This week, your child will be introduced to our next social studies unit, Unit 3: Colonial Life and our next science unit, Unit 6: Force & Motion. For this unit, we will be combining the standards from both units. For many of our upcoming units in science and social studies, the topics of study are best learned in relation with one another via a PBL unit. During class, students will receive mini-lessons and information on how colonists lived and the jobs that they did in order to have a thriving and successful colony in each of the 13 colonies. Students will become familiar on how many of these jobs used simple machines daily in order to make hard jobs a bit easier.
Students will start a new Project Based Learning project that will be done in class. Students will receive differentiated tasks and instruction to hit the science and social studies standards (below) throughout the project. This project is hands-on and will require deep thought. We are all very excited to see what the students create! Students will be receiving their Colonial Life vocabulary, and will take a vocab quiz on Tuesday, February 2nd. We will be practicing for this quiz daily, in both homeroom and as a warm up at the start of our science/social studies block.
*Mark your calendars for these important dates:
Colonial Life Vocab Quiz: Tuesday, February 2nd
Social Studies - Unit 3 : Colonial Life Standards
SS4H3 - The student will explain the factors that shaped British colonial America.
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native American.
SS4G2 - The student will describe how physical systems affect human systems.
c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities practiced therein.
SS4E1 - The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
b. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).
c. Describe how specialization improves standards of living (such as the differences in the economies in the New England, Mid-Atlantic, and Southern colonies.)
d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America)..
Science - Unit 6 : Force & Motion Standards
S4P3 - Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).
b. Using different size objects, observe how force affects speed and motion.
c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied.
d. Demonstrate the effect of gravitational force on the motion of an object.
Science/Social Studies Homework for the Week:
Monday (1/25/16): IXL D1 (social studies) Study vocab for next Tuesday's vocabulary quiz
Wednesday (1/27/16): Simple Machines Flip Book (name, picture, how the machine worked/made work easier, real life example)
Please let us know if you have any questions!
Mrs. Alterman, Ms. Getzfred, Ms. Densmore, and Ms. Spaeth