GRADES: Salmon life cycle retell and Life Science book on pyramid are due on February 16th. They were assigned at the end of January. When you turn in the assignments your grades will be changed and you will be able to sign up for Friday Fun that will occur on Friday, February 17th. If you choose to not turn in these assignments by February 16th then it will be late (highest grade possible C-). If you choose to turn in the assignments on Friday, February 17th then you will be able to participate in Friday Fun, but you will still earn the C- because it will be late. All assignments for this term will be accepted up to one week before the end of the term.
Thank you :-)
Dr. Brophy has announced that the snow day will be made up by adding a day to the end of the year. The last day of school will now be Thursday, June 14th.
Because of a grant from the Yakima Valley Community Foundation, all fifth grade students from West Valley Middle School will be able to participate in a field trip to the new JA World facility in Terrace Heights during the week of March 5.
Chaperones are needed for March 5, 6, 7, and 8. Buses will leave the MS at 8:45 am and return at 1:15 pm. Mrs. Huber's students will be attending on March 6th, BUT we need volunteers for all days.
All chaperones will need to have a background check completed by the school office (copy of driver's license needed) prior to the field trip.
Please contact the MS principal, Dave Jaeger, if you are able to chaperone for one of the days.
Mr. Jaeger can be contacted by phone (972-5706) or email: jaegerd@wvsd208.org.
Students will participate in the JA BizTown simulation. JA BizTown provides a simulated community where students assume the roles of workers and consumers.
Concepts – Banking, Business, Careers, Charitable giving, Citizenship, Competition, Conservation, Consumers, Demand, Division of Labor, Employment, Exchange, Goods, Marketing, Markets, Money, Needs, Opportunity Costs, Producers, Production, Quality, Resources, Saving, Scarcity, Services, Skills, Specialization, Supply, Wants.
Skills – Analysis, Applying information, Budgeting, Cause and Effect, Critical Thinking, Computation, Data Collection, Decision-making, Following Directions, Graphing, Interpersonal Communication, Listening, Negotiation, Observation, Planning, Predicting Outcomes, Problem-solving, Reading, Research, Role-playing, Setting Goals, Spending, Taking Responsibility, Teamwork.
More information about the Yakima facility for Junior Achievement is available at this website: http://www.jawashington.org/world/yakima.php
All salmon eggs have hatched and we have a little less than 200 alevins. :-)
Welcome to Mrs. Huber's Web Page!!!
Thank you for checking out your website for Mrs. Huber's Incredible House of Science and Social
Your child CAN bring home their social studies/science binder as long as they bring it back the next day. They can take it home daily if they bring it back daily. :-)
ABSENCES
*When your child is back at school have them ask me what they missed. The more comfortable they get talking to teachers the more responsible they will become. If they missed something that needs to be made up here at school then they will need to make up their lab, test, etc. from 7:30-8 a.m. or 2:30-3 p.m. In order to assure that I am available (not absent) please notify me ahead of time. You can email me, have your child tell me, leave me a message at (972-5700) or send a note. Thank you for your support.
WE ARE CURRENTLY WORKING ON ANYTHING THAT IS TYPED IN SIZE 24 FONT . IF WE HAVE COMPLETED IT THEN IT IS NO LONGER IN SIZE 24 FONT AND HAS BEEN MOVED TO THE BOTTOM OF THE PAGE. AS WE CONTINUE TO MOVE THROUGH THE CURRICULA THIS WILL MAKE MORE SENSE. :-) ALSO, PLEASE DO NOT FORGET TO TALK WITH YOUR CHILD ABOUT THE CONCEPTS THEY ARE WORKING ON. THEY WILL BE ABLE TO NAVIGATE YOU THROUGH THE CONCEPTS WE HAVE LEARNED AND THE CONCEPTS THAT WE ARE GOING TO LEARN. IF YOU HAVE ANY QUESTIONS PLEASE FEEL FREE TO EMAIL ME.
ECOSYSTEMS/SALMON
Students begin Ecosystems by setting up a terrarium in which they grow grass, mustard, and alfalfa plants. Then they add crickets and isopods. They also set up an aquarium into which they introduce snails, guppies, elodea, algae, and duckweed. By connecting the terrarium and aquarium, students are able to observe the relationship between the two environments and the organisms living within them. Using test eco columns that contain only plants, students simulate the effects of pollutants—such as road salt, fertilizer, and acid rain—on an environment.
Students then use a food-chain wheel to make inferences about the effects these pollutants might have on their own miniature ecosystems. Later, students read about, explore, and discuss the Chesapeake Bay as a model ecosystem. They analyze this ecosystem from the viewpoint of various users—waterman, dairy farmer, land developer, recreational boater, and resident—and present their findings to the class. The activity enables students to appreciate the trade-offs that must be made to reach mutually acceptable solutions to environmental problems.
History Alive Overview
In fifth grade, students use their understanding of social studies concepts and cause-and-effect relationships to study the development of the United States up to 1791. By applying what they know from civics, economics and geography, students learn the ideals, principles, and systems that shaped this country's founding. They conclude the fifth grade by applying their understanding of the country's founding and the ideals in the nation's fundamental documents to issues of importance to them today. This learning forms the foundation and understanding of social studies concepts that will provide students with the ability to examine their role in the community, state, nation, and world. We will attempt to cover American history from the first migrations into the Americas through the 20th century. Intense interaction with the personalities, places, and events that structured our nation leads students to be both keen observers of and informed participants in U.S. history.
Chapter 10: Tensions Grow Between the Colonies and Great Britain
What British actions angered the colonists in the 1700s?
Students compare the tense relationship between the colonies and Great Britain before the American Revolution to a strained relationship between a parent and a child.
Vocabulary : debts, acts, protested, taxation without representation, Proclamation of 1763, Parliament, The Stamp Act, repeal, The Boston Massacre, The Boston Tea Party, The Intolerable Acts
Chapter 11: To Declare Independence or Not
What were the arguments for and against colonial independence from Great Britain ?
Students learn about six prominent colonists, who are either Loyalists or Patriots, and record these leaders’ viewpoints about American independence.
Vocabulary: independence, Patriots, Loyalists, Netralists, traitor
Chapter 12: The Declaration of Independence
What are the main ideas in the Declaration of Independence ?
Students examine objects on Thomas Jefferson’s desk, such as a letter and an invitation, to learn about the events and ideas that led to Jefferson ’s drafting of the Declaration of Independence.
Vocabulary: Declaration of Independence, Second Continental Congress, common sense, militia, treason
Chapter 13: The American Revolution
How did the colonists win the American Revolution?
Students analyze how the American colonies defeated Great Britain in the American Revolution.
Vocabulary: Revolutionary War, strategies, professional army, Continental Army, allies, bayonet, volunteers, tactics, guerilla tactics, strategies, treaty
Chapter 14: The Constitution
What are the key features of the U.S. Constitution?
Students compare the government set up by the Constitution to a three-legged stool to learn how the government is strong and balanced.
Vocabulary: Articles of Confederation, Consitutional Convention, Constitution, branches, checks and balances, legislative branch, executive branch, judicial branch, cabinet, treaty, impeachment, unconsitutional, veto
Chapter 15: The Bill of Rights
What are the basic rights and freedoms of the American people?
Students learn about the Bill of Rights and several of its key amendments.
Vocabulary: amendments, liberties, Bill of Rights, rights of the accused, ratified, The First Amendment, The Second Amendment, The Fourth Amendment, jury, prejudiced, The Eight Amendment
Chapter 16: Manifest Destiny and Settling the West
How did the expansion of the United States affect people inside and outside the country?
Students learn about U.S. expansion into the West in the 1800s and how this affected those peoples who had already made their homes there.
Vocabulary: territories, Manifest Destiny, annex, reservation, expedition, Florida Acquisition, defenders, Texas Annexation, boundary, cession
Chapter 17: The Diverse Peoples of the West
What drew new settlers to the western part of the United States in the 1800s?
Students learn about the lives of six groups of people who lived in or moved to the West in the 1800s and how these groups were helped or harmed by the westward expansion of the United States.
Vocabulary: pioneers, Mormons, Forty-Niners, Chinese immigrants, Mexicanols, Nez Perce, diverse, ranchos, claim, transcontinental, missionaries, yokes
Chapter 18: The Causes of the Civil War
What factors helped drive apart the North and the South in the mid-1800s?
Students learn about key events that led to the Civil War.
Vocabulary: Civil War, south, north, immigrant, the Union, compromise, abolitionists, secede, Confederates
Chapter 19: The Civil War
What factors contributed to the outcome of the Civil War?
Students learn about the experiences of Union and Confederate soldiers during the Civil War.
Vocabulary: Union, Confederacy, Gettysburg, home front, Emancipation Proclamation, draft, surgeon
Chapter 20: Industrialization and the Modern United States
How has life in the United States changed since the Civil War?
Students learn about seven key historical periods since the Civil War that have changed life in the United States .
Vocabulary: Industrial Revolution, 20th Century, Information Age, World War I, World War II, Cold War, Great Depression, Civil Rights Movemement, segregation, nuclear weapons
Chapter 1: Geography of the United States
What can geography teach us about the United States ?
Students explore the difference between relative and absolute locations.
Chapter 4: How and Why Europeans Came to the
New World
What did explorers take to and from the New World during the Age of Exploration?
Students learn how and why explorers set out for the New World in the late 1400s and the 1500s.
Vocabulary: explorers, archeologists, cash crop, astrolabe
Chapter 5: Routes of Exploration to the New World
How did exploration of the Americas lead to settlement?
Students learn about European explorers who claimed land in North America from the late 1400s through the 1600s.
Vocabulary: conquistadors, Northwest Passage, contagious diseases, East Indies, colonies, Cibola, route
Chapter 6: Early English Settlements
What challenges faced the first English colonies?
Students learn about three early English settlements in North America.
Vocabulary: Plymouth, Jamestown, Roanoke, CROATOAN, settlements, colonists, pilgrams, tobacco, separatists, Mayflower Compact, democratic
Chapter 7: Comparing the Colonies
How were the three colonial regions alike and different?
Students learn about the similarities and differences among the New England , Middle, and Southern colonies.
Vocabulary: British, colonial regiopns (New England, Southern and Middle Colonies), economy, democratic, diverse, indentured servants, puritans, granted, assembly,
Chapter 8: Facing Slavery
What was the impact of slavery on Africans?
Students learn about the choices West Africans had to make to survive being enslaved and brought to the Americas .
Vocabulary: enslaved Africans, dilemmas, Middle Passage, plantations, Americas, rebel, slave auction, overseer
Chapter 9: Life in Colonial Williamsburg
What were key parts of life for Southern colonists in the 1700s?
Students take a “walking tour” of Williamsburg to learn about daily life in the colonial Virginia capital.
Vocabulary: Williamsburg, government, culture, capital, capitol, trades, pardon, "Juba"
www.tutorial.historyalive.com
Great Exploration in Math and Science
( GEMS ) is an on going curriculum development space science sequence program for grades 3-5. GEMS is 3 units:
Unit II: Earth's Shape and Gravity
Students explore the earth's shape and gravity. Students learn about the spherical shape of the earth, gravity, weightlessness and air, and gravity beyond earth.
TARGETS (Key Concepts):
2.2 The Earth, like all planets and stars, is round, like a sphere.
2.2 The Earth is so big we can not see that it’s round when we are on it.
2.2 People live all over the surface of the Earth.
2.3 Gravity is an invisible pulling force.
2.3 All objects have gravity that pulls on all other objects.
2.3 Objects with more mass have more gravity.
2.3 The farther apart objects are, the less the pull of gravity between them.
2.3 Earth’s gravity pulls things toward the center on the Earth.
2.3 It is hard to leave Earth because of the pull of Earth’s gravity.
2.3 Gravity can pull across great distances.
2.3 People have been gathering evidence about space for a long time.
2.3 Current missions continue to provide information about space.
2.4 Gravity is everywhere.
2.4 People feel weightless in some situations but there is still a pull of gravity between them and other objects.
2.5. Air Resistance acts against the movement of objects through the air.
2.5 There is no air on the Moon or in space.
2.5. There is gravity on the Moon.
2.6 Air is not necessary for gravity to exist.
Unit III : How Does the Earth Move?
The Exploration of the earth spinning, revolving around the sun. Students are introduced to rotation and revolution to understand the earth orbiting the sun.
TARGETS (Key Concepts):
3.1 The Sun and stars appear to move across the sky.
3.2 The Earth spins.
3.2 The spinning of the Earth makes it look like the Sun and stars are moving.
3.2 It takes the Earth 24 hours to spin around once.
3.2 The Earth spinning in sunlight causes day and night.
3.4 The Earth orbits the Sun.
3.4 It takes the Earth 1 year to orbit the Sun.
3.4 The Sun, Earth and Moon form a system.
WHAT WE HAVE LEARNED ABOUT EVIDENCE AND MODELS (All 3 Units)
1. Evidence is Information, such as measurements or observations that is used to help explain things.
2. Scientists base their explanations on evidence.
3. Scientists question, discuss and check each other’s evidence and explanations.
4. Scientists use models to help understand and explain how things work.
5. Space scientists use models to study things that are very big or small.
6. Models help us make and test predictions.
7. Every Model is inaccurate in some way.
8. Models can be 3-dimensional or 2- dimensional.
9. A model can be an explanation in your mind.
Unit I: How Big and How Far?
The primary focus is on the Earth, Moon and Sun, focusing on size and the students understanding that huge space objects may look small because they are far away.
**Key Vocabulary**
Science and Inquiry: evidence, scientific explanation, model, scale model, prediction, scientist, three dimensional (3-D) and two dimensional (2D).
Space Science Vocabulary: atmosphere, satellite, orbit, diameter, sphere, system
TARGETS (Key Concepts):
1.1 Earth is surrounded by an atmosphere of air.
1.1 Beyond Earth’s atmosphere is what we call space.
1.1 People have been wondering and learning about space for a long time.
1.4 Some objects in the sky, such as the Sun. Moon, stars and planets are very large.
1.4 Other objects in the sky, such as birds, satellites and airplanes are relatively small.
1.4 The Earth is very large.
1.4 The Moon is very large but not as large as the Earth.
1.4 The Sun is super huge compared to the Earth.
1.4 The Sun is a star. Compared to other stars the Sun is medium sized.
1.5 How big something looks and how big it really is can be very different.
1.5 An object looks bigger when it’s closer. An object looks smaller when it’s farther away.
1.5 The Sun looks bigger than other stars because it’s a whole lot closer.
1.5 The sun looks the same size as the Moon because it’s much farther away than the Moon. *See assessment 1.5 Rubric below.
1.6 There are many things in the Universe that are much larger than the Sun
1.7 Some objects we see in the sky, such as birds and airplanes, are relatively close.
1.7 The Moon is very far from us compared to objects in the Earth’s atmosphere.
1.8 The atmosphere is thin compared to the size of the Earth - like the skin on an apple.
1.8 The Sun is much farther from the Earth then the Moon
1.9 Other stars are much farther away from the Earth than the Sun is.
1.9 Most things in the Universe are much farther away from the Earth than the Sun is.
1.9 Telescopes can be used to make objects appear brighter and larger.
*ASSESSMENT 1.5 RUBRIC
A You demonstrated a complete understanding of all of the science concepts and used evidence to support the written explanation.You demonstrated an understanding of the key science concepts. You used real measurements of the Sun (from Session 1.4) and stars (from session 1.5) as evidence to back up your explanations and to demonstrate/illustrate how apparent size changes with distance.
B You demonstrated a partial understanding. You demonstrated an understanding of the science key science concepts. However, you did not tie all of these concepts together in your explanation and support it with evidence from the class activities with measurements of the Sun and Stars. The evidence you used is more experiential or statement of fact than from your scientific classroom experiences.
C You demonstrated an insufficient understanding of the science concepts. You demonstrated an understanding of one or two of the key concepts. However, you did not demonstrate an understanding of all of the concepts and did not use evidence from class to support your explanation.
D Your content information is inaccurate. If your inaccuracies are listed below then I highlighted them.
1. The Sun is bigger than stars (implying that the Sun is not a star).
2. The Sun is bigger than all the other stars in the sky.
3. The Sun looks bigger in the sky since it is actually bigger than the other stars.
4. The Sun looks bigger in the sky since it is further away than the other stars.
F or 0 Your response is irrelevant or off topic. You didn’t try to answer the question.
"Integrity is living a set of values that includes honesty, respect for others, and a sense of personal responsibility. It is being honest, trustworthy and incorruptible."
Two biographies you may want to check out at the library-
The Crossing: How George Washington Saved the American Revolution
by Jim Murphy
Learn how George Washington's crossing of the Delaware River helped save the American revolution.
For Young Adult readers.
The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights
by Russell Freedman
This insightful, award-winning account of the great African-American vocalist looks at her life and musical career in the context of the civil rights movement in this country. A Newbery Honor and Sibert Medal winner. With photos.
Target age group: 10-13
**Your child has a study guide and vocabulary sheet in their binder for the current lesson that we are studying. The targets, vocabulary and study guide are also posted in the classroom.
(Socials Studies only)
Fun and interesting websites are listed below.