# data[].attributes.body
(Week 3/6 - 3/10)

Researchers take notes about the big points. They also recall the details and think, "What did these activists do? How did they organize their work? What change did the activist make?"

How have people gathered to take action throughout history?

Economic resentments, political tensions, and military confrontations may be used to categorize the complex and varied circumstances that contributed to the American Revolutionary Era.

History researchers pay close attention to who, where, and when. They prioritize original sources and employ reading techniques to do so.

The key points are noted by researchers. Also, they reflect on the specifics and ask themselves, "Does this detail support one of the primary points? Does this matter?

Continue Writing Informational Book

Students read text individually or in a group. After reading, students have discussions about their reading, this helps extend students' thinking as they process and interpret the perspectives and opinions of their peers.

Standards

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

# data[].attributes.body
(Week 3/6 - 3/10)

9.1A Volume
TB 61-63
WB 46-48

9.2 A Volume of a Rectangular Prism
TB 65-66
WB 49

9.2B Volume and Capacity
TB 67-68
WB 50

9.2C Volume of Composite Solids
TB 69-71
WB 51-53"

Standards
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.C.3.A: A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.

5.MD.C.3.B: A solid figure which can be packed without gaps or overlaps using n unit cubes is said
to have a volume of n cubic units.

5.MD.C.5.A: Find the volume of a right rectangular prism with whole-number side lengths by
packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge, lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of
multiplication.

# data[].attributes.body
(Week 3/6-3/10)

How much salt is in the ocean?
Students build a miniature ocean as part of the Tiny Ocean exercise to examine how salt seems to entirely disappear when dissolved in water. Then, in order to show that the salt weighs the same amount even if we can't see it, students measure and graph the amounts of the water and salt. Furthermore, students build a miniature salt flat where they let the water evaporate and leave the salt behind.

Science Standards
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

SEL
By failing to see the matter from the other person's perspective, students might increase disputes. A ggressive students have a tendency to infer that the other person is acting with malice. The first Problem-Solving Step, "Say the problem without blame," heavily relies on the perspective-taking abilities that were taught in preceding classes. In order to start the problem-solving process, it is crucial for students to express the issue in an unbiased fashion that does not place blame on the other party.

SEL Standards
YLP.T.1 Participate in problem-solving by brainstorming, synthesizing, predicting, evaluating, and questioning, and individually and in groups.

YLP.C.1 You can demonstrate good character in the way you behave as an individual, how you make decisions and how you interact with others.

# data[].attributes.body
(Week 3/6 - 3/10)

Learn one of influential people in American history.
What did they do for our society? What’s the impact for us?
As a student, what do you learn from them? Change and impact our community?
Practice Level chinese reading

Standards
SLO.CT.3 Synthesize information to determine what is important.
SLO.COL.3 Resolve conflicts through listening, building trust, negotiation, and providing support to others.
YLP.T.1 Participate in problem-solving by brainstorming, synthesizing, predicting, evaluating, and questioning, and individually and in groups.

# data[].attributes.body
(Week 2/27-3/3)

Know the background of Deborah Sampson ( American’s Mulan)

What do you learn from her story?

How did her husband strive  for Sampson’s beneficial?

Supplement reading “short term sports camp” learn the name of ball games, the skill of basketball

SLO.CT.1 Make connections between learning and real life situations

SLO.RGC.1 Respect and appreciate the beliefs and traditions of people from other cultures.

WL.CN1.I
Acquire, exchange, and present information in the target language on topics related to self and the immediate environment, and age-appropriate academic content
across disciplines.

Standards
SLO.COM.1 Show confidence when presenting, performing, and public speaking

SLO.RGC.1 Respect and appreciate the beliefs and traditions of people from other cultures.

WL.CL3.I Exchange information about similarities and differences among common daily products, practices, and perspectives in the immediate environment in the mainstream cultures of the United States, the students’ own cultures, and the target cultures.

# data[].attributes.body
(Week 2/27-3/3)

Research and read about different activists today with a focus on informational text reading skills.

Researchers take notes about the big points. They also recall the details and think, "What did these activists do? How did they organize their work? What change did the activist make?"

They think about different chapters they might write, and also think, ‘What kind of writing might that chapter be?’  Finally they think, ‘Do I already know enough to write that part?  What can I do to get ready to write?’”

Standards
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or

W.5.2.B: Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic to solve a problem efficiently.

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

# data[].attributes.body
(Week 2/27-3/3)

In Confucianism, the family is more important than the individual. The whole society is considered as one big family consisting of all members. If people had no morals, they’d have no respect for authority or laws; they’d do only what benefits themselves, without regard for other people.

How does Confucianism influence us today? How are the teachings of Confucius still an important part of Chinese education? How is the  concept of filial piety still taught and practiced in many parts of China and in the world?

Knowing Hong Kong: the itinerary and the food (Dim Sum)

Standards

WL.CM1.I Demonstrate understanding of the main idea and some details on some informal topics related to self and the immediate environment. Demonstrate understanding of sentences and strings of sentences in authentic texts that are spoken, written, or signed.

WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the immediate environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.

WL.CN1. Acquire, exchange, and present information in the target language on topics related to self and the immediate environment, and age-appropriate academic content across disciplines.

WL.CN2.I Identify diverse perspectives and distinctive viewpoints on topics related to self and the immediate environment in the target language from age-appropriate authentic materials from the target cultures.

# data[].attributes.body
(Week 3/6 - 3/10)

How can we, as fifth grader students, can change and impact our school and community?

Biographies are how we learn information about another human being’s life. Whether we want to start writing a biography about a famous person, historical figure, or an influential family member, it’s important to know all the elements that make a biography worth both writing and reading.

Reflecting on the writing process fosters growth and development as a writer by encouraging ongoing self-reflection and improvement.

Standards
WL.CM1.I Demonstrate understanding of the main idea and some details on some informal topics related to self and the immediate environment. Demonstrate understanding of sentences and strings of sentences in authentic texts that are spoken, written, or signed.

WL.CM2.I Participate in real-world, spoken, written, or signed conversations related to self and the immediate environment. Create sentences and strings of sentences to ask and answer a variety of questions in transactional and some informal settings.

WL.CN1. Acquire, exchange, and present information in the target language on topics related to self and the immediate environment, and age-appropriate academic content across disciplines.

WL.CN2.I Identify diverse perspectives and distinctive viewpoints on topics related to self and the immediate environment in the target language from age-appropriate authentic materials from the target cultures.

# data[].attributes.body
(Week 2/27-3/3)

8.5B Convert to a larger unit of measurement
9.1 Volume
9.2A Volume of a rectangular prism
9.2B Volume and Capacity
9.2C Volume of Composite Solids

Standards
5.MD.A.1 Convert among di fferent-sized standard measurement units within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

# data[].attributes.body
(Week 2/27-3/3)

Science
Students construct an explanation of the existence underground water. Students play a game in which they must obtain and combine information about groundwater in order to select the best site to build a town. They evaluate the features of the landscape, plants in the area, and clues from the soil and then decide where to dig a well.

Science Standards
5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

SEL
By failing to see the matter from the other person's perspective, students might increase disputes. A ggressive students have a tendency to infer that the other person is acting with malice. The first Problem-Solving Step, "Say the problem without blame," heavily relies on the perspective-taking abilities that were taught in preceding classes. In order to start the problem-solving process, it is crucial for students to express the issue in an unbiased fashion that does not place blame on the other party.

SEL Standards
YLP.T.1 Participate in problem-solving by brainstorming, synthesizing, predicting, evaluating, and questioning, and individually and in groups.
YLP.C.1 You can demonstrate good character in the way you behave as an individual, how you make decisions and how you interact with others.