Good Evening 6.1,
I believe some of you logged on before I made it home through the rain. Therefore, I will be checking this blog tomorrow night at 9pm. I need all of you to leave a comment that list the strategies or suggestions you came up with to improve your time management. For example, I waste time folding my clothes on saturdays because I wait until all my clothes are washed before I start to fold them. This time, I will fold my clothes after each load. I can fold clothes while I watch tv and put them away on commercials. Now I am doing two activities at once. What will you try?
Please Note: A paragraph is 4-5 sentences, and a sentence must contain a subject and a verb.
Thursday, July 31, 2008
Wednesday, July 30, 2008
Carpool
Dear Parents,
Thank-you for your cooperation during carpool. I would like to share with you some of the carpool procedure so that all of us will be on the same page. Please continue down into the parking lot into three lanes. There are teachers posted at intervals to call the names of your children. Please also have their names, grade, and teacher on a white sheet of paper, until you recieve your tag from the school office. We have been advised by the police department that we should only allow students to be loaded from the sidewalk. This is to ensure the safety of our children. If you reach the front of the carpool line and your child has not yet reached your vehicle, please pull into the parking zone in front of the school, designated "recall lane". There, you will find myself or Ms. Bentley who will come to your car to take your tag to bring to your child. We know your faces, we know our students. It is faster for us to get them, than for you to leave your vehicle and walk to the front. Once we have your child, you may pull up to the sidewalk, so that we may help your child into the car safely. No teacher should be walking your student across the pavement. Please keep in mind, if you are in your vehicle, it is easier for us to get you in and out of the carpool lanes. Walk-up parents, slow our entry in and out of the building. They also keep names from being called inside. I would also like you to keep in mind, that we have grown as a family. There are more families that need to be picked up afterschool. It is also important for you to stress to your middle schoolers the importance of following procedure and safety in traffic. Thank-you again for your support and patience. Please share this information with other parents.
Thanks!
Ms. Bynoe
Thank-you for your cooperation during carpool. I would like to share with you some of the carpool procedure so that all of us will be on the same page. Please continue down into the parking lot into three lanes. There are teachers posted at intervals to call the names of your children. Please also have their names, grade, and teacher on a white sheet of paper, until you recieve your tag from the school office. We have been advised by the police department that we should only allow students to be loaded from the sidewalk. This is to ensure the safety of our children. If you reach the front of the carpool line and your child has not yet reached your vehicle, please pull into the parking zone in front of the school, designated "recall lane". There, you will find myself or Ms. Bentley who will come to your car to take your tag to bring to your child. We know your faces, we know our students. It is faster for us to get them, than for you to leave your vehicle and walk to the front. Once we have your child, you may pull up to the sidewalk, so that we may help your child into the car safely. No teacher should be walking your student across the pavement. Please keep in mind, if you are in your vehicle, it is easier for us to get you in and out of the carpool lanes. Walk-up parents, slow our entry in and out of the building. They also keep names from being called inside. I would also like you to keep in mind, that we have grown as a family. There are more families that need to be picked up afterschool. It is also important for you to stress to your middle schoolers the importance of following procedure and safety in traffic. Thank-you again for your support and patience. Please share this information with other parents.
Thanks!
Ms. Bynoe
Tuesday, July 29, 2008
Ms. Bynoe Classroom Wishlist....
Hello 6.3!
There are a few items on our wishlist that would make our homeroom more "homey" :)
1.) kleenex
2.) germex
3.) expo markers (all colors)
4.) clorox wipes
5.) mini vac (hey, its a wishlist right??)
6.) gently used science magazines or books
7.) tiny stickers (for our sticker wars incentives)
8.) paper towels
9.) ziploc bags (all sizes)
10.)sharpie markers (all colors)
11.) green copy paper
12.) green candy, green dollar store toys for the incentive prizes
and anything else science related...
Last, but not least,
A lovingly dedicated Room Parent!
There are a few items on our wishlist that would make our homeroom more "homey" :)
1.) kleenex
2.) germex
3.) expo markers (all colors)
4.) clorox wipes
5.) mini vac (hey, its a wishlist right??)
6.) gently used science magazines or books
7.) tiny stickers (for our sticker wars incentives)
8.) paper towels
9.) ziploc bags (all sizes)
10.)sharpie markers (all colors)
11.) green copy paper
12.) green candy, green dollar store toys for the incentive prizes
and anything else science related...
Last, but not least,
A lovingly dedicated Room Parent!
Science Standards
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
• Size relative to the earth
• Surface and atmospheric features
• Relative distance from the sun
• Ability to support life
d. Explain the motion of objects in the day/night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
S6E3. Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle.
c. Describe the composition, location, and subsurface topography of the world’s oceans.
d. Explain the causes of waves, currents, and tides.
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of formation.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
S6E6. Students will describe various sources of energy and with their uses and conservation.
a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy.
b. Identify renewable and nonrenewable resources.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
• Size relative to the earth
• Surface and atmospheric features
• Relative distance from the sun
• Ability to support life
d. Explain the motion of objects in the day/night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
S6E3. Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle.
c. Describe the composition, location, and subsurface topography of the world’s oceans.
d. Explain the causes of waves, currents, and tides.
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of formation.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
S6E6. Students will describe various sources of energy and with their uses and conservation.
a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy.
b. Identify renewable and nonrenewable resources.
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