Media: Ads use digital retouching

Media Literacy

Math- Counting Money

http://math5.nelson.com/quizzes/math5quizzes/gr5_ch4_les7.htm
Try it out!

Diet Coke and Mentos : our Experi”mentos”

Science Experiments!

Need help in math? Take the quiz!

http://math5.nelson.com/quizzes/math5quizzes/gr5_ch4_les4.htm
Line up the numbers vertically and, starting at the right, add together the numbers that line up. If the number adds up to 10 or greater, place the units value, left, ontop (carry) ontop of the ten's digit number-up and to the left.

Try to create your own ad!!!

1) Please Visit
http://pbskids.org/dontbuyit/advertisingtricks/createyourownad_flash.html

2)Press PRTSC
3)Open Paint Press CTRL V
4)Print the Ad you created

**note if you do not have a printer do not worry, this is just for fun! ***

Specific Expectations Ontario Curriculum

Knowledge and Understanding

By the end of Grade 5, students will:

– identify major early civilizations (e.g., Mediterranean,African,Asian, North/

Central/South American) and locate them on a world map;

– describe the physical features and climate of two or more regions where early civilizations developed (e.g., the flood plains of the Tigris and Euphrates Rivers, the Nile

River Valley, the inland delta of the upper Niger River, the mountainous islands of

Greece, the fertile plains of China, the rain forest of the Amazon, the deserts of the United States);

– explain how two or more early civilizations shaped and used the environment to meet

their physical needs for food, homes, clothing, and health (e.g., use of irrigation in

agriculture in Egypt, planting of olive groves and orchards in Greece, use of bamboo for homes in China, pottery making in Mesopotamia, growing of maize by Mayans, use of cedar trees by Haida people);

– compare how two or more early civilizations were governed (e.g., pharaohs in

Egypt; early democracy in Greece; emperors in China; republican government in Rome; nobles, priests, and military in Aztec society; chiefdoms in the Indus Valley; city states on the Swahili Coast; clan mothers and chiefs in the Iroquois Confederacy);

– outline how social needs were met in two or more early civilizations (e.g., family

roles, recreation, sports, arts, entertainment, sanitation, education, written language);

– identify important values and beliefs in two or more early civilizations and describe how they affected daily life (e.g., world views, including religious beliefs and practices; government; social

structure; family structure and roles);

– identify some scientific and technological advances made by two or more early civilizations (e.g., written language, calendar, time-keeping methods, invention of the

wheel, medicine, sculpture, irrigation, building methods, architecture, embalming,

aqueducts, metalwork)

Inquiry/Research and Communication Skills

By the end of Grade 5, students will:

– formulate questions to develop a research focus (e.g.,What farming methods were

used by the Aztecs? How did trade between early African civilizations contribute to

mutual prosperity? How did social organization differ among various North American First Nation peoples?);

– use primary and secondary sources to locate information about early civilizations

(e.g., primary sources: artefacts, field trips; secondary sources: atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMs, Internet sites);

– use graphic organizers and graphs to sort information and make connections (e.g., Venn diagrams comparing governments, subject webs illustrating physical needs, year-round calendar to show agricultural cycles, bar graph for temperature data);

– compare maps of early civilizations with modern maps of the same area;

– use knowledge of map-making techniques and conventions to map sites of early civilizations (e.g., grids and direction symbols to show locations; colour and shading to show elevations/physical features);

– use media works, oral presentations, written notes and descriptions, drawings, tables,

charts, maps, and graphs to communicate information about early communities;

– use appropriate vocabulary (e.g., culture, myth, legend, civilization, technology, democracy)

to describe their inquiries and observations.

Application

By the end of Grade 5, students will:

– make connections between some elements of modern life and similar elements from

early civilizations (e.g., the Olympic ideal, democracy, money as a medium of exchange, citizenship, philosophy, mythology, trade, social structures, legal systems, theatre, architecture);

– compare and respond to myths and legends from two or more early civilizations;

– report on the relevance to modern society of selected scientific and technological

discoveries made by early civilizations (e.g., written language, astronomy, irrigation, mathematics, navigational instruments, medicine, architecture, the mining and smelting of metals)

Instructions

1)Read the information about Greek Alphabet

The Greeks borrowed their alphabet from the Phoenicians which is a different culture.
They ancient Greek scripter’s changed the Phoenician alphabet. For instance the Greek alphabet has vowels as the Phoenician alphabet does not. The Greek alphabet was the first alphabet to include vowels.
Ancient Greeks were known for their mythology, legends and fables. Scientists use ancient writings to learn born about Greece, its origins and its early stages of democracy.
The word "alphabet" is a word that merges the first two letters of the Greek alphabet, alpha and beta.
The English alphabet’s first three letters are ABC but in the Greek alphabet, the first three letters are ABG!

2)Watch the video clip

3)Read the Greek Alphabet in the Photo:


4)Try to write your name using the Greek Alphabet using the supplies provided.

5)Go to this website and see how your name would be spelt in Greek.

http://www.languages-of-the-world.us/YourNameIn/Greek.html>

6)Read the Greek Myth Short Story and try to translate it using the Greek Alphabet.
The Creation of Man by Prometheus

Prometheus and Epimetheus were spared imprisonment in Tatarus because they had not fought with their fellow Titans during the war with the Olympians. They were given the task of creating man. Prometheus shaped man out of mud, and Athena breathed life into his clay figure.
Prometheus had assigned Epimetheus the task of giving the creatures of the earth thier various qualities, such as swiftness, cunning, strength, fur, wings. Unfortunately, by the time he got to man Epimetheus had given all the good qualities out and there were none left for man. So Prometheus decided to make man stand upright as the gods did and to give them fire.

Prometheus loved man more then the Olympians, who had banished most of his family to Tartarus. So when Zeus decreed that man must present a portion of each animal they scarified to the gods Prometheus decided to trick Zeus. He created two piles, one with the bones wrapped in juicy fat, the other with the good meat hidden in the hide. He then bade Zeus to pick. Zeus picked the bones. Since he had given his word Zeus had to accept that as his share for future sacrafices. In his anger over the trick he took fire away from man. However, Prometheus lit a torch from the sun and brought it back again to man. Zeus was enraged that man again had fire. He decided to inflict a terrable punishment on both man and Prometheus.

To punish man, Zeus had Hephaestus create a mortal of stunning beauty. The gods gave the mortal many gifts of wealth. He then had Hermes give the mortal a deceptive heart and a lying tongue. This creation was Pandora, the first women. A final gift was a jar which Pandora was forbidden to open. Thus, completed Zeus sent Pandora down to Epimetheus who was staying amongst the men.

Prometheus had warned Epimetheus not to accept gifts from Zeus but, Pandora's beauty was too great and he allowed her to stay. Eventually, Pandora's curiosity about the jar she was forbidden to open became to great. She opened the jar and out flew all manor of evils, sorrows, plagues, and misfortunes. However, the bottom of the jar held one good thing - hope.

Zeus was angry at Prometheus for three things: being tricked on scarifices, stealing fire for man, and for refusing to tell Zeus which of Zeus's children would dethrone him. Zeus had his servants, Force and Violence, seize Prometheus, take him to the Caucasus Mountains, and chain him to a rock with unbreakable adamanite chains. Here he was tormented day and night by a giant eagle tearing at his liver. Zeus gave Prometheus two ways out of this torment. He could tell Zeus who the mother of the child that would dethrone him was. Or meet two conditions: First, that an immortal must volunteer to die for Prometheus. Second, that a mortal must kill the eagle and unchain him. Eventually, Chiron the Centaur agreed to die for him and Heracles killed the eagle and unbound him.

Rubric