Thought of the Day Thursday October 15 2015

Thought of the Day… Thursday, October 15, 2015 “Inward happiness almost always follows a kind action. ” Cursive Practice – Write a compare/contrast paragraph about activities you enjoy at school and home. (Cursive Practice – Write a compare/contrast paragraph about activities you enjoy at school and home. ) 8: 10 – 8: 40

Reading Lesson 8: 40 – 9: 25

Day 3 Today we will explore cause/effect and problem/solution Sometimes these two get confused, so we will take a close look at each one.

Cause & Effect Cause and effect is the relationship between two things when one thing makes something else happen What happened? (This will tell you the effect. ) Why did it happen? (This will tell you the cause. )

Do you see any signal words? Discuss with a partner what makes this a cause & effect paragraph.

Teacher’s Example! Dinosaurs became extinct 165 million years ago. Scientists have different theories about what caused this to happen. Some scientists believe that cold weather caused the dinosaurs to die. Perhaps the beginning of the Ice Age caused this frigid weather. Scarcity of food caused dinosaurs to die, according to some scientists. One theory is that a huge volcano erupted and eventually led to the extinction of dinosaurs. Another theory is that several meteors crashed into Earth, killing the dinosaurs. There are many theories about what happened to the dinosaurs. Maybe someday, we will find out for certain which one (or ones) is correct.

Your Turn!! The topic is…. HOMEWORK! Write a short paragraph highlighting the causes and effects of not turning in your homework. Remember to use the signal words as you write.

Problem / Solution Tells about a problem (and sometimes says why there is a problem) then gives one or more possible solutions. solution

Do you see any signal words? Discuss with a partner what makes this a problem & solution paragraph.

Teacher’s Example! One major global problem is that some endangered animals are about to become extinct. We need to work together to solve this problem. One way to stop extinction is to convince people to stop hunting these endangered animals. Instead of hunting endangered animals, hunters can shoot at targets or animals that are overpopulated. Another solution is to preserve and protect endangered animals’ homes. For example, people should not cut down rainforest trees where some endangered birds live. A final solution is to educate people about endangered animals. Will you help us stop the extinction of endangered animals?

Your Turn!! The topic is…. dealing with a bully. We all knows bullies are a problem to deal with. What solution or solutions can you offer? Remember to use the signal words as you write.

Restroom Break 9: 25 – 9: 30

Day 4 -Identifying and Comparing Now that we have created anchor charts to use as a reference and we have taken a look at each structure as well as modeled, we are going to first identify the structures and then compare the structures.

Now it’s your turn! • On the next few slides, you will read some paragraphs about the Great Chicago Fire • Your task is to decide on the text structure for each one • Understanding the text structure will help you to understand each paragraph

What’s the text structure? • Chronological order/Sequence • Compare and contrast • Cause and effect • Problem and solution • Description/Main idea Daniel Sullivan was the first to notice the flames coming from the O’Leary barn at around 8: 30 pm on October 8. A problem with the alarm box made it impossible for the people in the area to call for the fire department. By 9: 30 pm, the entire block was blazing. In another 3 hours, there were fires all over Chicago. The heavy wind coming from the lake only made the fire bigger. It would be another day before the fire would be completely out. By that time, 17, 500 buildings had been burned.

Chronological Order/Sequence • Chronological order/Sequence • Notice how the paragraph shows how events happen in time order Daniel Sullivan was the first to notice the flames coming from the O’Leary barn at around 8: 30 pm on October 8. A problem with the alarm box made it impossible for the people in the area to call for the fire department. By 9: 30 pm, the entire block was blazing. In another 3 hours, there were fires all over Chicago. The heavy wind coming from the lake only made the fire bigger. It would be another day before the fire would be completely out. By that time, 17, 500 buildings had been burned.

Try another; what’s the text structure? • Chronological order/Sequence • Compare and contrast • Cause and effect • Problem and solution • Description/Main Idea Why was the Great Chicago Fire so disastrous? After all, Chicago had fire departments and fire alarms. One reason for the terrible fire is that the alarm malfunctioned. The local fire company noticed the fire by accident as it was returning from another fire. As another problem, a watchman who saw the flames directed other fire companies to a location that was nearly a mile away from the fire. Because of these two problems, a fire that could have been controlled rapidly spread across the city.

Cause and Effect • Cause and effect • Notice how the causes (in blue) lead to the effect (in yellow) Why was the Great Chicago Fire so disastrous? After all, Chicago had fire departments and fire alarms. One reason for the terrible fire is that the alarm malfunctioned. The local fire company noticed the fire by accident as it was returning from another fire. As another problem, a watchman who saw the flames directed other fire companies to a location that was nearly a mile away from the fire. Because of these two problems, a fire that could have been controlled rapidly spread across the city.

What text structure is here? • • • After the fire, thousands of people were left homeless. Many escaped the fire with Chronological nothing except the clothes on their backs. order/Sequence Providing all of these people with food, clean water, and shelter was a huge task. Compare and Luckily, the city quickly formed a Relief contrast and Aid Society. This group started Cause and effect giving out the food donations that were Problem and solution pouring in from other cities. The society built places for people to live, gathered Description/Main the tools that people needed to rebuild idea their houses, and even vaccinated 64, 000 people against smallpox.

Problem and Solution • Problem and solution • Here is the problem After the fire, thousands of people were left homeless. Many escaped the fire with nothing except the clothes on their backs. Providing all of these people with food, clean water, and shelter was a huge task. Luckily, the city quickly formed a Relief and Aid Society. This group started giving out the food donations that were pouring in from other cities. The society built places for people to live, gathered the tools that people needed to rebuild their houses, and even vaccinated 64, 000 people against smallpox.

Problem and Solution • Problem and solution • Here is the solution After the fire, thousands of people were left homeless. Many escaped the fire with nothing except the clothes on their backs. Providing all of these people with food, clean water, and shelter was a huge task. Luckily, the city quickly formed a Relief and Aid Society. This group started giving out the food donations that were pouring in from other cities. The society built places for people to live, gathered the tools that people needed to rebuild their houses, and even vaccinated 64, 000 people against smallpox.

Can you find the text structure? • Chronological order/Sequence • Compare and contrast • Cause and effect • Problem and solution • Description/Main idea Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

Compare and Contrast • Compare and contrast Notice how this paragraph is comparing Chicago BEFORE the fire to Chicago AFTER the fire Chicago changed in many ways after the fire. Before the fire, most of the buildings were less than five stories high. The buildings that were constructed after the fire, however, were some of the first skyscrapers in the country. Before the fire, most of the houses were made of wood. After the fire, people chose to build their houses out of stone or brick. There were changes in where people lived, as well. The poor people in the city lived close to the center of the city before the fire. After the fire, they moved into neighborhoods that were farther away from the downtown area.

One more paragraph! What is the Text Structure? By Monday night, the town of Chicago was burning. People described it as terrible, but amazing. The flames were brighter than anything people had ever seen. The harsh winds swept the fire across the city with terrible speed. For many who watched, it was a sight to remember for the rest of their lives. • Chronological order/Sequence • Compare and contrast • Cause and effect • Problem and solution • Description/Main idea

Description/Main Idea By Monday night, the town of Chicago was burning. People described it as terrible, but amazing. The flames were brighter than anything people had ever seen. The harsh winds swept the fire across the city with terrible speed. For many who watched, it was a sight to remember for the rest of their lives. • Description/Main idea • Notice the main idea • The rest of the sentences describe and explain the main idea

Let’s Compare! Let’s see how we learn different information on the same topic just by how it is organized! We are going to read about peanuts. I want you to read each paragraph and as a pair decide how you think it is organized. Then, discuss how the information changes due to its text structure.

Text Structure: Compare/Contrast

Text Structure: Description/Main Idea

Text Structure: Chronological Order/Sequence

How about these two? ? (A) Wildfires can cause the destruction of trees and forests. Nonetheless, there are several benefits to wildfires. Some trees can only reproduce after a fire. Certain pine tress cones are sealed with something called pitch. A pinecone’s seeds can only be released after a fire has melted away the pitch. Aspen and birch tree seeds will also only sprout roots following a fire. Also, ash remaining after a fire adds nutrients to the soil. Deer and other animals feed on new grasses and shrubs that grow after forest fires. These are a few of the benefits of a wildfire. Text Structure: Cause and Effect (B) Most wildfires are caused by humans. People who live in or near the woods in fire-prone areas should follow certain guidelines to help prevent the spread of wildfires. First, homeowners should use nonflammable roof and deck materials on their homes. They should trim their trees regularly. There should be at least a five foot opening between neighboring trees. Further, there should be no tree limbs within ten feet of the ground. This will reduce the chance that flames will travel to the top of the trees. Finally, homeowners should keep the lawn well-watered and cut short. Text Structure: Problem & Solution

Earthquake Drill! • 10: 15 am

IDR Time!

Out of Classroom! • Lunch 10: 55 – 11: 20

Restroom Break 11: 20 – 11: 30

SCIENCE TIME 11: 30 – 12: 20

The Scientific Method Are you thinking like a scientist?

Which is first in the scientific method? observing a reaction making an experiment predicting the outcome creating a question

What does a hypothesis do? predicts the outcome

What should a variable be compared with? any data an experiment a variable the control group

What is manipulated in an experiment? the INDEPENDENT VARIABLE

Where in these steps of the Scientific Method process would the hypothesis best fit? First? the problem the experiment the trials the conclusion After the problem? problem! After the experiment? Before the conclusion?

Which group is in the correct order? conclusion hypothesis observe communicate the results 1. 2. 3. 4. hypothesis observe conclusion communicate the results 1. hypothesis 2. observe 3. communicate the results 4. conslusion 1. 2. 3. 4. observe hypothesis conclusion communicate the results 1. 2. 3. 4.

Scientific Method Vocabulary variable control observe data hypothesis predict infer conclusion classify

Human Body Systems Projects Presentations

Out of Classroom! • Recess 12: 20 – 12: 45 • Activity 12: 45 – 1: 30

Math Bell Work! 1: 30 – 1: 50

Math Time! 1: 50 – 2: 00

Workbook Pages 271 -272

Math Station Rotations! 2: 00 – 3: 15

Math Groups Today! Group 1 Austin Naomi David Jamarrien Bret Sean Group 2 Stormy Zachary Margaret Manuel Rebekah Janelle Group 3 Hudson Olivia Seth Anna Adam Jasmine Group 4 Ashlyn Eli Nathan Terrance Terrico Brennan

Workbook Pages 273 -274 Even Numbers

Homework Pages 275 -276 Even Numbers

Math Journal Final day! Don’t forget to draw a model and explain how you are thinking. 3: 00 – 3: 10

3: 15 – 3: 20 Wrap Up! • Pair-Up back to back and share one thing you learned in class today with your partner • Pack-Up • Office will announce: Car Riders – Leave around 3: 20 Bus Riders – (listen to intercom for dismissal)