Oak Meadow
curriculum overview and sample lessons
Oak Meadow
5
grade
Fifth Grade
explore create experiment integrate
Dear Parents, Thank you for your interest in Oak Meadow. Since 1975, we have been supporting homeschooling families and students, both through our creative curriculum and our internationally-accredited distance learning school. While reading through the complete sample lessons in this curriculum overview, you can begin to imagine what a typical homeschooling week might be like with Oak Meadow. We hope these materials give you a clear sense of the style, content, and scope of our curriculum, and help you decide if Oak Meadow is right for your family. At Oak Meadow, we offer a unique curriculum that is substantively different from other educational models. The student’s awakening powers of thought are encouraged with a sequence of skills and carefully chosen material which reflects the child’s developmental stages and unfolding sense of self. We seek to foster a healthy balance between the realms of intellectual development, emotional engagement, and solid academic accomplishment. Our goal is to help children become intelligent, capable human beings who are able to respond sensitively and deeply to the world, and able to find meaning and relevance in their contributions to society. Lessons in the early grades are crafted with a sense of beauty and reverence as the child’s own sense of wonder leads to the foundations of essential literary and mathematical skills. As the student grows into the middle school years, our imaginative, engaging approach develops strong academic abilities, practical problem-solving skills and an ability to consider an issue or problem from many perspectives. Each year’s curriculum is structured in 36 weekly lessons, and the sample lessons in this overview are representative examples of a full year’s curriculum across all subject areas. Within the framework of Oak Meadow’s integrated curriculum, you, as the Home Teacher, will be in a position to help your child make personal connections to the curriculum. Finding relevance and inter-relatedness between the material and daily living is one of the true joys of homeschooling. The Oak Meadow curriculum is designed to be used in the home environment and encourages meaningful connections and relationships with the whole family, the local geography, and the wider community. We encourage you to visit our website (www.oakmeadow.com) or call our office at 802-251-7250 to learn more about us and about what we can do to support you in your homeschooling journey. Warmly,
Eaddy Sutton Executive Director
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Grades 5-8 Overview In the middle grades of the Oak Meadow curriculum sequence, questions play a vital role in the learning process. Through engaging stories, experiments, and writing assignments, we prompt students to think about things they may not have previously considered. In grades 5-8, the Oak Meadow curriculum asks questions that challenge the student to think, to explore, and to integrate knowledge gained in other subject areas. We ask questions for which there are no “right” or “wrong” answers, as we lead students to think beyond the facts themselves and to make sense of the world in which they live. Our syllabi provide each student with in-depth readings on the topics of study, offer assignments and a broad range of activities, and provide ideas for further study or reading. By placing the emphasis upon human values and ideals in grades 5-8, we lay a foundation for a lifelong appreciation of the subjects covered during these middle school years. An Overview of the Fifth Grade Curriculum The fifth grade curriculum awakens the student’s intellect and introspection through the lives of great people in history. The course combines geography, literature, and American history up to the Civil War to create an experience that challenges students and draws parallels across subjects. Science lessons emphasize the scientific method, conservation ecology, meteorology, anatomy, and astronomy. The Math 5 course presents a substantial review of all four basic processes and fraction concepts, with an emphasis on word problems and practical problem solving skills. (Math levels in grades four through eight can be substituted to meet a student’s abilities. Please review the catalog description or the overviews for each grade for more information about the skills covered in each grade level.) The fifth grade curriculum is contained within three individually bound syllabi — one for each subject: Math, Science, and an integrated English and Social Studies course. A Teacher Manual is also available that provides answers and explanations to accompany the material in the syllabi. As you will see from the outlines that follow, each syllabus is divided into 36 weekly lessons. Within each lesson, you will find everything you need for a complete learning experience. We provide readings, assignments, activities, and suggestions for further study. Most of our lessons contain a range of assignment options so that students can choose projects that best match their learning style.
Outline of U.S. History, Geography, English, and Arts & Crafts Curriculum Social Studies The fifth grade curriculum integrates U.S. history dating from Columbus through the Civil War with geography, literature, grammar, vocabulary, art and crafts into one rich unit of study. Students make a compass, sailboat, diorama, mask, family tree, quilt, doll, ink, candles, clay bowl, paper, lantern, log cabin, map puzzle, Pennsylvania Dutch designs, and many other crafts. In addition, children learn how to cross stitch, cook, create calligraphy, and bead weave. History is learned through classics in children’s literature. Student will be asked to express themselves creatively and to think creatively. The feeling of history is made alive through the people and their culture. English This curriculum is integrated with the social studies curriculum with an emphasis on the following: Subjects and predicates, dependent and independent clauses, simple and compound sentences, sentence fragments, run-on sentences, capitalization, outlining, parts of speech, syllables, topic sentences, types of sentences, book reports, dialogue, prefixes, suffixes, tense, plurals, contractions, possessives, punctuation, verb tenses, homophones, synonyms, antonyms, paragraphs, letters, and the development of research skills. • View sample lessons starting on page 10. Introduction Lesson 1: Explorers
Lesson 9: Craftsmen
Colonial Trades
Lesson 2: Christopher Columbus
Plants in the New World
Spanish Explorers French Explorers The French and Indian War
Clothespin Doll
Taxation Without Representation The Boston Tea Party
Early Visitors to North America
Lesson 10: Plants & Animals
More Exploring Christopher Columbus Making a Sailboat
Lesson 11: Spanish & French
Lesson 3: Jamestown • Lesson 4: Pilgrims
The Pilgrims and the Mayflower More About Jamestown
The Early Colonies
Colonial Living
The War Begins
Rules for Children The Salem Witch Trials Home Crafts
Paul Revere
Winning the Revolution George Washington
Lesson 5: Colonists
Lesson 13: Taxation
Lesson 6: Colonial Days
Lesson 14: Patriots
Lesson 7: Puritans
Lesson 15: Two if by Sea
Lesson 8: Review
Lesson 12: Colonial Children
Lesson 16: Revolution
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Making Paper
After the War
Benjamin Franklin Candle Making
Poor Richard’s Almanack
Thomas Jefferson Lewis and Clark
Lesson 32: Your State
Tecumseh The War of 1812
Making a Loom
Indian Tribes Beading
The Frontier Skip-a to My Lou She’ll Be Coming ‘Round the Mountain When She Comes
The Northwest Territory Herbal Scents
Lesson 17: The Constitution Lesson 18: Ben Franklin Lesson 19: An Almanac Lesson 20: Review Lesson 21: Expansion
Lesson 28: ‘49ers
War With Mexico Quilting
The Civil War
A Trip Across the United States The Underground Railroad
Geography and Climate
Choose a Project
Your Trip Across the United States Diverse Cultures
Your Trip Across the United States Women in the United States
Final Grammar Exam Your Trip Across the United States
Your Trip Across the United States Letter of Appreciation
Lesson 29: Abolitionists Lesson 30: Freemen
Lesson 31: Sea to Shining Sea
Lesson 22: Settlers
Lesson 33: Cultures
Lesson 23: Andrew Jackson
Lesson 34: American Women
Lesson 24: Indians
Lesson 25: Review Lesson 26: Pioneers
Lesson 35: Final Exam Lesson 36: Conclusion
Lesson 27: Homesteaders
Outline of Fifth Grade Science Science The fifth grade science course offers an excellent introduction to the full spectrum of the various fields of science. Presented in engaging, experiential discussions and assignments, this course leads the student through the process of scientific discovery with a personal and meaningful approach. Biology, Ecology, Astronomy, Physics, and Human Anatomy are the core subjects for this full year course. • View sample lessons starting on page 14. Introduction Lesson 1: Scientific Inquiry
The Scientific Method Controlled Experiment Bird Beaks as Tools
Lesson 2:
Scientific Ways of Knowing
Lesson 3:
The Metric System & Scientific Instruments
Lesson 2 Test
Scientific Instruments Build a Wetland Model
• Lesson 4: Using Scientific Instruments
Lesson 5:
The Environment
Lesson 6:
Energy in Ecosystems & Food Chains
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 4 Test
Ecology and Ecosystems Back to the Earth Composting
Food Webs Losing Energy Conserving Energy in Food Chains The Web of Life Lesson 6 Test
Population Ecology
The Habitat Habit Your Own Backyard Forest The Balance of Nature Cooperation and Competition Everything Fits
Fun Habitats
Turtle Crossing Ahead! Whooo Hunts at Night? Batting 1000? The Ants Go Marching One by One Lesson 8 Test
Protecting Animals Wildlife Conservation
Species and Their Families Predators and Their Prey Some Food Chain Stories
Lesson 10:
Biomes
Lesson 11:
More Biomes
Lesson 12:
Bodies of Water
Lesson 13:
Origins of Astronomy
Lesson 14:
The Solar System
Lesson 15:
Pollution
Lesson 16:
Alternatives
Lesson 17:
Recycling
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Two-Week Biome Observation Project Forest Biomes The Desert Biome The Tundra Biome The Grasslands Biome The Ocean Biome Lesson 11 Test Ponds Rivers Lakes Water Pollution The Water Cycle Lesson 12 Test
Early Astronomy Astronomy: The Greeks and Beyond Astronomy in Everyday Life Star Chart What Is Out There? Lesson 14 Test Air Pollution Noise Pollution Land Pollution Natural Resources Mining Alternative Housing Alternative Transportation and Fuels Lesson 16 Test Food and Hunger
Review & Midterm Exam Weather Patterns
Lesson 20:
Clouds and Storms
Lesson 21:
Life Science
Lesson 22:
Cell, Cell, What’s in a Cell? Crossword
Lesson 23:
A Little Classification Kingdom Monera Kingdom Protista Kingdom Fungi Lesson 22 Test
You’ve Got a Lot of Nerve... Tissue Muscle Tissue Epithelial Tissue Connective Tissue Organs: Tissues Working Together! Plants Have Organs, Too!
Lesson 18: Lesson 19:
Lesson 24:
Lesson 25:
Lesson 26: Lesson 27:
Lesson 30:
Light Energy
Single-Cell Plants & Animals
Lesson 31:
What’s That Sound?
Body Tissues
Lesson 32:
Electricity
Lesson 33:
Come Fly With Me!
The Long and Winding Road: Your Digestive System The Bare Bones: Your Skeletal System Orders from the Top: Your Nervous System Lesson 24 Test
Lesson 34:
Technology & Design
Up, Up and Away! Those Legless Wonders: Snakes! Careful With Those Tusks! What Has Eight Arms... And No Legs? Lesson 25 Test
Lesson 35:
More Cool Physics
Lesson 36:
Final Exam
Your Own Weather Station Lesson 20 Test
Body Systems
Body Structures
Integrating Your Knowledge! Physical Science
A Bit of History Gravity How Heavy Are You On Other Planets?
Lesson 28:
Energy
Lesson 29:
Expansion & Contraction
Special Properties of Water Insulation
Light Waves The Electromagnetic Spectrum The Rainbow Properties of Light Lesson 30 Test Loudness Pitch Traveling Sound The Speed of Sound Hearing
Static Electricity Current Electricity Electricity and Magnetism Lesson 32 Test Air Pressure Streamlining
The Thomas Edison Story The Scientist in All of Us Accidental Inventions Useful or Wacky? Other Interesting Inventions Inventions for a Better World Revisiting Gravity Revisiting Energy and Heat Revisiting Light Revisiting Sound Revisiting Electricity And Now For Something Completely Different
Heat Energy or Thermal Energy Conduction Convection Radiation Lesson 28 Test
Outline of Math Curriculum Math 5 presents a substantial review of all four basic processes and fraction concepts, with an emphasis on word problems and practical problem-solving skills. This course is excellent for students needing to strengthen basic skills before moving into more advanced mathematical work. Students in the fifth grade who are ready for the next challenge may consider working with the Math 6 program. • View sample lessons starting on page 16.
Lesson 1:
Lesson 2: Lesson 3: Lesson 4:
Adding Whole Numbers Using Carrying
Lesson 17:
Dividing By Two-Digit Numbers
Adding Columns of Whole Numbers Adding Larger Whole Numbers Place Value
Lesson 18:
Creating Fractions With Remainders
Solving Word Problems Using Addition
Lesson 6:
Smaller Units of Time Time Lines
Lesson 20:
Common Fractions
Solving Word Problems with Subtraction
Lesson 21:
Renaming Fractions
Lesson 22:
Reducing Fractions
Lesson 23: Lesson 24: Lesson 25:
Measuring Weight Improper Fractions and Mixed Numbers Adding Mixed Numbers
Lesson 26:
Subtracting Mixed Numbers
Lesson 27:
More Subtraction of Mixed Numbers
Subtracting With Borrowing Borrowing Across Zero
Lesson 8: Lesson 9:
Checking Subtraction By Adding Bar Graphs And Line Graphs
Borrowing to a Borrowed Digit
Bar Graphs Line Graphs
Lesson 10:
Roman Numerals
Lesson 11:
Multiplication Without Carrying
Lesson 12:
Larger Roman Numerals
Multiplication with Carrying Solving Word Problems with Multiplication
Multiplying Larger Numbers
Multiplying by 10, 100, and 1,000
• Lesson 13: Squares
Lesson 14:
Square Roots
Perimeter of Rectangles and Squares
Areas of Rectangles and Squares
Adding Common Fractions Subtracting Common Fractions Fractions That Equal One Expanding Fractions Finding Specific Equivalent Fractions Reducing Fractions to Lowest Terms
Improper Fractions in Mixed Numbers Subtracting from Whole Numbers
Rate and Distance Problems
Measuring Liquids Common Denominators
Subtracting With Common Denominators
Adding Time
Lesson 30:
Lesson 16:
Long Division
Subtracting Time
The ¢ Sign Adding Money Subtracting Money
Lesson 28: Lesson 29:
Lesson 15:
Solving Word Problems Using Division
Dollars and Cents
Lesson 7:
Longer Division Problems
Lesson 19:
Larger Place Values Rounding Whole Numbers
• Lesson 5: Measuring Time
Division with Remainders
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Another Way to Find a Common Denominator
Avoiding Confusion
Lesson 31:
Finding the Lowest Common Denominator
Lesson 32:
Fractions on a Number Line
Lesson 33: Lesson 34:
Measuring Distance Lowest Common Denominators in Mixed Numbers
Lesson 35:
Lesson 36:
Final Exam
Using LCD Strategies
Locating Fractions on a Number Line
More Addition with LCDs in Mixed Numbers
Subtracting Mixed Numbers with LCDs
More Mixed Number Subtraction with LCDs
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contract
profit
convicted
ironic
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
4. Identify the subjects and predicates in each of your compound sentences.
3. Compose compound sentences for each of the conjunctions listed in your English Manual.
Note that a compound sentence must contain two or more nouns and two or more verbs, because it has joined together two complete sentences, each of which had its own noun and verb. For example: The baby laughed. + The mother sang. = The baby laughed while the mother sang, or The baby laughed and the mother sang, or The baby and the mother laughed and sang.
2. A compound sentence is made of two or more simple sentences (independent clauses) put together. These simple sentences are joined by a conjunction. Read the section called “Conjunctions” in your English Manual for review.
1. Finish reading If You Sailed on the Mayflower in 1620.
Grammar
indenture
pilgrim
Put your vocabulary words in alphabetical order. Write definitions for each of them and use each one in a sentence that shows you understand the meaning of the word. Do not use the root word or any other form of the vocabulary word in either the definition or the sentence. Remember to consider these words in the context of your Social Studies material. Look up any words you do not understand in your reading this week.
Vocabulary
Lesson 4: Pilgrims
Oak Meadow 5th Grade History & English Syllabus
a stylized depiction of the Pilgrims being greeted in the New World
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
a. Write one or two pages about the Pilgrims’ trip on the Mayflower. Include responses to these questions:
3. Choose one of these assignments:
2. Look at a map to determine the location of Plymouth, Massachusetts. Compare it with where the Pilgrims first landed, and with the location of Virginia, where they had originally intended to go.
1. Draw a picture of either the Pilgrims’ settlement or the Mayflower.
The Pilgrims and the Mayflower
Select ten words from your written material this week for spelling words. Write each of these words correctly five times and use each word in a complete sentence. Practice your spelling words in preparation for a quiz.
Spelling
6. When you have written the first draft of your report for Social Studies, read through it aloud, slowly and carefully, circling each place where you would like to make a correction or a change. Check to be sure all your sentences are complete, with at least one subject and one predicate. Write your final draft, with the necessary corrections done, as neatly as you can. Send both drafts to your teacher.
5. Read the section called “Paragraphs” in your English Manual. You will be writing a short report this week about the Pilgrims’ trip on the Mayflower. (See #3 for Social Studies below.) This report should contain a variety of threesentence paragraphs, five-sentence paragraphs, and eight-sentence paragraphs. Try to make your sentences interesting, varying between simple sentences and compound sentences.
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the Mayflower
Girl by Kate Waters, or look in an encyclopedia or other picture book for pictures of Pilgrim village life, clothing, and activities.
Oak Meadow 5th Grade History & English Syllabus
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
smoking tobacco
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
While the Pilgrims were getting increasingly dissatisfied with their lives back in Europe, the Jamestown colony was thriving. This was greatly due to the efforts of John Rolfe, who had married Pocahontas. He had become very interested in growing tobacco, and was able to obtain special seeds from the West Indies for a type of tobacco which was superior to that which the Indians had been growing. He probably got some help from Pocahontas in developing new ways of growing and curing the tobacco, as Indian women were responsible for the tribe’s tobacco production.
More About Jamestown
Mix the flour and salt. Add a little water at a time until the flour and salt mixture sticks together. Roll the dough out on a baking sheet, making it about 1/4-1/2 an inch thick. Poke holes in it with a fork, and cut it into squares. Bake your hardtack for 3-4 hours at 250° F. Soak a piece in soup or tea to soften it, and try out your sailors’ food. Imagine if you had to eat hardtack day after day!
• 4 cups flour • 1 Tablespoon salt • Enough water to make a thick dough
6. Try this recipe for hardtack, a kind of bread the sailors and Pilgrims ate at sea. You’ll find that this bread is named well!
5. Check the length of the shadow cast by your stick, and record this information.
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Rolfe’s tobacco business began growing, and his
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4. Read Sarah Morton’s Day: A Day in the Life of a Pilgrim
c. Imagine that you are one of the Pilgrims and you are asked to sign the Mayflower Compact. Before you can get off the ship, you and a group of others must establish ten rules on which the entire group can agree. What would these ten rules be? What would be the consequences for breaking them? Would everyone, including children, be subject to the same rules and punishments?
If you were preparing for the long sea voyage to the New World and needed to bring foods that would not spoil, what could you bring? There were no refrigerators, no canned or bottled goods back then. Make a list of food supplies that could feed your family for the journey. ii) What other supplies would be useful for the trip? iii) What household items would you want to be sure to bring for your new life in the colony? iv) What about tools and supplies that would be necessary for survival in your new home? v) What things could you probably count on finding in the place you were going?
i)
b. Write one or two pages in response to the following questions:
Why was this group of travelers different from the settlers who came to Jamestown? ii) What was this experience like for the adults on board? iii) How was it for the children? iv) If you have ever been on a ship, you might like to compare the Pilgrims’ journey with your own experience of sailing. This assignment may be written as a report, a diary, or a story.
i)
Lesson 4: Pilgrims
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• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
In 1619, a Dutch ship arrived carrying twenty Afri-
As more and more tobacco was grown, the need for cheap labor also grew. Farmers needed strong men to help plant, care for, and harvest the crops. Much of this labor was supplied by white Europeans who wanted to leave Europe but were too poor to pay for the trip. They were called indentured servants. Some of them were criminals who had been convicted of minor crimes, such as being too deeply in debt. These people agreed to work for a certain number of years in exchange for the cost of the journey. They would also be supported by their employer during the length of the indenture. Their contract with their master was a piece of paper with the agreement written on it. Then it was torn in half. Half of the paper went to the servant, and half to the master. At the end of the years of indenture, the servant received the master’s half as a sign that the contract was completed. While some indentured servants were not treated well and may have felt like slaves, they had entered freely into the bargain and could look forward to the year when they were free again.
With so much money coming into Jamestown, the people could afford to buy things. Women were brought over from England so men could have wives. A wife could be purchased for 120 pounds of tobacco, which paid for the cost of her journey to the New World.
desire to develop it further led to the couple’s trip to England that ended so tragically for Pocahontas. Rolfe returned to Jamestown after the death of his wife, and threw himself deeper into the growing and selling of tobacco. Tobacco became the rage in England. In turn, Jamestown prospered. In fact, stories say that tobacco was grown right in the streets of the town. A law had to be made to force land owners to grow food crops along with the tobacco so there would be enough food!
Lesson 4: Pilgrims Oak Meadow 5th Grade History & English Syllabus
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
Old Williamsburg today
7. Why do you think the colonists used indentured servants and slaves instead of hiring the Indians to work in the tobacco fields? Why did they eventually favor slave ownership instead of continuing to hire indentured servants? Discuss this with your Home Teacher, and respond briefly in writing.
Even prosperity couldn’t resolve the problems Jamestown experienced by being at the edge of a salt marsh which bred malaria-carrying mosquitoes. Many settlers moved elsewhere in Virginia to plant their crops, claiming new territory, and eventually Jamestown was abandoned. The seat of government in Virginia was moved to Williamsburg in 1699.
England also made a lot of money from Jamestown’s tobacco. The king required that the British government handle all tobacco sales. Tobacco was taxed and sold for a nice profit. This worked well for everyone, for a time. Later, you will learn about some of the problems created by the British king demanding taxes from the colonists.
cans who became indentured servants. The settlers paid the captain and crew with food. This was the beginning of what became an active slave trade in the colonies. Soon shiploads of Africans were being delivered not as indentured servants who would one day be free, but as slaves. It is certainly ironic that just when the Virginia settlers established their own lawmaking government, they began keeping slaves. One group became free, and another group became enslaved at the same time.
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Constance - A Story of Early Plymouth by Patricia Clapp We Were There: With the Mayflower Pilgrims by Robert Webb Squanto, Friend of the Pilgrims by Clyde Robert Bulla The Pilgrims of Plymouth by Marcia Sewell A Williamsburg Household by Joan Anderson Eating the Plates: A Pilgrim Book of Food and Manners by Lucille Recht Penner
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
• • • • • •
Extra reading ideas:
• Find out about John Winthrop. Who was he? What was his impact?
• Learn and write about Squanto, the Indian who was so helpful to the Pilgrims during their first years at Plymouth.
• Learn and write more about the Puritan leader, William Bradford, who led the Puritans out of England.
Extra credit projects:
8. Ask your Home Teacher to give you a spelling quiz. Review any words you miss and add them to your ongoing list for further study.
Lesson 4: Pilgrims
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
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• Sample Lesson: Science: Lesson 4
These germs would infect wounds and make them septic, or poisonous, killing many soldiers. He noticed, by chance, that some mold that happened to be growing on some of the plates slowed down the growth of the staphylococcus germs. He grew more of the mold and this was the first penicillin. This antibiotic was extremely important in World War II, saving many Allied soldiers’ lives after the invasion on D-Day in Europe. Think about this: the chance observation of some mold has saved millions of lives throughout the world. Alexander Fleming
What do you know about mold? Chances are you have seen it grow on bread that didn’t get eaten soon enough. It looks kind of icky, and your parents throw it away. Mold is a kind of fungus, which means that it is not a plant or an animal. It is in a class of its own! What molds need to grow is moisture and heat. The way that molds get their food is by attaching themselves to some organic material, like a piece of bread, and secreting enzymes that break down the food. This is much like what happens in your stomach, but it happens outside of the mold. The mold then absorbs nutrients from the broken down food. Did you know that the first antibiotic, penicillin, came from mold? Back in 1871, a scientist named Joseph Lister noticed that the mold that grows on fruit and cheese made some microbes (germs) weaker. Later, in 1906, Alexander Fleming was growing some staphylococci germs in petri plates.
Scientific instruments are simply tools that scientists (like you!) use to help them in their experiments. You have all used magnifying glasses to look at your hands, or at a leaf. The question is, how does a magnifying glass make things look bigger? When light passes through the magnifying lens, the speed of the light changes, and the light bends. Our eyes then follow the light out to where a bigger object should be. Remember that the object only looks bigger; its size hasn’t changed at all. We will be using magnifying glasses throughout this lesson.
Lesson 4: Using Scientific Instruments
Why do you think that the food needed to be dipped in water?
• Sample Lesson: Science: Lesson 4
b. Hold one magnifying glass a short distance from the paper and look at the print. It looks larger than without the magnifying glass, right?
a. Get two magnifying glasses and a sheet of paper with print on it.
Make a simple microscope!
A microscope has to gather light from a tiny area very close by. The “objective” lens in a microscope is small, and brings the object into focus. Then the eyepiece magnifies the object for your eye. A major difference is that the microscope has a light source of its own, because light gathering is not the biggest job for this instrument. The main job of a microscope is to magnify! 2.
Oak Meadow Fifth Grade Science
Find leftover food from your refrigerator. Pick three different kinds of food (like bread, spaghetti, or cheese). Don’t use anything with meat or fish in it or it will smell very bad! Dip each piece of food in water and put some of each of your leftovers into three separate clear containers with lids (you will be throwing these away at the end, so check with a grownup for permission to use the containers). Put one container on a sunny windowsill, one in the dark, and put one back into the refrigerator. Over the next two weeks, observe your experiment with your magnifying glass and write down the changes that you see. Did you see any mold growth? Did the placement (warm + light, warm + dark, cold + dark) have any effect? Did different molds grow on different foods? Make drawings of the different kinds of molds that you grew. When you are finished with your experiment, be sure to put your sealed containers into the garbage! Don’t open the lids of your containers, because mold is not good for some people to breathe.
The Leftover Experiment:
The world around you can seem very large and confusing. It can be fun to take the time to look at things up close and see how they work and how they are made. A great way to do this is to use a microscope. A microscope is very similar to a telescope. A telescope needs to gather light from a dim, faraway object, and so it needs a large “objective” lens. Then the eyepiece of the telescope magnifies the object for your eye.
1.
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strand of hair wing from dead fly or bee leg from dead grasshopper salt crystal sugar crystal blade of grass piece of paper piece of cloth
Notice the small number on the lens of your microscope. This tells you the magnification of the object that you are looking at. If it says 40X, this means that what you are seeing
• • • • • • • •
A microscope can make ordinary things look extraordinary. Let’s look at some ordinary things under a microscope. Pick at least three things from the following list and look at them under your microscope. Draw a picture of what you see. If you don’t have a microscope, use your two magnifying glasses.
d. Move the upper glass up and down to focus in on the print. Notice that the print looks even bigger than with just the lower magnifying glass.
• Sample Lesson: Science: Lesson 4
3.
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c. Now hold the other magnifying glass between the first magnifying glass and your eye.
Lesson 4: Using Scientific Instruments
appears 40 times bigger than the actual object.
Oak Meadow Fifth Grade Science
Optional experiment: With an adult’s help, set up six petri dishes with nutrient agar. Then take tap water and put six drops into each of three plates, and cover. Then take pond water and put six drops into each of the other three plates. Cover these plates, and observe any growth over the next two weeks. Without removing the covers, place each dish under the microscope and look at what you have grown. Is there a difference in growth between pond water and tap water?
• Sample Lesson: Science: Lesson 4
4.
Another very simple instrument that scientists use is the petri dish, invented back in 1887 by Julius Petri. This is simply a small, clear dish used to culture, or grow, things. The clear plastic or glass allows observation without disturbing the growth. The medium, or what the bacteria grow on, is a substance called nutrient agar. Agar is extracted from seaweed, and is used for its gel properties. It keeps the mixture from sloshing around. Also in this medium is beef extract. This provides the food for whatever you are trying to grow.
Later on we will be learning about pond life and wetlands on a large scale. Let’s take a little time now to look at pond life on a microscopic scale. What kinds of things live in healthy pond water? lots! There may be algae, paramecium, amoebas, hydra, and more. Collect some pond water. You won’t need much, not more than a cup. Put a drop of water on a slide and cover it with a cover slip. Look through the microscope. What do you see? Compare the pond water to tap water. Which would you rather drink?
Let’s compare plant and animal cells. Take a small piece of an onion and look at it under the microscope. Draw what you see. This is a plant cell. Now for the animal — you! Take a popsicle stick and gently scrape the inside of your cheek. Now put a drop of water on a slide and touch the popsicle stick to the drop of water. Put a slide cover on the slide and look at the cells from your cheek. Draw what you see. What is different? What is the same?
Everything on Earth is made up of cells. These cells are very small, but very important. They keep living things “organized.” This means that there are different, specialized cells for every part of your body. There are skin cells, brain cells, and bone cells. There are different kinds of cells inside of you, and different types of cells in different organisms. Plant cells have cell walls, and chloroplasts for photosynthesis. Microscopes are very useful for identifying cells.
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16 =1 = 10 years = 100 years = 1,000 years
1 millennium, 9 centuries, 8 decades, and 4 years, or 19 centuries + 84 years, or 198 decades + 4 years, or 1,984 years
• Sample Lesson: Math: Lesson 5
We can add these units of time easily to determine dates.
1984 = = = =
As you can see from the chart, a decade is 10 times as long as a year. A century is 10 times as long as a decade, and a millennium is 10 times as long as a century. When we count more than one of each of these, we call them years, decades, centuries, and millennia. If we look at the digits in any year, we can easily see these units of time:
Year Decade Century Millennium
In our system of measurement, we use a year as the base unit of measurement for longer time periods. Each of the time periods after one year is 10 times as long as the previous one. Larger time periods are measured in the following units:
While the Earth is slowing rotating, it is also moving in a large circle (actually a flattened circle, called an ellipse) around the Sun. It takes the Earth 3651/4 days to travel all the way around the Sun, and we call this movement around the sun one year. Those 1/4 days each year add up, so that every four years we add one extra day to the year, and we call this year a leap year. In that year, there are 366 days. We add the extra day onto the end of February.
Many years ago, before clocks were invented, time was measured by the movements of the Earth, the Moon, and the Sun. But even though we now have very sophisticated ways of measuring time, some of our basic units of time still come from movements of the Earth and the Sun. For example, the Earth continually rotates in space like a huge, slowly spinning ball. This regular rotation of the Earth makes it appear to us on Earth that the Sun is moving across the sky (when actually it is the Earth that is moving). The amount of time it takes for the Sun to appear to move from one position in the sky to the same position again, we call one day.
Lesson 5: Measuring Time
• Sample Lesson: Math: Lesson 5
The ENIAC was invented in 1946.
1 1776 + 170 1946
Example 3: The American Revolution started in 1776. 170 years later, the first electronic computer, the ENIAC, was invented. In what year was ENIAC invented?
When Jamie is 50 years old, it will be 2039.
11 1989 + 50 2039
Example 2: Jamie was born in 1989. What year will it be when Jamie is 50 years old?
From the year 2000, one century is the year 2100.
2000 + 100 2100
Example 1: What year is one century after the year 2000?
Lesson 5: Measuring Time
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17
Application Practice A
Oak Meadow Math 5 Syllabus
• Sample Lesson: Math: Lesson 5
5. How many years are 3 millennia?
4. How many years are 4 centuries, 2 decades, and 6 years?
3. How many years are 3 decades and 7 years?
2. John was born in 1987. What year will it be on his 100th birthday?
1. How many millennia, centuries, decades and years are represented by the year 1987?
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5 x5 25
• Sample Lesson: Math: Lesson 5
We can find the square of any number simply by multiplying that number by itself. So the square of 18 is 18 x 18, and the square of 397 is 397 x 397. As you can imagine, when you square large numbers, you get very large numbers, but regardless of the size of the number, the process for finding a square is always the same.
Example 2: What is the square of 5?
The square of 7 is 7 times 7, which is 49.
Example 1: What is the square of 7?
Each side is 3 units long (1 + 1 + 1), and when we count all the smaller squares within the figure we find there are 9 squares in all. So 3 times 3 equals 9. We can get the answer for any square in the same way, but it’s easier just to multiply the numbers and get the answer.
When we multiply one number by the same number, we call this a square. If we square 3, we get 9, because 3 times 3 is 9. We call these numbers squares because this is actually how we get the answer. For example, we can show 3 times 3 like this:
Lesson 13: Squares
18 109
• Sample Lesson: Math: Lesson 5
5. What is the square of 100?
• Sample Lesson: Math: Lesson 5
Look carefully at this table and you’ll find many interesting patterns, especially concerning squares and square roots. Practice your multiplication facts with this table and get to know the table thoroughly, for you will be using these multiplication facts extensively during the next few years.
As you can see, to find squares and square roots, you have to know your multiplication table very well. As you begin working with division, you’ll find this is even more important. As we mentioned previously, if you haven’t already mastered the basic multiplication facts, you must do so now.
Since 8 x 8 = 64, the square root of 64 is 8.
Example 2: What is the square root of 64?
To solve this, we have to ask ourselves, “What number multiplied by itself equals 25?” We know that 5 x 5 = 25, so we can say that the square root of 25 is 5.
Example 1: What is the square root of 25?
When we square a number, we multiply it by itself. To find the square root of a number, we find a number which, when multiplied by itself, equals the original number. This sounds more confusing than it actually is, so look at the following example:
Square Roots
Lesson 13: Squares
4. What is the square of 30?
Skill Practice A
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On the following page is the multiplication table for the numbers 1 through 10. In the top row and the left column are the numbers 1-10. To find any multiplication fact, find one of the numbers in the top row and the other number in the left column. Follow down and across in a straight line from these numbers, and where they meet is the answer. For example, suppose you want to find the product of 7 times 8. Look in the top row for the number 7, then follow that column down until you meet the row that starts with the number 8 in the left column. Where they meet is the number 56, so 7 x 8 = 56. This table doesn’t enable you to multiply by 0 or 1, because it’s not necessary. Any number multiplied by 0 is always 0, and any number multiplied by 1 is always the number itself.
3. What is the square of 9?
2. What is the square of 6?
1. What is the square of 8?
Lesson 13: Squares
Fifth Grade Package 05000 Fifth Grade 05005 Oak Meadow U.S. History/English Syllabus 05015 Oak Meadow Science 5 Syllabus 05021 Oak Meadow Math 5 05045 Harriet Tubman: Call to Freedom 05050 Ben and Me 05055 Johnny Tremain 05060 Little House on the Prairie 05065 Sarah Morton’s Day 05070 The Witch of Blackbird Pond 05075 If You Sailed on the Mayflower in 1620 05080 Where Do you Think You’re Going, Christopher Columbus? 05085 Children of the Wild West The above items are included in the Fifth Grade package. Individual items can be purchased, and it is also possible to substitute math levels for grades four through eight. Items can be purchased through our website at www.oakmeadow.com or by calling our offices in Vermont at (802) 251-7250. Supplementary Materials 15205 Fifth Grade Craft Kit 19030 Fifth Grade Teacher Manual This teacher manual provides an evaluation key for the English, social studies, and science assignments in the fifth grade curriculum. Math answers are not in this manual; they are included with the math book in the curriculum. This manual is much more than just an answer key: it also contains extensive responses to the assignments in the curriculum, as well as additional information about the topics in each lesson. An invaluable aid for parents! The fifth grade craft kit contains all the craft items necessary to complete the fifth grade curriculum. The kit includes the following items: 1 box of colored pencils; 1 Indian bead loom kit; 1 pack of construction paper; 1 paint brush set; 1 pack of embroidery needles; 1 sketch pad 9”x 12”; 1 pack of embroidery thread; 2 lbs. of pottery clay; 2 quills for pens; 1 face paint kit; 1 lb. of candle wax mix; 2 yds. of candle wicking; 1 bottle of India ink; 8 sheets of posterboard
Oak Meadow
Post Office Box 1346 Brattleboro, VT 05302-1346 802-251-7250 • Fax 802-251-7258 www.oakmeadow.com • [email protected] rev. 06/09
Oak Meadow
5
grade
Fifth Grade
explore create experiment integrate
Dear Parents, Thank you for your interest in Oak Meadow. Since 1975, we have been supporting homeschooling families and students, both through our creative curriculum and our internationally-accredited distance learning school. While reading through the complete sample lessons in this curriculum overview, you can begin to imagine what a typical homeschooling week might be like with Oak Meadow. We hope these materials give you a clear sense of the style, content, and scope of our curriculum, and help you decide if Oak Meadow is right for your family. At Oak Meadow, we offer a unique curriculum that is substantively different from other educational models. The student’s awakening powers of thought are encouraged with a sequence of skills and carefully chosen material which reflects the child’s developmental stages and unfolding sense of self. We seek to foster a healthy balance between the realms of intellectual development, emotional engagement, and solid academic accomplishment. Our goal is to help children become intelligent, capable human beings who are able to respond sensitively and deeply to the world, and able to find meaning and relevance in their contributions to society. Lessons in the early grades are crafted with a sense of beauty and reverence as the child’s own sense of wonder leads to the foundations of essential literary and mathematical skills. As the student grows into the middle school years, our imaginative, engaging approach develops strong academic abilities, practical problem-solving skills and an ability to consider an issue or problem from many perspectives. Each year’s curriculum is structured in 36 weekly lessons, and the sample lessons in this overview are representative examples of a full year’s curriculum across all subject areas. Within the framework of Oak Meadow’s integrated curriculum, you, as the Home Teacher, will be in a position to help your child make personal connections to the curriculum. Finding relevance and inter-relatedness between the material and daily living is one of the true joys of homeschooling. The Oak Meadow curriculum is designed to be used in the home environment and encourages meaningful connections and relationships with the whole family, the local geography, and the wider community. We encourage you to visit our website (www.oakmeadow.com) or call our office at 802-251-7250 to learn more about us and about what we can do to support you in your homeschooling journey. Warmly,
Eaddy Sutton Executive Director
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Grades 5-8 Overview In the middle grades of the Oak Meadow curriculum sequence, questions play a vital role in the learning process. Through engaging stories, experiments, and writing assignments, we prompt students to think about things they may not have previously considered. In grades 5-8, the Oak Meadow curriculum asks questions that challenge the student to think, to explore, and to integrate knowledge gained in other subject areas. We ask questions for which there are no “right” or “wrong” answers, as we lead students to think beyond the facts themselves and to make sense of the world in which they live. Our syllabi provide each student with in-depth readings on the topics of study, offer assignments and a broad range of activities, and provide ideas for further study or reading. By placing the emphasis upon human values and ideals in grades 5-8, we lay a foundation for a lifelong appreciation of the subjects covered during these middle school years. An Overview of the Fifth Grade Curriculum The fifth grade curriculum awakens the student’s intellect and introspection through the lives of great people in history. The course combines geography, literature, and American history up to the Civil War to create an experience that challenges students and draws parallels across subjects. Science lessons emphasize the scientific method, conservation ecology, meteorology, anatomy, and astronomy. The Math 5 course presents a substantial review of all four basic processes and fraction concepts, with an emphasis on word problems and practical problem solving skills. (Math levels in grades four through eight can be substituted to meet a student’s abilities. Please review the catalog description or the overviews for each grade for more information about the skills covered in each grade level.) The fifth grade curriculum is contained within three individually bound syllabi — one for each subject: Math, Science, and an integrated English and Social Studies course. A Teacher Manual is also available that provides answers and explanations to accompany the material in the syllabi. As you will see from the outlines that follow, each syllabus is divided into 36 weekly lessons. Within each lesson, you will find everything you need for a complete learning experience. We provide readings, assignments, activities, and suggestions for further study. Most of our lessons contain a range of assignment options so that students can choose projects that best match their learning style.
Outline of U.S. History, Geography, English, and Arts & Crafts Curriculum Social Studies The fifth grade curriculum integrates U.S. history dating from Columbus through the Civil War with geography, literature, grammar, vocabulary, art and crafts into one rich unit of study. Students make a compass, sailboat, diorama, mask, family tree, quilt, doll, ink, candles, clay bowl, paper, lantern, log cabin, map puzzle, Pennsylvania Dutch designs, and many other crafts. In addition, children learn how to cross stitch, cook, create calligraphy, and bead weave. History is learned through classics in children’s literature. Student will be asked to express themselves creatively and to think creatively. The feeling of history is made alive through the people and their culture. English This curriculum is integrated with the social studies curriculum with an emphasis on the following: Subjects and predicates, dependent and independent clauses, simple and compound sentences, sentence fragments, run-on sentences, capitalization, outlining, parts of speech, syllables, topic sentences, types of sentences, book reports, dialogue, prefixes, suffixes, tense, plurals, contractions, possessives, punctuation, verb tenses, homophones, synonyms, antonyms, paragraphs, letters, and the development of research skills. • View sample lessons starting on page 10. Introduction Lesson 1: Explorers
Lesson 9: Craftsmen
Colonial Trades
Lesson 2: Christopher Columbus
Plants in the New World
Spanish Explorers French Explorers The French and Indian War
Clothespin Doll
Taxation Without Representation The Boston Tea Party
Early Visitors to North America
Lesson 10: Plants & Animals
More Exploring Christopher Columbus Making a Sailboat
Lesson 11: Spanish & French
Lesson 3: Jamestown • Lesson 4: Pilgrims
The Pilgrims and the Mayflower More About Jamestown
The Early Colonies
Colonial Living
The War Begins
Rules for Children The Salem Witch Trials Home Crafts
Paul Revere
Winning the Revolution George Washington
Lesson 5: Colonists
Lesson 13: Taxation
Lesson 6: Colonial Days
Lesson 14: Patriots
Lesson 7: Puritans
Lesson 15: Two if by Sea
Lesson 8: Review
Lesson 12: Colonial Children
Lesson 16: Revolution
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Making Paper
After the War
Benjamin Franklin Candle Making
Poor Richard’s Almanack
Thomas Jefferson Lewis and Clark
Lesson 32: Your State
Tecumseh The War of 1812
Making a Loom
Indian Tribes Beading
The Frontier Skip-a to My Lou She’ll Be Coming ‘Round the Mountain When She Comes
The Northwest Territory Herbal Scents
Lesson 17: The Constitution Lesson 18: Ben Franklin Lesson 19: An Almanac Lesson 20: Review Lesson 21: Expansion
Lesson 28: ‘49ers
War With Mexico Quilting
The Civil War
A Trip Across the United States The Underground Railroad
Geography and Climate
Choose a Project
Your Trip Across the United States Diverse Cultures
Your Trip Across the United States Women in the United States
Final Grammar Exam Your Trip Across the United States
Your Trip Across the United States Letter of Appreciation
Lesson 29: Abolitionists Lesson 30: Freemen
Lesson 31: Sea to Shining Sea
Lesson 22: Settlers
Lesson 33: Cultures
Lesson 23: Andrew Jackson
Lesson 34: American Women
Lesson 24: Indians
Lesson 25: Review Lesson 26: Pioneers
Lesson 35: Final Exam Lesson 36: Conclusion
Lesson 27: Homesteaders
Outline of Fifth Grade Science Science The fifth grade science course offers an excellent introduction to the full spectrum of the various fields of science. Presented in engaging, experiential discussions and assignments, this course leads the student through the process of scientific discovery with a personal and meaningful approach. Biology, Ecology, Astronomy, Physics, and Human Anatomy are the core subjects for this full year course. • View sample lessons starting on page 14. Introduction Lesson 1: Scientific Inquiry
The Scientific Method Controlled Experiment Bird Beaks as Tools
Lesson 2:
Scientific Ways of Knowing
Lesson 3:
The Metric System & Scientific Instruments
Lesson 2 Test
Scientific Instruments Build a Wetland Model
• Lesson 4: Using Scientific Instruments
Lesson 5:
The Environment
Lesson 6:
Energy in Ecosystems & Food Chains
Lesson 7:
Lesson 8:
Lesson 9:
Lesson 4 Test
Ecology and Ecosystems Back to the Earth Composting
Food Webs Losing Energy Conserving Energy in Food Chains The Web of Life Lesson 6 Test
Population Ecology
The Habitat Habit Your Own Backyard Forest The Balance of Nature Cooperation and Competition Everything Fits
Fun Habitats
Turtle Crossing Ahead! Whooo Hunts at Night? Batting 1000? The Ants Go Marching One by One Lesson 8 Test
Protecting Animals Wildlife Conservation
Species and Their Families Predators and Their Prey Some Food Chain Stories
Lesson 10:
Biomes
Lesson 11:
More Biomes
Lesson 12:
Bodies of Water
Lesson 13:
Origins of Astronomy
Lesson 14:
The Solar System
Lesson 15:
Pollution
Lesson 16:
Alternatives
Lesson 17:
Recycling
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Two-Week Biome Observation Project Forest Biomes The Desert Biome The Tundra Biome The Grasslands Biome The Ocean Biome Lesson 11 Test Ponds Rivers Lakes Water Pollution The Water Cycle Lesson 12 Test
Early Astronomy Astronomy: The Greeks and Beyond Astronomy in Everyday Life Star Chart What Is Out There? Lesson 14 Test Air Pollution Noise Pollution Land Pollution Natural Resources Mining Alternative Housing Alternative Transportation and Fuels Lesson 16 Test Food and Hunger
Review & Midterm Exam Weather Patterns
Lesson 20:
Clouds and Storms
Lesson 21:
Life Science
Lesson 22:
Cell, Cell, What’s in a Cell? Crossword
Lesson 23:
A Little Classification Kingdom Monera Kingdom Protista Kingdom Fungi Lesson 22 Test
You’ve Got a Lot of Nerve... Tissue Muscle Tissue Epithelial Tissue Connective Tissue Organs: Tissues Working Together! Plants Have Organs, Too!
Lesson 18: Lesson 19:
Lesson 24:
Lesson 25:
Lesson 26: Lesson 27:
Lesson 30:
Light Energy
Single-Cell Plants & Animals
Lesson 31:
What’s That Sound?
Body Tissues
Lesson 32:
Electricity
Lesson 33:
Come Fly With Me!
The Long and Winding Road: Your Digestive System The Bare Bones: Your Skeletal System Orders from the Top: Your Nervous System Lesson 24 Test
Lesson 34:
Technology & Design
Up, Up and Away! Those Legless Wonders: Snakes! Careful With Those Tusks! What Has Eight Arms... And No Legs? Lesson 25 Test
Lesson 35:
More Cool Physics
Lesson 36:
Final Exam
Your Own Weather Station Lesson 20 Test
Body Systems
Body Structures
Integrating Your Knowledge! Physical Science
A Bit of History Gravity How Heavy Are You On Other Planets?
Lesson 28:
Energy
Lesson 29:
Expansion & Contraction
Special Properties of Water Insulation
Light Waves The Electromagnetic Spectrum The Rainbow Properties of Light Lesson 30 Test Loudness Pitch Traveling Sound The Speed of Sound Hearing
Static Electricity Current Electricity Electricity and Magnetism Lesson 32 Test Air Pressure Streamlining
The Thomas Edison Story The Scientist in All of Us Accidental Inventions Useful or Wacky? Other Interesting Inventions Inventions for a Better World Revisiting Gravity Revisiting Energy and Heat Revisiting Light Revisiting Sound Revisiting Electricity And Now For Something Completely Different
Heat Energy or Thermal Energy Conduction Convection Radiation Lesson 28 Test
Outline of Math Curriculum Math 5 presents a substantial review of all four basic processes and fraction concepts, with an emphasis on word problems and practical problem-solving skills. This course is excellent for students needing to strengthen basic skills before moving into more advanced mathematical work. Students in the fifth grade who are ready for the next challenge may consider working with the Math 6 program. • View sample lessons starting on page 16.
Lesson 1:
Lesson 2: Lesson 3: Lesson 4:
Adding Whole Numbers Using Carrying
Lesson 17:
Dividing By Two-Digit Numbers
Adding Columns of Whole Numbers Adding Larger Whole Numbers Place Value
Lesson 18:
Creating Fractions With Remainders
Solving Word Problems Using Addition
Lesson 6:
Smaller Units of Time Time Lines
Lesson 20:
Common Fractions
Solving Word Problems with Subtraction
Lesson 21:
Renaming Fractions
Lesson 22:
Reducing Fractions
Lesson 23: Lesson 24: Lesson 25:
Measuring Weight Improper Fractions and Mixed Numbers Adding Mixed Numbers
Lesson 26:
Subtracting Mixed Numbers
Lesson 27:
More Subtraction of Mixed Numbers
Subtracting With Borrowing Borrowing Across Zero
Lesson 8: Lesson 9:
Checking Subtraction By Adding Bar Graphs And Line Graphs
Borrowing to a Borrowed Digit
Bar Graphs Line Graphs
Lesson 10:
Roman Numerals
Lesson 11:
Multiplication Without Carrying
Lesson 12:
Larger Roman Numerals
Multiplication with Carrying Solving Word Problems with Multiplication
Multiplying Larger Numbers
Multiplying by 10, 100, and 1,000
• Lesson 13: Squares
Lesson 14:
Square Roots
Perimeter of Rectangles and Squares
Areas of Rectangles and Squares
Adding Common Fractions Subtracting Common Fractions Fractions That Equal One Expanding Fractions Finding Specific Equivalent Fractions Reducing Fractions to Lowest Terms
Improper Fractions in Mixed Numbers Subtracting from Whole Numbers
Rate and Distance Problems
Measuring Liquids Common Denominators
Subtracting With Common Denominators
Adding Time
Lesson 30:
Lesson 16:
Long Division
Subtracting Time
The ¢ Sign Adding Money Subtracting Money
Lesson 28: Lesson 29:
Lesson 15:
Solving Word Problems Using Division
Dollars and Cents
Lesson 7:
Longer Division Problems
Lesson 19:
Larger Place Values Rounding Whole Numbers
• Lesson 5: Measuring Time
Division with Remainders
OAK MEADOW: FIFTH GRADE CURRICULUM OVERVIEW
Another Way to Find a Common Denominator
Avoiding Confusion
Lesson 31:
Finding the Lowest Common Denominator
Lesson 32:
Fractions on a Number Line
Lesson 33: Lesson 34:
Measuring Distance Lowest Common Denominators in Mixed Numbers
Lesson 35:
Lesson 36:
Final Exam
Using LCD Strategies
Locating Fractions on a Number Line
More Addition with LCDs in Mixed Numbers
Subtracting Mixed Numbers with LCDs
More Mixed Number Subtraction with LCDs
10
contract
profit
convicted
ironic
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
4. Identify the subjects and predicates in each of your compound sentences.
3. Compose compound sentences for each of the conjunctions listed in your English Manual.
Note that a compound sentence must contain two or more nouns and two or more verbs, because it has joined together two complete sentences, each of which had its own noun and verb. For example: The baby laughed. + The mother sang. = The baby laughed while the mother sang, or The baby laughed and the mother sang, or The baby and the mother laughed and sang.
2. A compound sentence is made of two or more simple sentences (independent clauses) put together. These simple sentences are joined by a conjunction. Read the section called “Conjunctions” in your English Manual for review.
1. Finish reading If You Sailed on the Mayflower in 1620.
Grammar
indenture
pilgrim
Put your vocabulary words in alphabetical order. Write definitions for each of them and use each one in a sentence that shows you understand the meaning of the word. Do not use the root word or any other form of the vocabulary word in either the definition or the sentence. Remember to consider these words in the context of your Social Studies material. Look up any words you do not understand in your reading this week.
Vocabulary
Lesson 4: Pilgrims
Oak Meadow 5th Grade History & English Syllabus
a stylized depiction of the Pilgrims being greeted in the New World
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
a. Write one or two pages about the Pilgrims’ trip on the Mayflower. Include responses to these questions:
3. Choose one of these assignments:
2. Look at a map to determine the location of Plymouth, Massachusetts. Compare it with where the Pilgrims first landed, and with the location of Virginia, where they had originally intended to go.
1. Draw a picture of either the Pilgrims’ settlement or the Mayflower.
The Pilgrims and the Mayflower
Select ten words from your written material this week for spelling words. Write each of these words correctly five times and use each word in a complete sentence. Practice your spelling words in preparation for a quiz.
Spelling
6. When you have written the first draft of your report for Social Studies, read through it aloud, slowly and carefully, circling each place where you would like to make a correction or a change. Check to be sure all your sentences are complete, with at least one subject and one predicate. Write your final draft, with the necessary corrections done, as neatly as you can. Send both drafts to your teacher.
5. Read the section called “Paragraphs” in your English Manual. You will be writing a short report this week about the Pilgrims’ trip on the Mayflower. (See #3 for Social Studies below.) This report should contain a variety of threesentence paragraphs, five-sentence paragraphs, and eight-sentence paragraphs. Try to make your sentences interesting, varying between simple sentences and compound sentences.
40
11
the Mayflower
Girl by Kate Waters, or look in an encyclopedia or other picture book for pictures of Pilgrim village life, clothing, and activities.
Oak Meadow 5th Grade History & English Syllabus
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
smoking tobacco
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
While the Pilgrims were getting increasingly dissatisfied with their lives back in Europe, the Jamestown colony was thriving. This was greatly due to the efforts of John Rolfe, who had married Pocahontas. He had become very interested in growing tobacco, and was able to obtain special seeds from the West Indies for a type of tobacco which was superior to that which the Indians had been growing. He probably got some help from Pocahontas in developing new ways of growing and curing the tobacco, as Indian women were responsible for the tribe’s tobacco production.
More About Jamestown
Mix the flour and salt. Add a little water at a time until the flour and salt mixture sticks together. Roll the dough out on a baking sheet, making it about 1/4-1/2 an inch thick. Poke holes in it with a fork, and cut it into squares. Bake your hardtack for 3-4 hours at 250° F. Soak a piece in soup or tea to soften it, and try out your sailors’ food. Imagine if you had to eat hardtack day after day!
• 4 cups flour • 1 Tablespoon salt • Enough water to make a thick dough
6. Try this recipe for hardtack, a kind of bread the sailors and Pilgrims ate at sea. You’ll find that this bread is named well!
5. Check the length of the shadow cast by your stick, and record this information.
42
Rolfe’s tobacco business began growing, and his
41
4. Read Sarah Morton’s Day: A Day in the Life of a Pilgrim
c. Imagine that you are one of the Pilgrims and you are asked to sign the Mayflower Compact. Before you can get off the ship, you and a group of others must establish ten rules on which the entire group can agree. What would these ten rules be? What would be the consequences for breaking them? Would everyone, including children, be subject to the same rules and punishments?
If you were preparing for the long sea voyage to the New World and needed to bring foods that would not spoil, what could you bring? There were no refrigerators, no canned or bottled goods back then. Make a list of food supplies that could feed your family for the journey. ii) What other supplies would be useful for the trip? iii) What household items would you want to be sure to bring for your new life in the colony? iv) What about tools and supplies that would be necessary for survival in your new home? v) What things could you probably count on finding in the place you were going?
i)
b. Write one or two pages in response to the following questions:
Why was this group of travelers different from the settlers who came to Jamestown? ii) What was this experience like for the adults on board? iii) How was it for the children? iv) If you have ever been on a ship, you might like to compare the Pilgrims’ journey with your own experience of sailing. This assignment may be written as a report, a diary, or a story.
i)
Lesson 4: Pilgrims
12
43
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
In 1619, a Dutch ship arrived carrying twenty Afri-
As more and more tobacco was grown, the need for cheap labor also grew. Farmers needed strong men to help plant, care for, and harvest the crops. Much of this labor was supplied by white Europeans who wanted to leave Europe but were too poor to pay for the trip. They were called indentured servants. Some of them were criminals who had been convicted of minor crimes, such as being too deeply in debt. These people agreed to work for a certain number of years in exchange for the cost of the journey. They would also be supported by their employer during the length of the indenture. Their contract with their master was a piece of paper with the agreement written on it. Then it was torn in half. Half of the paper went to the servant, and half to the master. At the end of the years of indenture, the servant received the master’s half as a sign that the contract was completed. While some indentured servants were not treated well and may have felt like slaves, they had entered freely into the bargain and could look forward to the year when they were free again.
With so much money coming into Jamestown, the people could afford to buy things. Women were brought over from England so men could have wives. A wife could be purchased for 120 pounds of tobacco, which paid for the cost of her journey to the New World.
desire to develop it further led to the couple’s trip to England that ended so tragically for Pocahontas. Rolfe returned to Jamestown after the death of his wife, and threw himself deeper into the growing and selling of tobacco. Tobacco became the rage in England. In turn, Jamestown prospered. In fact, stories say that tobacco was grown right in the streets of the town. A law had to be made to force land owners to grow food crops along with the tobacco so there would be enough food!
Lesson 4: Pilgrims Oak Meadow 5th Grade History & English Syllabus
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
Old Williamsburg today
7. Why do you think the colonists used indentured servants and slaves instead of hiring the Indians to work in the tobacco fields? Why did they eventually favor slave ownership instead of continuing to hire indentured servants? Discuss this with your Home Teacher, and respond briefly in writing.
Even prosperity couldn’t resolve the problems Jamestown experienced by being at the edge of a salt marsh which bred malaria-carrying mosquitoes. Many settlers moved elsewhere in Virginia to plant their crops, claiming new territory, and eventually Jamestown was abandoned. The seat of government in Virginia was moved to Williamsburg in 1699.
England also made a lot of money from Jamestown’s tobacco. The king required that the British government handle all tobacco sales. Tobacco was taxed and sold for a nice profit. This worked well for everyone, for a time. Later, you will learn about some of the problems created by the British king demanding taxes from the colonists.
cans who became indentured servants. The settlers paid the captain and crew with food. This was the beginning of what became an active slave trade in the colonies. Soon shiploads of Africans were being delivered not as indentured servants who would one day be free, but as slaves. It is certainly ironic that just when the Virginia settlers established their own lawmaking government, they began keeping slaves. One group became free, and another group became enslaved at the same time.
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Constance - A Story of Early Plymouth by Patricia Clapp We Were There: With the Mayflower Pilgrims by Robert Webb Squanto, Friend of the Pilgrims by Clyde Robert Bulla The Pilgrims of Plymouth by Marcia Sewell A Williamsburg Household by Joan Anderson Eating the Plates: A Pilgrim Book of Food and Manners by Lucille Recht Penner
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
• • • • • •
Extra reading ideas:
• Find out about John Winthrop. Who was he? What was his impact?
• Learn and write about Squanto, the Indian who was so helpful to the Pilgrims during their first years at Plymouth.
• Learn and write more about the Puritan leader, William Bradford, who led the Puritans out of England.
Extra credit projects:
8. Ask your Home Teacher to give you a spelling quiz. Review any words you miss and add them to your ongoing list for further study.
Lesson 4: Pilgrims
• Sample Lesson: U.S. Hist., Geography, Eng., and Arts & Crafts: Les. 4
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• Sample Lesson: Science: Lesson 4
These germs would infect wounds and make them septic, or poisonous, killing many soldiers. He noticed, by chance, that some mold that happened to be growing on some of the plates slowed down the growth of the staphylococcus germs. He grew more of the mold and this was the first penicillin. This antibiotic was extremely important in World War II, saving many Allied soldiers’ lives after the invasion on D-Day in Europe. Think about this: the chance observation of some mold has saved millions of lives throughout the world. Alexander Fleming
What do you know about mold? Chances are you have seen it grow on bread that didn’t get eaten soon enough. It looks kind of icky, and your parents throw it away. Mold is a kind of fungus, which means that it is not a plant or an animal. It is in a class of its own! What molds need to grow is moisture and heat. The way that molds get their food is by attaching themselves to some organic material, like a piece of bread, and secreting enzymes that break down the food. This is much like what happens in your stomach, but it happens outside of the mold. The mold then absorbs nutrients from the broken down food. Did you know that the first antibiotic, penicillin, came from mold? Back in 1871, a scientist named Joseph Lister noticed that the mold that grows on fruit and cheese made some microbes (germs) weaker. Later, in 1906, Alexander Fleming was growing some staphylococci germs in petri plates.
Scientific instruments are simply tools that scientists (like you!) use to help them in their experiments. You have all used magnifying glasses to look at your hands, or at a leaf. The question is, how does a magnifying glass make things look bigger? When light passes through the magnifying lens, the speed of the light changes, and the light bends. Our eyes then follow the light out to where a bigger object should be. Remember that the object only looks bigger; its size hasn’t changed at all. We will be using magnifying glasses throughout this lesson.
Lesson 4: Using Scientific Instruments
Why do you think that the food needed to be dipped in water?
• Sample Lesson: Science: Lesson 4
b. Hold one magnifying glass a short distance from the paper and look at the print. It looks larger than without the magnifying glass, right?
a. Get two magnifying glasses and a sheet of paper with print on it.
Make a simple microscope!
A microscope has to gather light from a tiny area very close by. The “objective” lens in a microscope is small, and brings the object into focus. Then the eyepiece magnifies the object for your eye. A major difference is that the microscope has a light source of its own, because light gathering is not the biggest job for this instrument. The main job of a microscope is to magnify! 2.
Oak Meadow Fifth Grade Science
Find leftover food from your refrigerator. Pick three different kinds of food (like bread, spaghetti, or cheese). Don’t use anything with meat or fish in it or it will smell very bad! Dip each piece of food in water and put some of each of your leftovers into three separate clear containers with lids (you will be throwing these away at the end, so check with a grownup for permission to use the containers). Put one container on a sunny windowsill, one in the dark, and put one back into the refrigerator. Over the next two weeks, observe your experiment with your magnifying glass and write down the changes that you see. Did you see any mold growth? Did the placement (warm + light, warm + dark, cold + dark) have any effect? Did different molds grow on different foods? Make drawings of the different kinds of molds that you grew. When you are finished with your experiment, be sure to put your sealed containers into the garbage! Don’t open the lids of your containers, because mold is not good for some people to breathe.
The Leftover Experiment:
The world around you can seem very large and confusing. It can be fun to take the time to look at things up close and see how they work and how they are made. A great way to do this is to use a microscope. A microscope is very similar to a telescope. A telescope needs to gather light from a dim, faraway object, and so it needs a large “objective” lens. Then the eyepiece of the telescope magnifies the object for your eye.
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strand of hair wing from dead fly or bee leg from dead grasshopper salt crystal sugar crystal blade of grass piece of paper piece of cloth
Notice the small number on the lens of your microscope. This tells you the magnification of the object that you are looking at. If it says 40X, this means that what you are seeing
• • • • • • • •
A microscope can make ordinary things look extraordinary. Let’s look at some ordinary things under a microscope. Pick at least three things from the following list and look at them under your microscope. Draw a picture of what you see. If you don’t have a microscope, use your two magnifying glasses.
d. Move the upper glass up and down to focus in on the print. Notice that the print looks even bigger than with just the lower magnifying glass.
• Sample Lesson: Science: Lesson 4
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c. Now hold the other magnifying glass between the first magnifying glass and your eye.
Lesson 4: Using Scientific Instruments
appears 40 times bigger than the actual object.
Oak Meadow Fifth Grade Science
Optional experiment: With an adult’s help, set up six petri dishes with nutrient agar. Then take tap water and put six drops into each of three plates, and cover. Then take pond water and put six drops into each of the other three plates. Cover these plates, and observe any growth over the next two weeks. Without removing the covers, place each dish under the microscope and look at what you have grown. Is there a difference in growth between pond water and tap water?
• Sample Lesson: Science: Lesson 4
4.
Another very simple instrument that scientists use is the petri dish, invented back in 1887 by Julius Petri. This is simply a small, clear dish used to culture, or grow, things. The clear plastic or glass allows observation without disturbing the growth. The medium, or what the bacteria grow on, is a substance called nutrient agar. Agar is extracted from seaweed, and is used for its gel properties. It keeps the mixture from sloshing around. Also in this medium is beef extract. This provides the food for whatever you are trying to grow.
Later on we will be learning about pond life and wetlands on a large scale. Let’s take a little time now to look at pond life on a microscopic scale. What kinds of things live in healthy pond water? lots! There may be algae, paramecium, amoebas, hydra, and more. Collect some pond water. You won’t need much, not more than a cup. Put a drop of water on a slide and cover it with a cover slip. Look through the microscope. What do you see? Compare the pond water to tap water. Which would you rather drink?
Let’s compare plant and animal cells. Take a small piece of an onion and look at it under the microscope. Draw what you see. This is a plant cell. Now for the animal — you! Take a popsicle stick and gently scrape the inside of your cheek. Now put a drop of water on a slide and touch the popsicle stick to the drop of water. Put a slide cover on the slide and look at the cells from your cheek. Draw what you see. What is different? What is the same?
Everything on Earth is made up of cells. These cells are very small, but very important. They keep living things “organized.” This means that there are different, specialized cells for every part of your body. There are skin cells, brain cells, and bone cells. There are different kinds of cells inside of you, and different types of cells in different organisms. Plant cells have cell walls, and chloroplasts for photosynthesis. Microscopes are very useful for identifying cells.
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16 =1 = 10 years = 100 years = 1,000 years
1 millennium, 9 centuries, 8 decades, and 4 years, or 19 centuries + 84 years, or 198 decades + 4 years, or 1,984 years
• Sample Lesson: Math: Lesson 5
We can add these units of time easily to determine dates.
1984 = = = =
As you can see from the chart, a decade is 10 times as long as a year. A century is 10 times as long as a decade, and a millennium is 10 times as long as a century. When we count more than one of each of these, we call them years, decades, centuries, and millennia. If we look at the digits in any year, we can easily see these units of time:
Year Decade Century Millennium
In our system of measurement, we use a year as the base unit of measurement for longer time periods. Each of the time periods after one year is 10 times as long as the previous one. Larger time periods are measured in the following units:
While the Earth is slowing rotating, it is also moving in a large circle (actually a flattened circle, called an ellipse) around the Sun. It takes the Earth 3651/4 days to travel all the way around the Sun, and we call this movement around the sun one year. Those 1/4 days each year add up, so that every four years we add one extra day to the year, and we call this year a leap year. In that year, there are 366 days. We add the extra day onto the end of February.
Many years ago, before clocks were invented, time was measured by the movements of the Earth, the Moon, and the Sun. But even though we now have very sophisticated ways of measuring time, some of our basic units of time still come from movements of the Earth and the Sun. For example, the Earth continually rotates in space like a huge, slowly spinning ball. This regular rotation of the Earth makes it appear to us on Earth that the Sun is moving across the sky (when actually it is the Earth that is moving). The amount of time it takes for the Sun to appear to move from one position in the sky to the same position again, we call one day.
Lesson 5: Measuring Time
• Sample Lesson: Math: Lesson 5
The ENIAC was invented in 1946.
1 1776 + 170 1946
Example 3: The American Revolution started in 1776. 170 years later, the first electronic computer, the ENIAC, was invented. In what year was ENIAC invented?
When Jamie is 50 years old, it will be 2039.
11 1989 + 50 2039
Example 2: Jamie was born in 1989. What year will it be when Jamie is 50 years old?
From the year 2000, one century is the year 2100.
2000 + 100 2100
Example 1: What year is one century after the year 2000?
Lesson 5: Measuring Time
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Application Practice A
Oak Meadow Math 5 Syllabus
• Sample Lesson: Math: Lesson 5
5. How many years are 3 millennia?
4. How many years are 4 centuries, 2 decades, and 6 years?
3. How many years are 3 decades and 7 years?
2. John was born in 1987. What year will it be on his 100th birthday?
1. How many millennia, centuries, decades and years are represented by the year 1987?
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5 x5 25
• Sample Lesson: Math: Lesson 5
We can find the square of any number simply by multiplying that number by itself. So the square of 18 is 18 x 18, and the square of 397 is 397 x 397. As you can imagine, when you square large numbers, you get very large numbers, but regardless of the size of the number, the process for finding a square is always the same.
Example 2: What is the square of 5?
The square of 7 is 7 times 7, which is 49.
Example 1: What is the square of 7?
Each side is 3 units long (1 + 1 + 1), and when we count all the smaller squares within the figure we find there are 9 squares in all. So 3 times 3 equals 9. We can get the answer for any square in the same way, but it’s easier just to multiply the numbers and get the answer.
When we multiply one number by the same number, we call this a square. If we square 3, we get 9, because 3 times 3 is 9. We call these numbers squares because this is actually how we get the answer. For example, we can show 3 times 3 like this:
Lesson 13: Squares
18 109
• Sample Lesson: Math: Lesson 5
5. What is the square of 100?
• Sample Lesson: Math: Lesson 5
Look carefully at this table and you’ll find many interesting patterns, especially concerning squares and square roots. Practice your multiplication facts with this table and get to know the table thoroughly, for you will be using these multiplication facts extensively during the next few years.
As you can see, to find squares and square roots, you have to know your multiplication table very well. As you begin working with division, you’ll find this is even more important. As we mentioned previously, if you haven’t already mastered the basic multiplication facts, you must do so now.
Since 8 x 8 = 64, the square root of 64 is 8.
Example 2: What is the square root of 64?
To solve this, we have to ask ourselves, “What number multiplied by itself equals 25?” We know that 5 x 5 = 25, so we can say that the square root of 25 is 5.
Example 1: What is the square root of 25?
When we square a number, we multiply it by itself. To find the square root of a number, we find a number which, when multiplied by itself, equals the original number. This sounds more confusing than it actually is, so look at the following example:
Square Roots
Lesson 13: Squares
4. What is the square of 30?
Skill Practice A
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On the following page is the multiplication table for the numbers 1 through 10. In the top row and the left column are the numbers 1-10. To find any multiplication fact, find one of the numbers in the top row and the other number in the left column. Follow down and across in a straight line from these numbers, and where they meet is the answer. For example, suppose you want to find the product of 7 times 8. Look in the top row for the number 7, then follow that column down until you meet the row that starts with the number 8 in the left column. Where they meet is the number 56, so 7 x 8 = 56. This table doesn’t enable you to multiply by 0 or 1, because it’s not necessary. Any number multiplied by 0 is always 0, and any number multiplied by 1 is always the number itself.
3. What is the square of 9?
2. What is the square of 6?
1. What is the square of 8?
Lesson 13: Squares
Fifth Grade Package 05000 Fifth Grade 05005 Oak Meadow U.S. History/English Syllabus 05015 Oak Meadow Science 5 Syllabus 05021 Oak Meadow Math 5 05045 Harriet Tubman: Call to Freedom 05050 Ben and Me 05055 Johnny Tremain 05060 Little House on the Prairie 05065 Sarah Morton’s Day 05070 The Witch of Blackbird Pond 05075 If You Sailed on the Mayflower in 1620 05080 Where Do you Think You’re Going, Christopher Columbus? 05085 Children of the Wild West The above items are included in the Fifth Grade package. Individual items can be purchased, and it is also possible to substitute math levels for grades four through eight. Items can be purchased through our website at www.oakmeadow.com or by calling our offices in Vermont at (802) 251-7250. Supplementary Materials 15205 Fifth Grade Craft Kit 19030 Fifth Grade Teacher Manual This teacher manual provides an evaluation key for the English, social studies, and science assignments in the fifth grade curriculum. Math answers are not in this manual; they are included with the math book in the curriculum. This manual is much more than just an answer key: it also contains extensive responses to the assignments in the curriculum, as well as additional information about the topics in each lesson. An invaluable aid for parents! The fifth grade craft kit contains all the craft items necessary to complete the fifth grade curriculum. The kit includes the following items: 1 box of colored pencils; 1 Indian bead loom kit; 1 pack of construction paper; 1 paint brush set; 1 pack of embroidery needles; 1 sketch pad 9”x 12”; 1 pack of embroidery thread; 2 lbs. of pottery clay; 2 quills for pens; 1 face paint kit; 1 lb. of candle wax mix; 2 yds. of candle wicking; 1 bottle of India ink; 8 sheets of posterboard
Oak Meadow
Post Office Box 1346 Brattleboro, VT 05302-1346 802-251-7250 • Fax 802-251-7258 www.oakmeadow.com • [email protected] rev. 06/09
