Thursday June 10, 2010

2 fruit sweets = 1 tax point

1 biscuit = 1 tax point

1 factory wrapped sweet = 4 tax points

1 chocolate bonbon = 6 tax points

1 cupcake = 8 tax points

1 stroop waffle = 8 tax points

1 chocolate cupcake with icing = 10 tax points

1 piece of homemade apple pie = 10 tax points

1 homemade piece of baklava = 10 tax points

1 package M&Ms = 25 tax points

1 piece of /Egyptian cream cake delight = 30 tax points

Long Live The King!

Dear Students and Parents,

The Elementary School P.E. classes (KG – G5) will start their 4-week swim unit on March 8^th and continuing through the 1st of April.  Students will need to come to school on all P.E. days prepared to participate with a swimming suit and towel.  Swimming goggles are recommended and a swimming cap for anyone with shoulder length or longer hair is required.

Swimming and knowledge of basic water safety are important lifelong skills for everyone to learn not only for enjoyment of aquatic activities but to avoid accidents in and around the water.  At the beginning or our swimming unit, all students will be screened to determine their ability level.  Water Safety Instructors who are trained and certified will provide small group instruction in addition there will always be a lifeguard on duty for all P.E. classes.

A student who is ill and cannot swim for more than one class period should bring a note from the doctor indicating the reason as well as the expected date that the student can resume swimming. As usual, students medically excused from normal participation will remain with the P.E. class in order to benefit from observing the lesson.

Following are a few hints to make this P.E. swimming unit go smoothly:

• Students should not bring a bikini, fins, floatation devices, inflatable armbands or toys to class.
• It is best to apply sunscreen in the morning at home before getting dressed.
• If your child wears his/her swimsuit to school, remember to pack their underwear.
• A plastic bag will prevent the wet swim gear from soaking other school bag items.
• Write the student’s name on all items in waterproof marker including your towels.  We cannot be responsible for students’ belongings but labeling will certainly help everyone.

Also please don’t hesitate to contact me at school or by email: fthaaf@lincoln.edu.gh if necessary.

Swimming and water safety is a part of our regular P.E. curriculum and is required for all P.E. students.  Thanks in advance for your support and cooperation.

Sincerely,

Floor ten Haaf-Moore

Elementary School P.E. Teacher

Summative Assessment

Display for the

Museum of Mesopotamian Antiquities

(20 points each)

1. ID Card:
   1. What the artifact is
   2. What aspect of Mesopotamian life it represents
   3. Image of original with caption explaining how your artifact affected the life of the people of Mesopotamia
   4. Image of a present-day version with caption explaining how it affects present-day life
   5. Student created artifact (craftsmanship)
   6. All Sources cited

Other interesting info that can be included in captions

(Possible 5 points each)

When the original artifact was made

Where, when, and who found the original artifact

Where the original artifact is now

Where the present-day version is

Who invented the present-day version

The Interconnectedness of Civilizations

(50 points)

One paragraph (minimum) explanation of how an aspect of present-day civilization is connected to the Mesopotamian civilization.

Over 150 = exceeding expectations

120 – 150 = meeting expectations

100 – 119 = approaching expectations

Art Through The Ages

The British Museum

The Great Egyptian Pyramids

Test Number 2

Test Number 3

FYI: Swimming has ended. Please bring your regular PE kit with you to school.

Don’t forget to bring all the work you’ve done over the past week!

See you in the morning!

UOI: Energy Consumption Assessment

Part I Make a list of all items in your bedroom that used energy to be made and/or consume energy in their use.
Example:

Used Energy Being Produced            Uses Energy To Work

1. Teddy bear                                                        X

2. Game Boy                                                          Game Boy

Part II
A. Make a list of the things your family does to conserve energy. For example: taking short showers, switching off the TV at the wall, or turning out light when leaving the room, etc.

B. Interview parents to find out the average monthly bill for energy use (electricity and generator fuel, kerosene, charcoal, and /or gas).

Language Arts: Characterization Through Dialogue
1.    Read the myth  “Chariot of the Sun God” See page “Chariot of the Sun God”
2.    Identify character traits from the dialogue and support with evidence from the myth.

Bead Necklace Problem

Gina has $3.00. She wants to use all her money, with none left over to make a bead necklace. The 3 types of beads she wants to buy to make the necklace are purple cylinders that cost 25¢ each, blue ovals that are10¢ each and round pink beads that are 5¢ each.

She wants the necklace to have a repeating pattern using some of all three kinds of beads in the necklace. The necklace should begin and end with a pink bead and she prefers mostly purple beads.

Is it possible for Gina to do this? On a piece of paper, design a necklace following all the requirements. Explain how you got started and how you worked out the problem.

UOI (Five assignments)
TO READ THE STORY – click on the page THE DAY THE SUN WENT OUT. Open each picture and click on the picture again to enlarge it.
1. As you read The Day the Sun Went Out, pay special attention to the bold typed vocabulary words.
2. Turn the headings into questions
3. Find the main ideas by answering the questions
4. Use the main ideas to write a summary

5. After reading about how the Sun affects life on Earth, choose one of the following:
• Create a game whose purpose is to teach the vocabulary words.
• Make a crossword puzzle for the vocabulary. Write “Down” and “Across” clues for the word meanings.

Writing (One assignment with several parts)
Write a short story about the day the sun stopped shining. This should be fiction, but you can use any of the factual information you learned when reading The Day the SunWent Out
The story requirements:
• Descriptive setting
• Minimum of two characters
• Dialogue
• Beginning, middle, and ending
• One illustration, map or diagram

Follow the writing process. You will need to complete:
• A prewriting plan with a plot sequence of events, a setting organizer (e.g. web) and a character organizer (e.g. web)
• Draft(s)
• Final copy

Reading (Daily assignments)
• Continue the daily reading of your assigned book and log the required entries.
• On separate paper, complete your assigned responses: (5B – letter) and (5A – entries). If you complete your assigned book, read one of your own books and do the responses.
•
Single Subjects
On the blog home page, click on the tab named “Single Subjects” and read the individual posts for single subjects.