2.1: November 14-18, 2016

“Observe Nature thoroughly rather than labor thoughtlessly” -Masanobu Fukuoka
“The more clearly we can focus our attention on the wonders and realities of the universe, the less taste we shall have for destruction.” Rachael Carson
“You don’t have a slug problem, you have a duck deficiency”
-Bill Mollison 

Important Dates:
Japan on the Road visit, 9:00 a.m. -12:05 p.m.
23-25: Thanksgiving Holiday- No School
Wizard of Oz field trip, 9:30-1:30, Northwest Children’s Theatre and School
17: Winter Break Begins- No School (December 17-January 2)
New Year’s Day Observed– No School
Martin Luther King Jr Day– No School
2- hr late opening
26: K-8 Science Fair, 5:00 p.m.
27: End of Quarter #2, Teacher Planning Day- No School

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Grade 5 Module 2:  Multi-Digit Whole Number and Decimal Fraction Operations
• Lesson 16 Objective: Use divide by 10 patterns for multi-digit whole number division.
Lesson 17 Objective: Use basic facts to estimate quotients with two-digit divisors.
Lesson 18 Objective: Use basic facts to estimate quotients with two-digit divisors.Math Enrichment Concepts:

Using math (measurement) to increase understanding of the real world
-Scale model of the solar system, size and distance. Conversions from metric to standard and standard to metric, use of exponents.

Math 24 solution generator
Math 24 Cards PDF

Omnivore’s Dilemma
Part 3: The Local, Sustainable meal

12. Polyface Farm
13. Grass
14. The Animals
15. The Slaughterhouse
16. The Market
17. The Local Sustainable Meal

Teaching Children Philosophy


The Lorax Returns
Students will choose, then begin writing and doing the math and science on one of the five acts.
Acts 1-5 will be determined in class on Monday
Act 1: Mental Models and current reality
Act 2: Seed of Hope: Start small and build on success
Act 3: Leverage and Regeneration
Act 4: Integrate rather than segregate (Natures way)
Act 5: The Big Picture: Many paths to success
What would Dr. Seuss want us to do? Is the problem the solution?
• Developing a heart or core message then communicating through visual mathematics
• Fibonacci sequence and exponential growth snowballs
• Stock and Flow models, BOTG’s, connection circles, causal loops, and mental models

Permaculture Principles- Toby Hemenway
Watershed Wisdom of the Beaver– Toby Hemenway

2.1 Katakana practice (quiz on Friday, November 18)
Dialogue practice (quiz on Friday, November 18)
とけい(clock), えんぴつ(pencil), かみ(paper), ぺん(pen),
 いす(chair), ほん(book), ほっちきす(stapler)

うえ(on) なか(in) した(under)

Part 1
これは、なんですか。What is this?
これは、いすです。This is a chair.

あれは、なんですか。What is that?
あれは、えんぴつです。That is a pencil.

とけいは、どこですか。Where is the clock?
とけいは、そこです。The clock is. The clock is over there.

ぺんは、どこですか。Where is the pen?
ぺんは、ここです。The pen is here.

Part 2

ぺんはにほんごでなんですか。What is pen in Japanese?
ぺんです。It’s pen.

えんぴつはえいごでなんですか。What is enpitsu in English?
pencil です。It’s pencil.

みずをのんでもいいですか。Can I get a drink of water please?
はい、いいです。Yes, sure.

おてあらいにいってもいいでうか。Can I go wash my hands please?
はい、いいです。Yes, sure.

Part 3

ほんは、どこですか。Where is the book?
ほんは、つくえのうえにあります. The book is on the desk

ほっちきすは、どこですか。Where is the stapler?
ほっちきすは、つくえのなかにあります。The staple is in the desk.

えんぴつは、どこですか。Where is the pencil?
えんぴつは、つくえのしたにあります.  The pencil is under the desk.