Atticus and I expanded upon last week's lesson on writing and solving addition and subtraction equations to include multiplying and dividing equations. He applied the properties of equality and inverse relationships to isolate variables on one side of equations, determining their values. Then, he substituted the values for variables to check his work. Atticus was assigned the lesson's practice and problem-solving problems and was asked to bring in this weekend's homework which was not completed.
Atticus began his study of Ancient Egyptians by investigating the vocabulary words from this unit and writing their definitions into his interactive notebook.
Atticus began class with a jump rope activity. His goal was to achieve 60 consecutive jumps. Atticus was able to surpass his goal of 60 by completing 66 jumps. Next, he partook in a fun, competitive game of badminton.
We noted the two dominant elements in the novel: fantasy and character development . Atticus offered interesting comments about the lack of logic in the fantasy elements .By studying the text, we located support for our main character development thesis i.e. that Omri adopts a parental role by virtue of bringing the plastic figures to life. Atticus then studied vocabulary from the first chapters and placed them in a sentence. Last, we viewed a short video on the Iroquois of upstate New York.
Today, Atticus completed his Digestive System Review Quiz. We moved onto our Moving Materials Unit. We viewed a video showing how flowers absorb and transport colored water from a glass and into their petals, changing the color of the petals. Atticus brainstormed why he thought this was happening and recorded his ideas in the science workbook. He answered the following question: Do you think a similar process occurs in animals? How?
