posters and doing a great job! Most of them have all the information they need on their animal's habitat, adaptations, food, and homes. We are continuing to investigate how pollution affects the animals and how to cite our sources. Be aware that there are great Brain Pop videos and True Flix books on pollution that your student can review through Mackinvia.

     In Math, we are finishing up our Multiplication and Division unit. We will have our Unit 2 test next Wednesday, 10/28. We do not have homework this week so that your student can have enough down time after ITBS testing. However, your student can review on IXL as needed over the weekend. IXL sections E, F, G for multiplication and sections J and K for division. Thanks in advance for your support!!

     Jenny M-G

 
    Estimados padres, firmado papeles y tarjetas vienen Inicio hoy.  Por favor, firmar en la línea resaltada amarillo en las tarjetas de informe y en la parte inferior de los documentos firmados.  También vienen padres compactos casa que son muy importantes también.  Por favor firmar y regresar esta semana.
       En la ciencia, los estudiantes están trabajando en sus carteles de animales y haciendo un gran trabajo!  La mayoría de ellos tiene toda la información que necesitan en su animal hábitat, adaptaciones, alimentos y viviendas.  Seguimos para investigar cómo la contaminación afecta a los animales y cómo citar nuestras fuentes.  Tenga en cuenta que hay gran cerebro Pop videos y libros de Flix verdadero sobre la contaminación que el estudiante puede revisar a través de Mackinvia.
     En matemáticas, estamos terminando nuestra unidad de multiplicación y división.  Tenemos nuestra unidad 2 prueba el próximo miércoles, 10/28.  No tenemos tarea esta semana para que su hijo tenga suficiente tiempo después de la prueba de ITBS.  Sin embargo, el estudiante puede revisar en IXL según sea necesario durante el fin de semana.  IXL secciones E, F, G para la multiplicación y apartados J y K para la división.  Gracias de antemano por su apoyo!!
     Jenny M-G

Update for 10/13

      Dear Parents,

      In Science, your students have begun their research on their selected animal and we will start creating our posters this week.  They are very excited!  I am including the instructions and rubric here like I did in the e-mail so that you can be aware of the requirements even though this is an in-class project.

     Next week we will start the ITBS which will run from 10/19-10/24.  We will begin at 8 a.m. each morning so please make sure your child is here on time and has had a good night's sleep and a good breakfast with protein.  We will not be assigning homework next week so that your child can gets lots of exercise in the afternoon and be ready to go to bed early and be well rested for each day of the ITBS.  Please let me know if you have any questions or concerns.  If you are able to send in a class snack, that would be wonderful!  We have 21 students in our class.  :)

       Thanks for all of your support!

       Jenny M-G

Animal Poster Project – Due 10/20  

 

    For our Animal poster project, each student needs to pick an animal native to Georgia and design a poster describing her animal’s habitat in Georgia, adaptations that help the animal survive  the particular habitat, and how pollution is affecting his/her  chosen animal.  In their facts on the animal’s habitat students can discuss the type of habitat their animal lives in (Mountain, Piedmont, Coastal Plain, Wetlands, Atlantic Ocean), what the animals eats, where it makes its home, and what adaptations the  animal has that help it survive in that habitat.  Students can also include any facts they find particularly interesting about their animal (for example, how many offspring it generally has, what it looks like at different stages of development, etc).  Students also need to research how land pollution, water pollution, and/or air pollution are affecting the habitat and their animal’s survival.

Making A Poster : Animal Poster Project Teacher Name: Mrs. Magis-Graves Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.	Many graphics are not clear or are too small.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Required Elements	The poster includes at least five facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least four facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least three facts about the animal\'s habitat in Georgia, two examples of adaptations that help the animal survive, and one example of the effects of pollution on the animal as well as additional information.	The poster includes less than three facts about the animal\'s habitat in Georgia, only one example of adaptations, and one example of the effects of pollution on the animal as well as additional information.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer 75% of the  questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Title	Title can be read from 6 ft. away and is quite creative.	Title can be read from 6 ft. away and describes content well.	Title can be read from 4 ft. away and describes the content well.	The title is too small and/or does not describe the content of the poster well.

 

 

Update for 10/05

                In-Class Animal Poster Project  (Due 10/20)  

 

    For our Animal poster project, each student needs to pick an animal native to Georgia and design a poster describing her animal’s habitat in Georgia, adaptations that help the animal survive  the particular habitat, and how pollution is affecting his/her  chosen animal.  In their facts on the animal’s habitat students can discuss the type of habitat their animal lives in (Mountain, Piedmont, Coastal Plain, Wetlands, Atlantic Ocean), what the animals eats, where it makes its home, and what adaptations the  animal has that help it survive in that habitat.  Students can also include any facts they find particularly interesting about their animal (for example, how many offspring it generally has, what it looks like at different stages of development, etc).  Students also need to research how land pollution, water pollution, and/or air pollution are affecting the habitat and their animal’s survival.

       We will be conducting research in class using Media Center books, online articles and resources, and our class texts.  As with our Roots of Democracy posters, the majority of the work will be done in class and students may finish up final details at home if they wish. If possible, please provide your student with a poster (tri-fold or regular).   Your student is also welcome to conduct further research at home in order to add additional information to his/her poster.

 

       Please let me know if you have any questions or concerns!

 

                                                      Jenny Magis-Graves

                                                                                                           

                                                                        magisgraves@fultonschools.org

 

Making A Poster : Animal Poster Project Teacher Name: Mrs. Magis-Graves Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.	Many graphics are not clear or are too small.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Required Elements	The poster includes at least five facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least four facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least three facts about the animal\'s habitat in Georgia, two examples of adaptations that help the animal survive, and one example of the effects of pollution on the animal as well as additional information.	The poster includes less than three facts about the animal\'s habitat in Georgia, only one example of adaptations, and one example of the effects of pollution on the animal as well as additional information.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer 75% of the  questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.

 

 

 

      Multiplication and Division Word Problems

Skyler has 3 bags with 9 apples in each bag. How many apples does she have in all?

Tony’s mother made 32 cookies for his friends that were coming over to play football. Tony has 7 friends coming over. How many cookies will each kid get including Tony?

 

      Elyse is taking muffins to school for her class. She needs to pack them in boxes so they are easier to carry. She has 20 muffins total. She has 4 boxes. How many muffins will go in each box?

 

The Book Fair is at school this week. There are 54 books to put on the shelves. There are 9 shelves. How many books will go on each shelf?

Jana and her Mom are planting flowers in their garden. They have 45 flowers to plant. They are going to put them into rows of 5. How many rows will they need to plant?

 

There are 7 baskets at the sidewalk sale. Each basket has 6 items in it. How many items are there in all?

 

There are 5 bags with 8 oranges in each bag. How many oranges are in each bag?

 

Tyler has 48 toy cars that he wants to share with his 5 friends. How many cars will all the kids get?

 

     Rayan spent $24 at the toy store. He bought several items   
             that were 8$ each. How many items did he buy?

 

              A blue hat costs $6. A red hat costs 3 times as much as the   
                blue hat. How much does the red hat cost?

A red hat costs $18 and that is 6 times as much as a blue hat costs. How much does a blue hat cost?

 

A red hat costs $18 and a blue hat costs $9. How many times as much does the red hat cost as the blue hat?