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Teacher’s Guide© Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.0375201

JumpStart Adventures 5th Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

PRODUCER, JUMPSTART 5TH GRADEAlbert Reinhardt

WRITERBarbara Wood

COORDINATORStephanie Wise

ART AND LAYOUTTasha RinderleBarbara Wood

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the priorwritten consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.JumpStart 5th Grade is a trademark of Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.


TABLE OF CONTENTSINTRODUCTION TO THE TEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

JUMPSTART LEARNING SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

LANGUAGE ARTSAd Search. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Fraction Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Legend in Our Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Travelers Wanted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

SOCIAL STUDIESDesigning Dominoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 American Indian Beads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Exploring Envelopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Half of Half of Half . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Writing Fancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Legend in Our Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Are You Square? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Travelers Wanted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Design a Quilt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

GEOGRAPHYAround the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Travelers Wanted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

SCIENCEAround the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9American Indian Beads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Half of Half of Half . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Travelers Wanted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

MATHDesigning Dominoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Room for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12An Open Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Exploring Envelopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Fraction Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Half of Half of Half . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Are You Square? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Design a Quilt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Give Me a Clue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

ARTDesigning Dominoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5American Indian Beads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Exploring Envelopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Writing Fancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Legend in Our Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Are You Square? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Design a Quilt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SUGGESTED BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

TEACHER GUIDE

2 JumpStart Adventures 5th Grade © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

TO T H E T E A C H E R :

T his JumpStart Teacher’s Guide will enhance your students’ experience with the

program through a variety of activities that take place off the computer.

Teachers will find the JumpStart Learning System to be a highly effective way to

supplement their classroom curriculum. Some of the curriculum areas covered by the

programs include math, science, history, geography, spelling, parts of speech, logic, and

art history.

Take time to become acquainted with your JumpStart program first. Read the

user’s guide to become familiar with the program, its curriculum modules and

operating information. Once your students are familiar with the program, select a

lesson plan. Each lesson is based on a JumpStart curriculum module and can be used

in any order you wish. The lesson plans offer classroom-ready activities that connect

JumpStart’s educational modules with the rest of your classroom curriculum.

Reproducible activity sheets accompany many of the lesson plans. Most of the lesson

plans use materials easily accessible in the classroom.

To supplement some of the suggested activities, a book list has been provided. This

bibliography directs you to stories that can enhance the students’ classroom

experience, and that fit nicely with the JumpStart lesson plans. JumpStart will quickly

entice your students to utilize the computer for more than just game play. Students are

motivated to explore the program as they develop their curriculum skills.

INTRODUCTION

Ages

Computer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 2 – 4

ComprehensionPhonics & Letter SoundsComputer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 3 – 5

Letter OrderQuantitiesProblemSolvingDecisionMakingSocial RolesPhonics & Letter SoundsCountingVocabularyMusic

Ages 4 – 6

Letter CombinationsReading & SentencesSimilarities & DifferencesSequencing &OrderingCounting & QuantitiesArt & CreativityTime ConceptsComprehensionListening SkillsVocabularyMusic

Ages 5 – 7

SpellingLiteratureEarly MathScienceGeographyVocabularyMusicReading &SentencesArt & CreativitySequencing & OrderingComprehensionPhonics & Letter Sounds

Ages 6 – 8

Basic GrammarHigher MathSocial StudiesScienceGeographyVocabularyWritingSpellingLiterature Reading & SentencesArt & CreativitySequencing & OrderingComprehensionPhonics Review

Ages 7 – 9

HistoryEarth ScienceLife ScienceGeographySpellingGrammarSentence Structure DivisionColumn MultiplicationAdditionSubtractionUnits of MeasurementArt StylesMusical ScoresLogicAstronomyPhysicalScience

Ages 8 – 10

HistoryFamous PeopleEarth ScienceNatural ScienceGeographyParts of SpeechSpelling GrammarStory CreationEquationsDivision withRemaindersMultiplicationAdditionSubtractionDecimalsFractionsUnits of MeasurementArt HistoryMusical Clefs

Ages 9 – 11

U.S.HistoryLogicProblemSolvingDeductive ReasoningMap ReadingEarth ScienceGeographyCompound WordsPrepositionsPronounsVerb TensesPrefixes & SuffixesFractionsDecimalsEquationsLong DivisionMultiplicationGeometryRatiosPhysicalScienceArt History

Ages 10 – 12

VocabularyAnalogiesGrammarSpellingWriting CompositionLiteraturePoetryReadingComprehensionNatural HistoryAncient CivilizationsHistorical FiguresGeographyMusicFine ArtsEstimationLong Division with DecimalsPercentGeometryBiology ZoologyPhysical ScienceGeology

3

ThereThere ’’s No Stopping As No Stopping A

Kid WKid W ith A JumpStart!ith A JumpStart!



4

KNOWLEDGE ADVENTURE™

is dedicated to creating multimedia products thatwork with you, the teacher, to encourageeducational success. By using the latest advancesin computer technology and educationalinnovations, The JumpStart Learning Systemdoes just that.

Its patented Advanced Learning Technologyhelps your students develop self-esteem. Theprogram’s difficulty levels automatically adjust tomatch a student’s abilities, or levels can becustomized from within each activity by you.

Our exclusive printable Progress Reportmanages the accomplishments of up to 99students. This allows you to monitor the skilllevels of individual students and gives specialfocus to those curriculum areas that need it. Itallows you to reward students for their successestoo! Printing the Progress Report is a tangiblemeans of showing parents and administratorsyour class’s accomplishments.

PROGRESS REPORTS


S U B J E C T

G R O U P I N G

J U M P S TA RT M O D U L E

5

Math, Art, Social Studies

Pairs

Junkyard, Mine Shaft

DESIGNINGDOMINOES

D E S C R I P T I O N Students learn about thepast and explore varioustypes of symmetry as theydesign their own dominogames.

M AT E R I A L S Markers, scissors

P R E PA R AT I O N Copy the Domino Symmetry activity sheet and the Designing Dominoesactivity sheet (1 per student pair). Copy the Dominoes activity sheet (2 perstudent pair on heavy paper).

P R O C E D U R E Explain that dominoes were invented in Egypt around 1355 BC or possiblyin China. The game has been played in America since colonial days.Colonial dominoes were often roughly carved wood scraps or printed cards.Suggest that student pairs work together to create domino games in whichsymmetrical shapes are matched. Distribute the Domino Symmetry activitysheets and guide student pairs through the activity. Point out that only thesecond design (symmetrical both horizontally and vertically) will producedominoes that fit together in more than one way, like traditional dominoesdo.

Distribute the remaining activity sheets. Have each student pair designdomino shapes on the Designing Dominoes activity sheet and then copy theirdesigns onto the dominoes on the Dominoes activity sheets. For example:

domino shape: domino made from the shape:

Each set should include 28 dominoes (see examples below).

1 blank domino 6 “double” dominoes 21 “single” dominoes, including 6 with blank sections

Students can use traditional rules as they play with their dominoes. (If youneed directions, see an encyclopedia or game book.)

E X T E N S I O N Let students exchange and play with their classmates’ dominos, or combineseveral sets for longer, more challenging games.


DOMINO SYMMETRY

The traditional set of dominoes has sections filled with dots.Yourdominoes will use symmetrical shapes instead of dots. Will anysymmetrical shapes work? Let’s find out.Try putting these twodominoes together. Will they work? (Cut them out and try it ifyou wish.)

How about these two dominoes? Oh, oh.The design needs a lefthalf and a right half. You cannot fit two left halves together, evenif you flip one domino.Try it.

Let’s change our design to a different type of symmetrical shape,one that is symmetrical both horizontally and vertically. Can thesetwo dominoes fit together?

How about these two—will they fit together?

7


DESIGNING DOMINOES

You will need to draw six differentsymmetrical shapes for your dominoes.Each shape should be symmetrical bothvertically and horizontally.That is, theleft half should be a reflection of theright half AND the top half should be areflection of the bottom half (see theexample).

Draw your six shapes here:

8


DOMINOES


S U B J E C T

G R O U P I N G


9

Social Studies, Math, Science,Geography

Small Groups

Crossword Puzzle,Art Museum(Geography Room), Sabotage Sites

AROUND THE WORLD

D e s c r i p t i o n Students use map skillsand math skills as theyfollow latitude andlongitude clues to “travel”around the world.

M a t e r i a l s Globe, world maps and/oratlases

P R E PA R AT I O N Copy the Around the World activity sheet (1 per small group).

P R O C E D U R E Use a globe to point out lines of latitude and longitude. Discuss these points:

• Lines of longitude (meridians) go from pole to pole. They are wider apartat the equator and closer together at the poles

• Lines of latitude (parallels) go parallel to the equator.

• Lines of latitude and longitude are measured in degrees. The equator has alatitude of 0°, the North Pole is 90°N, and the South Pole is 90°S. Thereare 180° of longitude west of the Greenwich Meridian (Greenwich,England) and 180° of longitude east.

• Every place on earth has its own latitude and longitude, with the latitudegiven first. For example, New York is located at 40°N, 74°W.

Divide the class into groups of two to four and give each group an Aroundthe World activity sheet and a world map (or student atlas) with latitudes andlongitudes marked. Allow time for students to follow the longitude andlatitude clues to “move” from one major city to another. Review the answerstogether. Did everyone travel around the world and arrive back where theystarted at New York City?

Answer key: New York City (40°N, 74°W), Bogota (4°N, 74°W), Paris (49°N, 2°E), Cape Town (34°S, 18°E), Cairo (30°N, 31°E), Moscow (55°N, 37°E), Bombay (19°N, 73°E), Tokyo (35°N, 139°E), Honolulu (21°N, 158°W), San Francisco (34°N, 118°W), New York City (40°N, 74°W)

E X T E N S I O N Assign one of the cities to each group. Have the groups find out more aboutthe cities and report to the class as you follow the route around the world.

You are at ° , ° .

Divide the latitude by 10.Keep the longitude.You are at ° , ° .

Add 45 to the latitude.Subtract 72 from the longitude; change W to E.You are at ° , ° .

Subtract 15 from the latitude; change N to S.Add 16 to the longitude.You are at ° , ° .

Subtract 4 from the latitude; change S to N.Add 13 to the longitude.You are at ° , ° .

Add 25 to the latitude.Change the last numeral of the longitude to 7.You are at ° , ° .

Subtract 36 from the latitude.Reverse the numerals in the longitude.You are at ° , ° .

Add 16 to the latitude.Add 66 to the longitude.You are at ° , ° .

Subtract 14 from the latitude.Add 19 to the longitude; change E to W.You are at ° , ° .

Add 13 to the latitude.Change the middle numeral of the longitude to 1.You are at ° , ° .

Add 6 to the latitude.Subtract 44 from the latitude.You are at ° , ° .


AROUND THE WORLD

CLUE NAME OF CITY

New York City40 N 74 W


S U B J E C T

G R O U P I N G


11

Social Studies, Science, Art

Individual

Mine Shaft

AMERICAN INDIANBEADS

D E S C R I P T I O N After discussing waysAmerican Indians haveused resources from theirenvironment, studentsmake clay beads.

M AT E R I A L S Books or other resourcesshowing articles made byAmerican Indians, red artclay or other natural clay,several 4-inch dowels (1/8inch diameter), a charcoalgrill with a dome cover (oruse heavy aluminum foilfor a cover), long-handledtongs, charcoal, charcoalstarter, matches

P R E PA R AT I O N Arrange a supervised area where you can safely leave a hot charcoal grill foran entire day. Alternately, fire the beads for the class in a grill at home.

P R O C E D U R E Discuss the resources in your local environment—water, trees, wild animals,minerals, gravel, clay, etc. Talk about ways American Indians have made useof natural resources in their environment, for example, making beads andpottery from clay. Allow time for students to look through the books andresources you have gathered to see different items made from clay. Discussstudent findings and then suggest that students make their own clay beads,using charcoal to fire them.

Let students roll beads from clay, using dowels to poke the holes. Eachstudent should make more than one because the beads often split when fired.Allow the beads to dry slowly for several days.

To fire the beads, start the charcoal early in the day. When the charcoal isright for grilling, place the beads directly on it. Cover the grill, leaving someair holes so that the coals continue to burn. After about eight hours, carefullyremove the beads with the tongs and let them cool overnight. Caution: Usesupervision near the grill. Beads may shatter, so keep the grill covered. Thebeads are very hot. Do not let students touch them until morning.

E X T E N S I O N Use the books and other resources you have gathered to learn about (andpossibly make) baskets, pottery, or other American Indian articles.


S U B J E C T

G R O U P I N G


12

Math

Individual

Sabotage Sites

P R E PA R AT I O N Make a copy of the Room for All activity sheet for each student.

P R O C E D U R E Distribute the activity sheets and have the students cut out each of thenumber boxes at the bottom of the page. Explain the math puzzle:

• Each number 1 through 9 must be used once.

• Arrange the numbers in the squares provided to make an additionproblem—with the correct total!

• On a sheet of notebook paper, record all of the solutions you find.

There are over 300 possible solutions and 32 sums. You may want to workout one of the solutions together to be sure that all students understand thepuzzle, for example:

Allow time for students to find several solutions to the puzzle. Then askthem to share the solutions they found and the strategies they used.

E X T E N S I O N Repeat the activity on a different day, but this time find subtraction problemsinstead of addition problems.

ROOM FOR ALL

D E S C R I P T I O N Students use thinking skillsto solve this addition mathpuzzle.

M AT E R I A L S Scissors, notebook paper

7 3 62 1 89 5 4


ROOM FOR ALL

5 6 7 8 91 2 3 4

✄


S U B J E C T

G R O U P I N G


14

Language Arts

Individuals, Pairs

Mind Reading

P R E PA R AT I O N Copy the Ad Search activity sheet (1 per student pair).

P R O C E D U R E Review the parts of speech listed below and ask volunteers to provideexamples. As you proceed, label each of the shoe boxes with a different partof speech.

Noun Names a person, place, or thing (basketball, New York)

Verb Expresses action (slides, remembers)

Adjective Describes something or someone (gigantic, furry)

Adverb Describes how an action is done (rapidly, softly)

Preposition Shows the relationship between words (in, before)

Interjection Expresses emotion (wow! hurrah!)

Ask the students to look through magazines (especially the ads) to findwords or pictures representing the parts of speech, for example, the wordperfectly(adverb) from a headline or a picture of a dog (noun) from a petfood ad. Have students cut out the words and pictures and store them in thelabeled shoe boxes. Each student should find at least three or four examplesof each part of speech (or substitute words written on scraps of paper).

Divide the class to work in pairs and distribute the Ad Search activity sheets.Students should fill in the missing parts of speech by drawing (withoutlooking) words/pictures from the boxes. Be prepared for a lot of laughs!

E X T E N S I O N Let students write stories (with missing parts of speech) for their classmatesto complete.

AD SEARCH

D E S C R I P T I O N Students search throughmagazine ads, cutting outwords and picturesrepresenting the parts ofspeech. Then they buildsentences with theirclippings.

M AT E R I A L S Magazines for cutting,scissors, 6 shoe boxes orsimilar containers

© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

Magazines are full of ads.You can find ads for

things to wear, such as and

. There are also ads for the things you love to eat,

such as . I especially like ads about

because they are so .

One day as I was leafing through a magazine, I

saw a picture of a . “ !” I said. I was so

that I immediately started to

. If you go the mall, be sure to

this product. It will make you look very

when you go the .

So next time you a magazine, be sure to

the ads.You will say,“ ! Ads are so

.”(adjective)

(Interjection)(verb)

(verb)

(noun)(preposition)

(adjective)(verb)

(preposition)(adverb)

(verb)(adjective)

(Interjection)(noun)

(adverb)

(adjective)

(noun)(noun)

(noun)

(noun)(adjective)

(adjective)

AD SEARCH


S U B J E C T

G R O U P I N G


16

Math

Whole Class

Sabotage Sites

P R O C E D U R E Open a book to any spot up to page 100. On the chalkboard, write thenumbers of the facing pages as a multiplication problem (for example: 52 X53). Ask a volunteer to come to the board and find the product of the twonumbers. Ask if the page numbers on any other facing pages would producethe same product (no).

Divide the class into teams of about four students each. Each team will needa book, paper, and pencils. Explain that the teams will be giving clues andsolving “open book” puzzles:

• Randomly choose a team to give the first clue. The team opens a book(keeping it out of the view of the rest of the class) to any spot up to page100, multiplies the page numbers from the two facing pages, and writes theanswer on the board.

• The other teams use the answer to determine at which spot the book isopen. The first team to give the answer begins the next round by providinga clue for a different page.

After a period of play, discuss the strategies the teams have used. Forexample, some may have tried random multiplication problems to find thesolution. Others may have divided the product by various numbers. Did someteams use estimation strategies to narrow the possibilities?

E X T E N S I O N Play again, but vary the rules in one of these ways:

• Multiply 3-digit page numbers.

• Divide the second page number by the first.

• Use 2 calculations (for example, add 7 to each page number, then multiplythe resulting numbers).

AN OPEN BOOK

D E S C R I P T I O N Students use page numbersin books to give clues andsolve math puzzles.

M AT E R I A L S Books of any length,notebook paper

P R E PA R AT I O N None.


S U B J E C T

G R O U P I N G


17

Social Studies, Math, Art

Whole Class, Individuals

Dungeon, Mine Shaft, Junkyard

P R E PA R AT I O N Make a copy of the Exploring Envelopes activity sheet for each student.

P R O C E D U R E Point out that one trait of an inquisitive mind is curiosity—even aboutfamiliar items such as envelopes. Ask if anyone knows what people did withtheir letters before envelopes were used (folded the letter, wrote the addresson the outside, sealed it shut with sealing wax). Ask when students thinkenvelopes came into use in the United States (around 1839). Brainstorm andlist other questions about envelopes and mail. Ask volunteers to look for theanswers in encyclopedias (under Envelope, Post Office, Pony Express, etc.)and other books and then report back to the class.

Have students bring unwanted envelopes from mailings at home. Whatshapes would these envelopes be if they were unfolded? Unfold theenvelopes to find out. Are they all symmetrical? Which envelopes use theleast paper (yet hold similar-sized letters)? Let students use the unfoldedenvelopes as patterns to make their own envelopes. Have them trace theenvelopes on wrapping paper and then fold and glue them. If the envelopeswill be used for mailing, attach an address sticker or rectangle of white paperto the front.

Distribute the Exploring Envelopes activity sheet and allow time for eachstudent to find several solutions. How many different solutions was the classable to find? Are some solutions mirror images of others? What are the mostcommon starting (ending) points? Do any solutions start and end at the samespot?

E X T E N S I O N Let the students use the envelopes they made to send letters or handmadecards to parents, pen pals, nursing homes, or hospitals.

EXPLORINGENVELOPES

D E S C R I P T I O N Students take a look at thepast and use higher levelthinking skills,visualization, andsequencing as they explorethe “simple” envelope.

M AT E R I A L S Encyclopedias, historybooks, heavy-weightwrapping paper, scissors,used envelopes (broughtfrom home), glue


Can you draw this envelope without lifting your pencil orretracing lines? (You can cross a line.)

Put a • at your starting point and a > at your ending point.One solution is shown, but there are almost fifty more!

EXPLORING ENVELOPES


S U B J E C T

G R O U P I N G


19

Math, Language Arts

Individuals

Juice Bar

P R E PA R AT I O N Make a copy of the Fraction Messages activity sheet for each student.

P R O C E D U R E Discuss fractions and try dividing some words into fractions. For example, ina 7-letter word such as student, the letter s represents 1/7 of the word. Askwhat fraction the l in the word schoolwould represent (1/6—1 out of the 6letters in the word). Ask what fraction schwould represent (3/6—3 out of the6 letters). Continue with other examples.

Distribute the Fraction Messages activity sheets. Ask the students to use thefraction clues to find the answer to the riddle. You may want to complete thefirst word of the answer together (the “first 3/5 of young” is you—the first 3of the 5 letters in the word; the “last 1/7 of happier” is r—the last 1 of the 7letters in the word).

Finally, let students use fraction clues to write riddles or messages for theirclassmates. Suggest that they refer to dictionaries as they construct the clues.

E X T E N S I O N Make a class book with a joke or riddle on each page. Each student cancontribute a page for the book, complete with fraction clues and anillustration. After your class has had a chance to enjoy the finished book,display it at Parent Night and/or share it with another classroom.

FRACTIONMESSAGES

D E S C R I P T I O N To send messages to eachother, students dividewords into fractions.

M AT E R I A L S Dictionaries

first 3/5 of youngcombined with

last 1/7 of happier

your


Answer:

Riddle: What can you put in your right hand, but not in your left hand?

(To find the answer, read the clue under each gray box below.Write the word in the box.)

FRACTION MESSAGES

first 3/5 of youngcombined with

last 1/7 of happier

first 2/10 of electricalcombined withfirst 3/4 of bowl

last 2/6 of littlecombined with

middle 2/8 of halftime

Now, write a fraction message of your own:


S U B J E C T

G R O U P I N G


21

Math, Science, Social Studies

Small Groups

Mine Shaft, Juice Bar

HALF OF HALF OF HALF

D E S C R I P T I O N A simple demonstrationshows how scientists areable to use radiocarbondating to determine the ageof an item.

M AT E R I A L S 8 1/2 x 11 inch typingpaper, gray constructionpaper, green constructionpaper, markers, scissors,stopwatch or watch with asecond hand

P R E PA R AT I O N Copy the Half of Half of Half activity sheet (1 per small group). Allow timeat computers for students to explore the Mine Shaft of JumpStart 5th Grade.

P R O C E D U R E Discuss the various objects from history that students have found in the MineShaft in JumpStart 5th Grade. How old might a copper arrowhead or amusket ball be? How old would the mine shaft rocks themselves be? Tellstudents that scientists use a process called radiocarbon dating to determinethe age of rocks, animals, plants, and other objects from thousands of yearsago. The earth, water, air, and all living things contain very small amounts ofradioactivity. Scientists can measure the amount of radiocarbon in an object.This radiocarbon breaks down over the years by releasing particles. The timeit takes for half of the radiocarbon to break down is called its half-life. Bymeasuring the remaining radiocarbon, scientists can determine an object’sage.

Divide the class into small groups and distribute the activity sheets. Oncethe groups are ready, time one-minute intervals for them. To demonstratehalf-life, students will cut the typing paper in half each minute. It will takeabout 10 to 12 minutes for the paper to become too small to cut. Discuss thedemonstrations. Explain that the actual half-life of radiocarbon is 5,700years—not 1 minute. (After 5700 years, half of the radiocarbon has brokendown and half remains unchanged.)

E X T E N S I O N Make a table to record half-life data. Record how much radiocarbon remainsunchanged after 5700 years (1/2), after 11,400 years (1/4), after 17,100 years(1/8), etc.


HALF OF HALF OF HALF

Did you know?

• The earth, water, air, and all living things contain small amounts of radioactivity.

• Scientists can measure the radiocarbon in an object.

• Radiocarbon breaks down over time by releasing particles.The time it takes for half of the radiocarbon to break down is its half-life.

• By measuring the remaining radiocarbon, scientists can determine an object’s age.

Here’s a way to demonstrate the process.

You will need: a sheet of green construction paper, a sheet of gray constructionpaper, a sheet of typing paper, a marker, a scissors, a watch or clock with asecond hand.

Set up your demonstration: Label the construction paper as shown. Put thesheet of typing paper on the UNCHANGED label.

Demonstrate radiocarbon half-life:

• Pretend the half-life of the typing paper is one minute.Wait one minute.• At the end of the minute, cut the typing paper in half to show that half of

the radiocarbon has broken down. Move half of the paper to theCHANGED label. (Leave it there for the rest of the demonstration.)

• Keep repeating the process. Every minute, cut the paper on theUNCHANGED label in half and move half of it to the CHANGED pile.Continue until the paper becomes too small to cut.

UNCHANGED CHANGED


S U B J E C T

G R O U P I N G


23

Social Studies, Art

Individuals

Mine Shaft

WRITING FANCY

D E S C R I P T I O N History comes alive asstudents use quill pens towrite their interpretations of the Declaration ofIndependence or the Bill ofRights.

M AT E R I A L S Encyclopedias, historybooks, ink, penknife(teacher use only), largefeathers (from a poultryfarm, zoo, poultryprocessor, or feather duster)

P R E PA R AT I O N Copy the Writing Fancy activity sheet (1 per student) and the Pen and Paperactivity sheet (2 per student).

P R O C E D U R E Show students a copy of the Declaration of Independence and let themexamine the document and signatures, written with a quill pen. Demonstratehow to make a quill pen.

1. Strip off some of the feather if necessary toallow you to hold the pen comfortably.

2. Cut the quill at a slant (View A).3. Use the end of a paper clip to clean out the

quill point if needed.4. Cut a 3 mm slit up the middle of the pointed

tip (View B).

Distribute the feathers and let students complete Step 1. Explain that you willcut the quill tips while the students plan their writing. Briefly review thehistory of the writing of the Declaration of Independence and the Bill ofRights. Suggest that each student read a section of one of these importantdocuments and then rewrite it on scratch paper in his or her own words.

When students are satisfied with their first drafts, give each student a pen,ink, one Fancy Writing activity sheet, and two Pen and Paper activity sheets.Students can practice quill writing on their extra Pen and Paper activitysheets before making their final copies.

E X T E N S I O N Find out about the men who signed the Declaration of Independence. Leteach student choose one, research, and report back to the class.

Quill TipView A

Quill TipView B


A B C D E F G

H I J K L M N

O P Q R S T U V

W X Y Z ~ ~ ~

a b c d e f g h i j k l

m n o p q

r s t u v w

x y z

WRITING FANCY


✍


S U B J E C T

G R O U P I N G


26

Social Studies, Language Arts, Art

Pairs

Mine Shaft, Art Museum,Crossword Puzzle

P R E PA R AT I O N Make copies of the Legend in Our Times activity sheets for each student pair(1 cover and approximately 5 to 8 pages).

P R O C E D U R E Many beautiful legends come to us from the American Indians. Share one ormore with the class (suggested books are listed below.) What concept isexplained by the legend? Is there a lesson to be learned? How do the styleand content of the illustrations fit the story?

Buffalo Dance: A Blackfoot Legend,Nancy Van Laan

Coyote and the Fire Stick: A Pacific Northwest Indian Tale,BarbaraDiamond Goldin

The Eagle’s Song: A Tale from the Pacific Northwest, KristinaRodanas

How the Stars Fell into the Sky: A Navajo Legend,Jerrie Oughton

The Legend of the Windigo: A Tale from Native North America,GayleRoss

Tonweya and the Eagles and Other Lakota Indian Tales,RosebudYellow Robe

The White Deer and Other Stories Told by the Lenape,John Bierhorst

Suggest that students work as pairs to write short “legends” to explainvarious features in the world. For example, a legend might explain how thewind, water, moon, a plant, or an animal originated or how it acquired certaincharacteristics. Have students use the activity sheets for their final drafts,adding illustrations as desired. The cover and pages can be bound togetherwith string laced through the holes and tied.

E X T E N S I O N Select several of the legends (from library books or from student writing) toperform as plays for the class.

LEGEND IN OUR TIME

D E S C R I P T I O N After reading AmericanIndian legends, studentswrite and illustrate theirown “legends.”

M AT E R I A L S Books with AmericanIndian legends (seesuggested books listedbelow), markers, scissors,hole punch, string


LEGEND IN OUR TIME(Cover)

• Use this activity sheet for the cover of your legend.• Write the title and the authors’ names.• Illustrate your cover as you like.• Cut on the black line and punch holes as shown.

A Legend:

By


LEGEND IN OUR TIME(Page)

• Use this activity sheet as one of the pages of your legend.• Write on the lines provided. Add an illustration.• Cut on the black line and punch holes as shown.• Make more pages as needed. Assemble the cover and pages by

lacing string through the holes and tying it.


S U B J E C T

G R O U P I N G


29

Math, Art, Social Studies

Whole Class, Small Groups

Art Museum, Junkyard,Juice Bar

ARE YOU SQUARE?

D E S C R I P T I O N After hearing aboutLeonardo da Vinci andlooking at his work,students draw geometricshapes and takemeasurements to exploreLeonardo’s ideas aboutproportion.

M AT E R I A L S Rulers, chalk, protractors,measuring sticks,encyclopedias, art bookssuch asLeonardo da Vinciby Diane Stanley or JustLook: A Book AboutPaintingsby RobertCumming

P R E PA R AT I O N Make a copy of the Are You Square? activity sheet for each student.

P R O C E D U R E Explain that Leonardo da Vinci was a brilliant man who lived about 500years ago—a painter, architect, sculptor, engineer, inventor, and musician.Show students some of his work in an encyclopedia or in an art book such asDiane Stanley’s Leonardo da Vincior Robert Cumming’s Just Look: A BookAbout Paintings.His notebooks (with backward notes which must be read ina mirror) contain drawings of items such as a helicopter, a double-leveldrawbridge, and a scaling ladder like fire fighters use today. His famouspaintings include the Mona Lisaand The Last Supper. Leonardo studiedanatomy and made drawings of the human heart and muscles so accurate thatthey have been studied in medical schools.

Distribute the Are You Square? activity sheets. Allow time for students towork in small groups, helping each other to complete the measurements. Youmay wish to move to a blacktop area to draw the large chalk squares (lastquestion). Explain that students’ proportions may not match the adultproportions described by Leonardo (hand and face the same length, foot aslong as arm from elbow to wrist, foot and hand the same width, eyebrows tohairline 1/3 the length of face, “square” facial features and body). EvenLeonardo acknowledged that not everyone has exactly the same proportionsand that variety makes things more interesting.

E X T E N S I O N Draw faces or bodies based on Leonardo da Vinci’s proportions.


ARE YOU SQUARE?

Outside of one eye tooutside of the other eye

Top of nose to bottom of lips

How much do you know about the proportions of your body? Put an X by yourguess.Then measure and circle the correct answer.

Which is longer? Which is wider?

Your hand Your foot

Your face (from chin to Your hand (with the fingershairline) extended and close together)

They are the same. They are the same.

Your foot is as long as . . . From your eyebrows to your hairline is . . .

Your hand 1/8 the length of your face

Your arm from elbow 1/4 the length of your faceto wrist

Your face 1/3 the length of your face

Are your facial features square? Measure to see if they form a square as shown.

Is your body square? Use chalk, a measuring stick, and a protractor to draw asquare on the ground. Make it as tall as you are. Lie down with your feet at thebottom of the square and your head at the top. Spread out your arms. Do yourfingertips touch the sides of the square?

According to Leonardo da Vinci, a perfectly shaped adult male body is eight headstall and “square.”


S U B J E C T

G R O U P I N G


31

Social Studies, Language Arts,Science, Geography

Individuals

Crossword Puzzle, Art Museum (Geography Room)

TRAVELERS WANTED

D E S C R I P T I O N Students research variousdestinations around theglobe and then writeclassified ads to attractinterested tourists.

M AT E R I A L S Encyclopedias and otherresources about placesaround the world, worldmap, map pins, yarn,scissors

P R E PA R AT I O N Make a transparency of the Travelers Wanted activity sheet. Allow time atcomputers for students to explore the Art Museum (Geography Room) ofJumpStart 5th Grade.

P R O C E D U R E Explain that students will be writing want ads to attract travelers to variousdestinations. Project the Travelers Wanted transparency and use it to write asample want ad for some location that is familiar to the students. Let studentvolunteers fill in the blanks on the transparency to complete the want ad.

Discuss the different destinations students encountered in the GeographyRoom in the JumpStart 5th Grade software. Have each student choose adestination for his or her want ad. Brainstorm and list types of informationstudents may want to include, for example:

• Location, size, distance from home

• Points of interest, things to do

• The people—language, dress, population, occupations

• Natural features—bodies of water, terrain, climate, animals

Review how to use research materials and take notes. Then allow time forstudents to research their destinations. Finally, have students use theinformation they have found to write their want ads. They can model theirads after the Travelers Wanted transparency, if desired. Display thecompleted want ads next to a world map. Use map pins and yarn to connecteach destination to its ad.

E X T E N S I O N Have students write papers or design travel brochures about the destinationsthey researched.


WANTED: Travelers for an exciting _____ -mile trip to

_______________________________. The trip features the

beautiful ________________________________________ .

Other natural and man-made attractions include _________

_________________________________________________

_________________________________________________

____________________________________________. Pack

_____________ clothes because the climate is ___________

_____________________________________________, and

include appropriate clothing for a variety of activities such as

_________________________________________________

_____________________________________________. You

are sure to enjoy the people you meet because __________

_________________________________________________

_________________________________________________.

The foods, such as _________________________________

___________________________, will be equally interesting.

Familiarity with the __________________ language is a plus.

TRAVELERS WANTED


S U B J E C T

G R O U P I N G


33

Math, Social Studies, Art

Pairs

Juice Bar, Mine Shaft

DESIGN A QUILT

D E S C R I P T I O N By designing quilts,students learn abouthistory and fractions.

M AT E R I A L S Rulers, scissors, assortedconstruction paper, 12 x 12inch drawing paper, glue

P R E PA R AT I O N Copy the Design a Quiltactivity sheet (one perstudent pair).

P R O C E D U R E Talk about colonial quilters, who saved scarce pieces of cloth and piecedthem together to make quilts. One quilt from the early 1800s contained30,000 tiny fabric scraps! Even when fabric became readily available,quilting bees continued to be popular social gatherings. Quilts were a meansof artistic expression, and quilts were often the brightest, most individualitems in the pioneer home.

Let students work in pairs. Give each pair a Design a Quilt activity sheet andassist students as needed to follow the directions at the top of the page. Showthe completed quilt block designs as you discuss the fractional parts. Thenuse a copy machine to copy each quilt block.

Have student pairs cut apart the copies you made and use them as patterns,following the directions at the bottom of the activity sheet. Each pair will beconstructing a four-block quilt on a 12 x 12 inch sheet of drawing paper.Display the activity sheets (with fraction labels) alongside the completedconstruction paper quilts.

E X T E N S I O N Use fabric scraps to make a class quilt. Research and use a traditional quiltpattern or design your own. Before cutting the pieces, add 1/4 inch for seamallowance. Let each student sew a block to add to the quilt. If possible, filland back the quilt so that you can display it for a while and then donate it toa shelter or nursing home.


Make a copy of your quilt block and cut it apart to use as a pattern.Trace thesections on construction paper, choosing colors you like. Arrange your constructionpaper quilt block on a sheet of drawing paper.

To finish your quilt, add three more blocks, rotating some of the blocks if desired.When you are happy with the colors and the arrangement, glue your quilt piecesdown. If you wish,“quilt” them together with dashed pencil lines.

DESIGN A QUILT

Using a ruler and a pencil, draw lines to divide your quiltblock into interesting squares, rectangles, and/or triangles.Each section is a fraction of the entire block. Label thesections. An example is shown.

1/16

1/16

1/16

1/16

1/8

1/4

1/41/8


S U B J E C T

G R O U P I N G


35

Math

Pairs

Da Bomb, Sabotage Sites

GIVE ME A CLUE

D E S C R I P T I O N As student pairs play thisgame, they practiceaddition and decimal skills.

M AT E R I A L S Paper clips, brass paperfasteners, pencils andscratch paper, optional:calculators

P R E PA R AT I O N Make a copy of eachactivity sheet (Give Me aClue Spinner, Give Me aClue Game Sheet) for eachstudent pair.

P R O C E D U R E Review addition of decimals on the chalkboard. Pair the students anddistribute the activity sheets. Assist students as needed to assemble theirspinners. Explain that players take turns, following these game rules:

• Player A spins 2 or 3 times and uses the numbers towrite a two- or three-digit number on the game sheet(74 in the example shown).

• Player B spins 2 or 3 times and uses the numbers towrite a two- or three-digit number on the game sheet(839 in the example shown).

• Player A adds the two numbers together, secretly inserting decimal pointsas desired (for example, .74 + 83.9 = 84.64). Player A writes the total in theCLUE box.

• Player B uses the clue to decide where to place the decimal points. If bothdecimal points are placed correctly, the player records one point in his orher score box.

Note: Depending upon the needs of your class, let students use either pencilsand scratch paper or calculators to make the necessary calculations.

E X T E N S I O N For a more challenging game, allow students to either add or subtract as theycreate their clues. The other rules remain the same.

CLUE

7 4

93

84.64

8


GIVE ME A CLUE SPINNER

1. Attach a brass paper fastener at the X.

2. Unbend a paper clip:

3. Slip the paper clip over the head of the paper fastener to make a spinner.

53

71

86

42 0

9

✄


GIVE ME A CLUE GAME SHEET

Player A score: Player B score:

CLUE CLUECLUE

CLUE CLUECLUE

CLUE CLUECLUE

CLUE CLUECLUE


SUGGESTED BOOKSF O R J U M P S TA RT 5 T H G R A D E

T E A C H E R ’ S G U I D E

America Alive: A History,Jean Karl (Philomel Books)

The Art of the North American Indian,Shirley Glubok (Harper & Row)

The Art of the Woodland Indians,Shirley Glubok (Macmillan Publishing Co., Inc.)

Buffalo Dance: A Blackfoot Legend,Nancy Van Laan (Little, Brown and Company)

Coyote and the Fire Stick: A Pacific Northwest Indian Tale,Barbara Diamond Goldin (Gulliver

Books)

The Doubleday Children’s Atlas,Jane Olliver (Doubleday)

The Eagle’s Song: A Tale from the Pacific Northwest, Kristina Rodanas (Little, Brown and

Company)

Eight Hands Round, Ann Whitford Paul (Harper Collins Publishers)

How the Stars Fell into the Sky: A Navajo Legend,Jerrie Oughton (Houghton Mifflin)

Huskings, Quiltings, and Barn Raisings: Work-Play Parties in Early America,Victoria Sherrow

(Walker and Company)

Imagination in Art,George Taylor (Marshall Cavendish)

Just Look: A Book About Paintings,Robert Cumming (Charles Scribner’s Sons)

The Legend of the Windigo: A Tale from Native North America,Gayle Ross (Dial Books for Young

Readers)

Leonardo da Vinci,Diane Stanley (Morrow Junior Books)

Let’s Go Traveling,Robin Rector Krupp (Morrow Junior Books)

Measuring and Maps,Keith Lye (Gloucester Press)

38


SUGGESTED BOOKS(Continued)

A Multicultural Portrait of the American Revolution,Fran Zell (Benchmark Books)

Our Declaration of Independence,Jay Schleifer (The Millbrook Press)

Piero Ventura’s Book of Cities,Piero Ventura (Random House)

Tonweya and the Eagles and Other Lakota Indian Tales,Rosebud Yellow Robe (The Dial Press)

The White Deer and Other Stories Told by the Lenape,John Bierhorst (William Morrow and

Company, Inc.)

39

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