using perspective in your drawings

Elements of Design

As students complete their CST testing this week, we will be starting a project focusing on the elements of design and perspective.

Students will learn about the 5 basic elements of shape (dots, circles, lines, curves, and angles), analyze these elements in art and the environment, and learn how to use these elements in their own compositions. Later students will learn different forms of perspective, including shading, shadows and one-point perspective to create the illusion of space.




Analyze Art Elements and Principles of Design
3.1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value.
4.1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment.
5.1.3 Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.

Skills, Processes, Materials, and Tools
4.2.1 Use shading (value) to transform a two-dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere).
5.2.1 Use one-point perspective to create the illusion of space.

Chemistry and Heritage

5th grade study island Science = 5.b. Experimental Design (due Friday 4/25)

This week in projects students will be working with Chemistry, focusing on chemical and physical properties of matter all around us. Students have already completed two experiments, the effect of water density on floating and sinking objects, and the chemical reaction between vinegar and sodium bicarbonate. Students will learn how to measure mass, volume and density of various forms of matter.

Students are also starting a project centered around their family heritage. Some of the work will be completed during project time, while other components will need some family support at home. Look for two items coming home this week, an Ancestor Chart for students to complete going back three generations into their family tree, and a request for a family recipe to develop into a class heritage cookbook.

Ancestor Chart and Recipe due Monday, April 28th.

CA Science standards addressed:

5.1 Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:

1. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.
2. Students know all matter is made of atoms, which may combine to form molecules.
3. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.
4. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.
5. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays.
6. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.
7. Students know properties of solid, liquid, and gaseous substances, such as sugar (C₆H₁₂O₆), water (H₂O), helium (He), oxygen (O₂), nitrogen (N₂), and carbon dioxide (CO₂).
8. Students know living organisms and most materials are composed of just a few elements.
9. Students know the common properties of salts, such as sodium chloride (NaCl).

Independent Project - Science Experiment

Aveson's upcoming Celebration of Learning will host our 1st Annual Science Exhibition. Students in Project class will develop testable questions, form a hypothesis and then, at home, conduct and record their experiment. Final product documenting this process will be on display for all to view. Students should already be able to discuss possible questions for their experiments.

While most "work" will be completed at home, everyday in class students will journal, and discuss their progress with the other students.

Project Timeline:

by Wed. (3/19) - Students will have selected their testable question and formed a hypothesis

by Tues. (3/25) - Students will have completed their experiment

by Mon. (3/31) - Students will have organized all information onto display board

on Tues. (4/1) - Students will bring presentation to Aveson, ready to present

on Thurs. (4/3) - Science Exhibition

Please click on the following link for a more detailed project outline:

Science Exhibition Project

This Week in Projects

This week students will start exploring and discussing the origins of slavery, the effects of slavery, and the civil rights movement. We will be using some of the short videos on BrainPOP, among other sources. Students will be using the primary source images on the slideshow "Images of Slavery" to reflect on, and make connections to these important topics.

Links about African-American History:

"Images of Slavery"
The Underground Railroad
African American Heroes Matching Game
Hoop Shoot: African-American History
Famous African Americans: Factmonster.com
Famous African Americans: EnchantedLearning.com
"Signs of Segregation"

Links about African Culture and Geography:

Discover Africa
Globe Project - Africa Map (Puzzle)
Detest a Pest! Become a farmer and defeat pests using natural methods (Game)
Do you know the countries of Africa? (Puzzle)
African Myths and Fables
In search of the "Ways of Knowing Trail" (Game)


Also this week, Experiment Design... what makes a scientifically testable question? These questions will lead to experiments with projects and results presented at our next Celebration of Learning, at our first "Aveson Science Exhibition".

In advisory we will be looking at Ecology, how humans are part of the environment, and how our decisions have an effect on our environment. We will first explore the effect waste has on our environment and how we can make positive changes in the way we live. Students can use the games and activities to the left to get familiar with these ideas.

Water Cycle Song

Water Cycle, Weather and Building Towers

This week in Projects...

• Water Cycle (continued)
• Weather
• The Tower Challenge (mini-project)

Study Island Science (5th graders)

• The Water Cycle (due Mon. 2/18)
  

Study Island Assignment for 5th graders

This weekend please work on the following sections of Study Island:

• Organ Systems (in Life Science)
  
• Collect & Interpret Data (in Investigation & Experimentation)
  

These sections are due by the end of Wednesday, January 30th

The Water Cycle

Students have recently completed work on the digestive and circulatory systems of the human body. Project work included diagrams, performances, posters, creative writing and presentations.

This week we are continuing our study of natural systems and cycles by looking at the water cycle. Talk to your children about what they are learning about this system by referring to this diagram... check their understanding by listening to them explain what is happening in this process.

CA Science Standards

5.3 Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:

1. Students know most of Earth's water is present as salt water in the oceans, which cover most of Earth's surface.
2. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
3. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
4. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.
5. Students know the origin of the water used by their local communities.

Nutrition + the Digestive System

What is in the foods I eat?
How does the body use different foods?
What happens to the food I eat?
What are the parts of the digestive system, and how do they work together?

These are some of the driving questions we will try to answer as we look at nutrition and the workings of the human digestive system. You can try some of the games, puzzles and interactive sites using the links in the left-hand margin. Here is a preview of some of the important vocabulary students should begin to know...

Important Vocabulary:

Digestion

Esophagus

Salivary Glands

Stomach

Liver

Small Intestine

Large Intestine

Colon

Kidneys

Rectum

CA Science Standards:

5.2 Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures to support the transport of materials.
c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.
d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.