February 6, 2016


Monroe County Energy Challenge

Our class has been working on an energy unit in P3 to identify our energy usage at school and find ways to reduce our usage.  We have decided to take this work out to our homes as well. One of the resources our students are using is the information from the Monroe County Energy Challenge (MCEC).

The Monroe County Energy Challenge (MCEC) is a broad coalition of community organizations collaborating to reduce energy use in Monroe County, Indiana. MCEC was created in response to the Georgetown University Energy Prize, a nationwide, two-year energy savings competition. MCEC is one of 50 communities competing to see who can reduce their electricity and natural gas use the most during the 2015-2016 competition period, by using innovative, broad-reaching methods. The winning community will receive $5 million in prize money to further promote energy efficiency projects in the community!


We would like to hold a family information night about energy usage and what you can do at home to help reduce your energy consumption.  Members of the MCEC committee will come into our school to help educate our families.   Free weatherization kits will be given out at the meeting for those who attend. (while supplies last!)

The meeting will be held on Tuesday, March 1st from 5 – 6:30.  You do not have to attend the whole time.  Just pop in and learn what you can do to help our environment and the challenge!

Please complete this survey if you are going to attend.




Please be sure to sign up for your child’s Mid Year Conference!  Conference Day is Monday, February 15. There will be no school on this day!

Reader’s Workshop:

This week students finished their book club books and had their last discussion for this round. We discussed the theme of Number the Stars and thought about the theme and messages of our book club books.  We thought about how these two texts are similar and different. Ms. Cindy, from 3/4/5 came down to talk to us and show us pictures from her trip to Poland this past summer. She went with Eva Mozes Kor, the owner of the CANDLES Museum in Terre Haute, IN, and also a Holocaust survivor. Ms. Cindy shared her experience and talked about Eva’s experiences as a child. These real life stories, along with nonfiction articles, helped deepen our understanding of historical fiction texts. We completed a reflection of our historical fiction unit and had time for some fix and finish work with our book club assignments. We will begin a Close Reading unit next week!

To learn more about Eva and the CANDLES Museum check out their website:


Writer’s Workshop:

What a great week we had finishing our opinion/persuasive pieces.  Students worked hard to put the final touches on their essays by Friday for our author celebration.  Throughout the unit we have been comparing our writing to cake.  Persuasive and opinion writing has a structure of  five paragraphs like a five tiered cake.  The outside needs to look good for the reader but the inside also has to be delicious using big, strong, powerful words.  We also talked about when you make a cake you have to have the audience (person receiving the cake) in mind, just like you do when you are writing.  It has helped the students visualize what their essays should look like and help them work hard at making them delicious!  You might have already heard, on Friday students celebrated by sharing their pieces with each other and enjoying a slice of cake.  It was a great way to end a fantastic unit.  Check out the photos!!


Students have put the final touches on projects and will be presenting to classrooms and staff in the coming weeks.  Check out our energy bulletin board outside the ¾ classroom and be on the lookout for posters reminding you to turn off the lights when leaving an empty room.  Our energy informational night is set.  Please fill out the survey in order to receive a free weatherization kit when you attend the meeting.


Ms. Kandi

We began the week by estimating the weight of a sack of groceries, weighing it to find the actual weight, and then adding the weights of the individual items to see if the total matched the scale reading.  We began a new unit called Geometry and Measurement.  Students considered the similarities and differences between different kinds of angles by identifying which angle does not belong in various collections of five angles.  Students reviewed the terms zero angle, acute angle, right angle, obtuse angle, and straight angle.  They applied these terms and their definitions as they formed different angles with tools and classified the angles in pattern block shapes.  Students cut out a paper circle and then performed a series of folds that produced different shapes including an equilateral triangle, isosceles trapezoid, rhombus, pyramid, and regular hexagon.  At each stage of the folding, they made observations about the various properties of the shape they folded.  At the end of the week students reviewed the terms right angle and straight angle.  Then they used right and straight angles as benchmarks to determine the interior angles of each pattern block.  Finally, they used pattern blocks to measure angles of rotation on a clock face and determined the fraction of a complete turn represented by each angle of rotation.

Ms. Pam:

This week we began our week by taking the post-assessment for our unit on division and fractions.  We then moved into our new unit on Geometry and Measurement.  Students began the unit by looking at angles and finding the angle that did not not fit with the others.  In doing this, students were able to identify what was similar about the other angles.  Students identified that the angles were all “small”, “big”, or “made a corner”.  We then reviewed the terms acute, obtuse, right, zero, and straight when defining angles.  Students then participated in a classroom scavenger hunt to find these angles around our room.  (Look at our photo section to see this in action)  Students then moved to identifying angles in shapes they see.

Ms. Mallory

This week students learned and practiced finding the perimeter and area of various squares and rectangles. We started with learning how to find the perimeter of shapes. One clue to help us remember what perimeter means is the word RIM; peRIMeter. When we find the perimeter we measure around the outside, or rim, of the shape and add all the lengths together. Students measured the perimeter of classroom objects using feet and inches. They also practiced finding the perimeter of various shapes using centimeters. We finished the week learning how to find the area of shapes. The word area means to find how many square units can fill a shape. We used cubes to help us find the perimeter of squares and rectangles. We also practiced some elapsed time story problems. (Ex. Joe went for a run at 5:15 and ran for 40 minutes. What time did he finish his run?)

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