WELCOME TO ROOM 18
2025
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WELCOME TO MAY
WE ARE AT THE FINISH LINE​
We are finished with SBAC tests. I'm guessing you will recieve your child's scores sometime this summer.
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HAPPY MOTHER'S DAY!
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Thank you for all the gifts including cards, drinks, gift cards, food, flowers, and more and thanks for decorating my door for teacher appreciation week. I really appreciate your kindness!
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I will send a school, photo slideshow to all parents on the last week of school. GREAT MEMORIES OF YOUR STUDENTS.​
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I will do my best to keep our classroom routine the same over the next few weeks but students should expect some changes to the routine due to end of year activities.
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Drivers to Aqua Adventure Friday May 23rd: Show up to school (Rm. 18) at 9 AM. You will take students to Aqua Adventure at around 9:15 AM and take students back at around 2 PM. More information will be given out on the week of the field trip.
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Please do not cancel your commitment to drive students to Aqua Adventure. We are counting on you to drive students not just from our class, but possibly from other 3rd grade classes as well since they might not have enough drivers. Thank you for understanding.
Here is the information I have from the office (so far) of who is an APPROVED DRIVER TO GET US TO AQUA ADVENTURE AND BACK...
Parent of Ayansh, Haasini, Jaswanth, Maria, Pranav, Samantha, both of Soraiya's parents, Tarasha, and Trupti. These parents have been approved by the office to drive.
Here are the parents who indicated they would like to go as chaperones or are working on getting their insurance to the office using Civicore...
Parents of Murari, Avyann, Sid, Shrihan. ​​​​​​​​​​​​​​​​​​​​​​​​​​​​​
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HERE IS THE LINK...
LINK FOR VOLUNTEERING INCLUDING DRIVING
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HERE IS THE LINK TO ORDER A PARKMONT YEARBOOK
LINK TO ORDER YEARBOOK​​​​​
PLEASE FEEL FREE TO REINFORCE THE CONCEPTS WE ARE LEARNING BELOW AT HOME.
PLEASE BE CONSIDERATE AND ONLY EMAIL ME OVER WEEKENDS IF THERE IS AN URGENT EMERGENCY. THANKS FOR UNDERSTANDING.​​​​
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READING
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​Unit: TIME AND MONEY
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​The weekly spelling and vocabulary words can be found in the Fri. Folder when we are working on a unit, but not during the week off from Benchmark.
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Additional material is located on Google Classroom to help students with our Benchmark program. It can be found in G.C. under the label Benchmark.
Also on Google Classroom, use the link to Khan Academy to get more help with reading.
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Try I-ready (on Clever)
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Please feel free to go to Benchmark (go to Clever first) and look over your child's tests.
Give Readworks.org a try by going to Google Classroom for the link.
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MATH
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UNIT 5 LAST UNIT is on Writing Equations to Solve Word Problems.
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Some concepts/vocabulary students will be learning in Unit 5 are..
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Addition/subtraction situations, word problems with unknown addends or unknown factors, word problems with unknown starts, comparison word problems, comparison problems with misleading language, word problems with Extra, Hidden, and Not Enough Information, write first step questions for two step problems, solve two step word problems, equations and two step word problems
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​The math homework and class book can be found online. Have your child go to Clever, then ThinkCentral, then click on My library​​​
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You can also see a child's unit test results on ThinkCentral.
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For additional help in math, use the link in Google Classroom under Khan Academy and search for my assigned math.
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Go to CLEVER. Then go to IXL for many practice math opportunities.
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Try I-Ready (go to Clever first)
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HISTORY
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Lesson 9. Pages 153 - 169 Protecting the Environment
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Overview
Students investigate three case studies of communities faced with specific environmental problems. For each case study, groups discuss how they would help solve the problem and present their solutions. Then students find out what each community did to help solve the problem.
Essential Question
How can we care for the environment?
Objectives
Social Studies
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Compare solutions to problems, and choose the best option.
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Classify sources of energy as renewable or nonrenewable.
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Identify the consequences of using various sources of energy.
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THIS SAME INFORMATION (BOOK) CAN BE FOUND ON CLEVER. THE NAME OF THE SITE ON CLEVER IS TCI. IT'S A DISTRICT SITE.
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SCIENCE
​ ENVIRONMENTS AND SURVIVAL
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CHECK THE AMPLIFY SITE ON CLEVER (USE THE SLIDES)
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Young people and adults have many misconceptions about the factors that affect the survival of organisms in their environment, particularly when an environment undergoes a change. While the understanding that animals have needs they must meet to survive is likely familiar to students, the critical roles of the environment and of the specific traits of organisms in influencing organisms’ survival are likely less familiar. In this unit, students examine different factors that make organisms more likely or less likely to survive: the ability of organisms to meet their needs in a given environment, how different traits make it easier or harder for specific organisms to survive in an environment, and how this pattern of survival changes when the environment changes. Students’ role of biomimicry engineers figuring out why some grove snails are more likely to survive than others provides a captivating phenomenon that motivates students to investigate the survival of organisms in a changing environment, while also allowing students to experience the application of concepts from life science to engineering. As biomimicry engineers, students draw inspiration for design ideas from organisms’ traits and also develop an understanding that designs and traits are different—engineers plan and make designs to be as good as possible to meet specific criteria, whereas organisms can’t choose the traits they’re born with, even if doing so would help them survive.
How?
In Chapter 1, students assume the role of biomimicry engineers investigating a population of grove snails to inspire design ideas. Students are introduced to the question they will investigate in this chapter: Why are the snails with yellow shells not surviving well? They begin by exploring the needs of organisms for survival in different environments and then read a book that illustrates how one organism meets its survival needs. Students then use a model to investigate how environmental conditions affect the likelihood that organisms can meet their survival needs. Through this series of activities, students construct the ideas that organisms are likely to survive when it’s easy for them to meet their needs in their environment and are not likely to survive when it’s hard for them to meet their survival needs. At the end of the chapter, students apply what they have learned as the class co-constructs a scientific explanation for the lead engineer.
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In Chapter 2, students work to figure out the question Why are the snails with banded shells more likely to survive than the snails with yellow shells? Students explore examples of trait variation in modern and fossil organisms, use a physical model to investigate how different traits make it easier or harder for an organism to survive, and read about traits for specific structures that help organisms meet their survival needs in particular environments. Through reading about different types of traits and using a model, students figure out that organisms with adaptive traits are more likely to survive in their environment, and organisms with non-adaptive traits are less likely to survive in their environment. Students then create digital models to show their ideas and use their understanding to write their own scientific explanations that address the Chapter 2 Question. The chapter concludes with students reflecting on the adaptive traits of grove snails so they can plan a design that solves a problem.
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In Chapter 3, students investigate the question Why were snails with yellow shells more likely to survive in their environment 10 years ago? Students examine and discuss examples of environmental changes and use a model to collect data that reveals how an environmental change can affect which traits are adaptive in a population. Through discussion of case studies they read about, students continue to investigate this idea about how different traits might be adaptive before and after each environmental change. Finally, students revisit the digital modeling tool to model their ideas about which traits are adaptive before and after an environmental change. At the end of the chapter, students write scientific explanations that answer the Chapter 3 Question.
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In Chapter 4, the guiding question is How can engineers use what they learn from organisms’ traits to design solutions? Students are tasked with a new biomimicry engineering design challenge in which they create designs for structures in a robot inspired by giraffe traits. Students learn about giraffe traits and then plan designs for the neck and mouth of the robot. They make a physical test version of their designs for the neck and use a digital simulation to create designs for the mouth. Students use the simulation to test their designs, they share their test results and designs with peers, and they revise their test versions. Students engage in all phases of the design cycle to create designs for the robot that best meets the given criteria.
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WRITING
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In writing, we will work on writing full, complete sentences. We are also working on staying on topic. Students will be learning how to state a clear opinion, use sentences of different lengths, writing a strong conclusion, revising and editing.
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During the year, students will learn how to write a personal narrative, opinion piece, descriptive writing, and explanatory/informational writing.
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STAY SAFE!
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Link to get to Iready...
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THE FOLLOWING IS INFORMATION THAT CAN BE USED ALL YEAR
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CLASS CODES
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INVITE LINK TO GOOGLE CLASSROOM - GOOGLECLASSROOM LINK
Google classroom code - tdlha46
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IReady - Go to Clever, then IReady
Freckle - Go to Google Classroom for link.
Legends of Learning - Go to Google Classroom for link and code. Use Google
Newsela.com Students use their Google Account
KhanAcademy - use their Google Account: Class code is VZ7KHHGY
Readworks.org: use Google Account--Class code is 6K2HUN
Prodigy - Use Google Account code: 2FBF101
Epic - Getepic.com/students code: qae9200 (link on Google Classroom)
To go to Thinkcentral go to Clever first then Thinkcentral
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A few notes: To get to ZOOM for my class use the
Meeting Code 435 384 5534 Password 775387
or just use link I send out
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Link for Clever.....
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students use their google class username and password to log on.
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If you are interested in ordering Scholastic Books for your child you either go to my links page and click on the Scholastic Link or you can go to Scholastic.com/bookclubs and use code GVYX9. I'm not sure if the books will get sent to Parkmont or your house. If they get to school I will make sure you get them by notifying you. THIS IS OPTIONAL.
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For students that need more assistance with reading fluency, please log on to Clever and then go to the Lexia icon.
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THANK YOU FOR ALL THAT YOU DO AND MAKING THIS A GREAT YEAR!
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Please feel free to look at the various links my website has.
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