Major (40%):

Minor (50%): 3/37-5th Grade Volume/Area/Perimeter Check-up

Major (40%):

Minor (50%): Progress Monitoring on traits Friday.

• Monday 3/11- Friday 3/15: SPRING BREAK

• Tuesday 3/19: Read, Deed, Run Student Meeting

• Thursday 3/21: WME Dance: Tiaras and Ties (Details to Come)

• Friday 3/22: PTA Spirit Night @ Mason Road Skate Center (Details to Come)

• Friday 3/22: Science Night (See Details Below)

• Saturday 3/23: 8:30 AM – Job Fair @ Merrell Center

• Tuesday 3/26-Friday 4/5: BoosterThon Kick-Off

• Friday 3/29: NO SCHOOL

Major (40%):

Minor (50%):

Radio Report

The American Industrial Revolution was a time of major change. New inventions were created. The way people worked and lived changed. Students will explore how the industrialization changed the United States. 

Social Studies TEKS:

5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. 

5.4(B) identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States

5.8(A)^ describe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs

5.12(D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States

5.22(B)^ identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program

5.4(A) describe the causes and effects of the War of 1812 such as impressment of sailors, territorial conflicts with Great Britain, and the increase in U.S. manufacturing

5.7(B)^ explain the geographic factors that influence patterns of settlement and the distribution of population in the United States

5.8(B)^ analyze the positive and negative consequences of human modification of the environment in the United States

5.11(B)^ evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States

5.16(B) sing or recite "The Star‐Spangled Banner" and explain its history

5.18(A)^ identify past and present leaders in the national government, including the president and various members of Congress, and their political parties

5.22(A) identify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong

5.22(C)^ explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States

Major (40%):

Minor (50%):

While these activities are not required, I strongly recommend them as a valuable way for students to enhance their understanding of the material. Your child can complete these assignments at their own pace, and they should not need to spend more than 30 minutes on them. Of course, if they choose to spend more time, that's perfectly fine, but it's not necessary.

Seesaw provides a convenient platform for students to engage with the material outside of the classroom, and I believe it can greatly contribute to their academic growth.

They will learn how to take notes, how to summarize a text and practice answering questions that they have to type their answer. Students will learn that EVERY answer that involves a written response, needs to be answered using RACE.

R = Restate the Question (Turn the question into a statement to start your response.)

A = Answer the Question (Answer all parts of the question.)

C = Cite your Evidence (Give details and evidence from the text to support your answer.)

E = Explain your Evidence (Explain how your evidence supports your answer.)

For example, this is how a student would answer a question about a story using the RACE technique:

Question: According to the biography, how did the Great Depression affect McBride's career choice?

Answer: The Great Depression affected McBride's career choice because there were limited job opportunities for writers during the Great Depression, and this ultimately led to McBride's career in radio. McBride had difficulty getting a job as a writer because of the economic hardship caused by the Great Depression. For example, in paragraph 3 days "she tried out to be a radio host even though the job was not what she planned to do as a career." She was eventually hired as a radio host, which ultimately led to her successful career in radio.

During snack time, students have a chance to refuel and recharge. We give them a quick 5-minute break to enjoy a healthy snack. Please send your student a tasty, nutritious snack to keep their energy up and their minds ready to learn.

• Heat Guidelines:

  • 94 degrees or heat index above 99: 25 minutes max outside.

  • Above 100 degrees or heat index above 105: No outdoor activities.

• Cold Guidelines:

  • Below 32 degrees or wind chill below 30: 25 minutes max outside.

  • Temps below 20 degrees: No outdoor activities.

PHASE I Monday, February 5-Monday, February 19, 2024:

• Students are selecting and submitting courses in SchooLinks Course Planner

• Parents can view their students course requests in SchooLinks Course Planner

PHASE II Tuesday, February 20-Friday, March 8, 2024:

• Counselors review, revise, and approve course requests in SchooLinks Course Planner

• Students complete and submit Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

PHASE III Monday, March 18-Tuesday, March 26, 2024:

• Parents view and approve (verify) course requests in SchooLinks Personalized Plans

PHASE IV Wednesday, March 27-Wednesday, April 3, 2024:

• Counselors finalize change requests and approve students' Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

Elementary students in grades 2-5 may possess telecommunication devices; however, these devices are only to be used for instructional purposes under the direction of a teacher. These devices should be turned off and not visible at all other times during the school day on school property, including on school transportation.