Literacy | WORK DUE |
| This month in Literacy our reading and writing strands come together! In writing, students are crafting a final project that answers one of the Essential Questions of our cross-curricular Disrupting Racism unit. And at the same time, we are in book clubs reading with lenses in our Critical Reading unit. Disrupting Racism EQs:
Critical Reading EQs:
| Reader’s Notebook Gallery Walk and Collection Week of February 10th Disrupting Racism Project Due week of February 24th Graded Book Club Talks Talks may be graded at any time...be ready! |
Math | WORK DUE |
| Students will be finishing their third unit, Symbolic Manipulations. By now, we studied:
| Please check your child’s planner for homework daily. Quizzes weekly. |
Science | WORK DUE |
| This month, students develop their scientific investigation skills through our study of force and motion. They will conduct experiments and collect observations to make sense of Newton’s three laws of motion. We will continue to explore force and motion by studying mechanical advantage and simple machines. Students will apply all of their knowledge from the unit to design a Rube Goldberg machine with a group. This project will closely resemble the international Rube Goldberg machine contest that students from around the world participate in each year. Here is one of the videos we used as a mentor for launching this work. | Homework: Notebook Quick Checks EdPuzzle videos Google classroom quizzes (~1 every 2 weeks) Keeping up with notes and in-class assignments Projects: Rube Goldberg Machine Due last week of February |
Social Studies | WORK DUE |
| Students are continuing their investigation into the large waves of immigration to America between 1880 and 1925. We have explored the Chinese Exclusion Act - the first and only restrictive immigration measure that targeted a specific group of people by race or nationality. We are turning our attention next to Ellis Island and those immigrants who sparked reform movements for better housing and working conditions. Our next case study will be the African American Great Migration out of the Jim Crow South and into the large cities of the North and West. We will end our unit of study with students researching neighborhoods throughout lower Manhattan and investigate people, places, and events that are important to the history of immigration. Students will then map out and lead walking tours to the points they investigated. | Immigration Case Studies: Chinese Immigration under the Exclusion Years (1/27 - 2/7) Ellis Island Immigration (2/10 - 2/14) Friday Writing: How and why did the Industrial Revolution influence the lives and migrations of Eastern and Southern Europeans? African American Great Migration (2/24 - 2/28) Final Project: Choose a case study; create two historical-fiction characters that correspond through letters discussing life before, during, and after im/migration Due: 3/13/20 |
Spanish | WORK DUE |
| This month, for our speaking work, students will create a class character using vocabulary they have learned throughout the year. In reading and writing, students will continue with their work of talking about main character, setting and plot in Spanish. For Señor Wooly work, students will continue watching Señor Wooly videos and using vocabulary learned to help their reading comprehension. jcohen@is289.org |
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Advisory
Students are researching their issues and exploring solutions for their activism projects.
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