LANGUAGE ARTS
This week's spelling words are going to be tested differently tomorrow. I'm going to have them used in written sentences. What's I'm finding is that students can spell them correctly on tests but incorrectly in context.
Here they are:
a lot
all right
its
it's
eighth
excited
except
close
clothes
heard
MATH
There is a worksheet of 8 percent problems for next Monday. We've gone over the concepts as a class and individually, except not as word problems.
If the worksheet goes missing, these are the questions:
PERCENT PROBLEMS FOR MONDAY, MARCH 16
1. Jennifer made a fruit tart using red and green grapes. Forty percent of the
grapes are green. If she used a total of 80 grapes, how many red grapes did
she use?
2. You just hired a new employee to work in your bakeshop. In one hour the
employee burned 250 chocolate chip cookies. If this represented 21% of the
day’s production, how many cookies had you planned on producing that day?
3. The monthly budget for the front of the house is $8,000. You spent 6% of
the budget on fresh flowers. How much did you spend on fresh flowers?
4. Your food costs are $2,900. Your total food sales are $11,600. What percent
of your food sales do the food costs represent?
5. A serving of ice cream contains 240 calories. One hundred forty-four calories
come from fat. What percent of the total calories come from fat?
6. Jon needs 250 cookies for a buffet. He will make oatmeal raisin, macaroons,
and chocolate chunk cookies. He wants 25% of the cookies to be oatmeal
raisin and 15% of the cookies to be macaroons. How many chocolate chunk
cookies must Jon bake?
7. Henry paid $39.25 for a cookbook he purchased from a book club. This was a
saving of $3.19 off the regular price. What percent discount did the book club
give Henry?
8. You have just bought a big meal. It cost you $10.00. Good thing for you that you have a coupon for 10% off, and you use it. After you give your coupon and get your discount, then the cashier charges you 13% tax. How much will the meal cost you in the end? (Note: this has 2 steps!)
SCIENCE
The students are to finish their working models of periscopes for Wednesday.
As well, there is a test on Thursday covering the concepts of light. I will try to put the completed study guide on this blog over the weekend.
ART
Students have begun an extended art project. Next week, students will need to begin bringing in boxes for this project. This is the handout, describing the project.
Making Movies Art Project – due June 2009
Students will make a claymation movie using clay (provided by the teacher) and a digital camera, available from the tech office. If it is not there already, there will be software on the students’ laptops to create the project.
The movie needs to be at least 50 seconds long. At a rate of 3 pictures per second, there will need to be at least 150 pictures taken for the project.
The plot of the movie is to be something Canadian – a folk tale, a ghost story, a local legend, etc. It might be a Grand Manan tale, or retelling a Canadian hero like Terry Fox or Alexander Graham Bell. The students will need to write a script about what will happen in the movie. Not every picture needs to be included in the script, but the students will need to have a general idea about what is happening throughout the film. From personal experience, I know that more planning upfront means a better idea of how to tell the story with clay.
Students will receive a total of 1-1/2 sticks of clay. They will need to create a background, perhaps using a box painted how they like. Paints will be provided here at the school, but students will need to bring their own box.
The movie can use music as a soundtrack or have narration as part of the finished product.
(Art alternative activity)
For those not wishing to use clay for various reasons, the option is to create a photostory, using the same software on the laptops. The student may use a Canadian story, as above, except that the student may compile quality pictures rather than take pictures with a camera. The student may then record a narration, telling the story. The student needs to use as many pictures as are necessary to tell the story.
