keep running

In late September, class 5C took the mile run. It went something like this. First, every member of the class chose a partner and got a sheet of paper. Then, everyone went outside to the basketball court/field. A lot of people are really nervous about this extreme run. Since the class was in partnerships, these partners had to choose who was going first and who was going second. Was that was decided, the first set went to the start line. The gym teacher Mr. Borja started the timer. “123 GO” he screamed. And just like that, they were off. Every time someone hit the start Mr. Borja called out that time and the partner not running and they write it down. These amazing runners had to run 10 laps around the basketball court and black top. When the tenth lap was up, it was time to switch. As you can see, all the members of the mile run are exhausted. Hopefully, something like this will never occur again. 

Halloween at Heathcote

Rain. On Halloween it rained. Everyone thought Halloween was ruined but some people knew that rain would not stop them from having the best Halloween ever. Since it was raining, Heathcote schools principal Ms. Stile held the Halloween parade inside. The whole school gathered in the auditorium and she started. It went something like this: first the whole school sang the Pledge of Allegiance and then sang the national anthem after that, the music teacher Ms. Bescherer lead the school in the school song and a few other songs that Heathcote school sings at assemblies. After that, all the teachers came up to the stage. This year at Heathcote, the theme for the teachers costume was the Wizard of Oz. So once they were all up on the stage, they sang Over the Rainbow and the whole school sang along.  Then came the moment all of Heathcote school was waiting for, the parade. The kindergarten went first, the first grade went second and so on. According to Hana a member of class 5C “the parade was better inside. It was a lot more fun.” All the grades had really unique costumes and not on purpose, Mrs. Cooper and had the same costume. Dorthy from the Wizard of Oz. 

Designing and Building Rocket #2

For designing and building rocket 2, we could only change one thing so our group decided to change the shape of our fins. We didn’t copy any of the other groups fins but we did take the groups fins that went highest and combined them together and made a great fin. We did the same body and nose cone but changed the way we added the tape. Instead of doing a yellow piece of paper and a red and yellow tape spiral, we did a black body with yellow ring of tape around it. I think it is going to go higher because there is less tape and smaller fins so there is less weight. I hope that it will go higher this time. Last time, our rocket did not go that high so this time, after experiences, maybe it will go higher!

Designing and Building Rocket #2

For designing and building rocket 2, we could only change one thing so our group decided to change the shape of our fins. We didn’t copy any of the other groups fins but we did take the groups fins and combined them together and made a great fin. We did the same body and nose cone but changed the way we added the tape. Instead of doing a yellow piece of paper and a red and yellow tape spiral, we did a black body with yellow ring of tape around it. I think it is going to go higher because there is less tape and smaller fins so there is less weight. I hope that it will go higher this time. Last time, our rocket did not go that high so this time, after experiences, maybe it will go higher!

Launching Rocket #1

Today is 10-4-19 and today is the day that class 5C launched there rockets.

There are 6 groups. The Astro-rockets, The 4 Rocketeers, The Three Musketeers, The Astros, and The Shooting Stars (my group). 

We all went outside to the field and Mrs. Cooper set up the launch pad. The first group was the Astros. They all put on their safety goggles and the air pumpers put the air in the rocket and then the countdown master counted down from ten and then the launcher pushed the button and the rocket went up. There were 4 clinometer readers because the sun could be in someone’s eyes and they would not get a good reading. There were also 2 people taking videos and recording the countdown and launch. This routine went for all of the groups.

The next day, we took the average height of the rocket, transferred it into feet and added the average height of a fifth grader. then, we wrote the data down on a piece of paper, we put our groups rocket with it and everyone walked around and looked at the other groups data. 

Designing and Building Rocket #1

Designing and building our first rocket had its pros and cons. First was the designing.

We made an inspiration board to help us see what we needed to do. We had to make a nose cone, a body, and fins. We had to decide what shape the fins were going to be, what size body, and what shape nose cone. One of the cons of doing this is that we all have to agree on the stuff to put on the rocket. This is a project all about working together and communicating. The steps to building the rocket are first, we have to take a PVC pipe and wrap a piece of paper around it to make the body then use electrical tape to wrap the body in the colors we want and to make sure it stays secure.

Then, we had to decide on the shape of the fins. Hana and I wanted one shape and Mark and Asher had another idea so we had to come up with a fin that combined all of our ideas into one fin shape.

Then came the nose cone. We all cut out a circle and cut one line to the middle and folded it. It turns into a shape that looks like a party hat. Then, we had to attach the nose cone to the top of the rocket and the fins around the bottom. We did four fins. Our group name is the shooting stars and the colors of our rocket is red and yellow.

20 Facts on the Stamp Act

  1. The Stamp Act was passed by the British Parliament on March 22, 1765.
  2. The new tax was imposed on all American colonists and required them to pay a tax on every piece of printed paper they used.
  3. Ship’s papers, legal documents, licenses, newspapers, other publications, and even playing cards were taxed.
  4. The tax applied to all legal documents, such as contracts, licenses, deeds, diplomas, and ship clearance papers. It also applied to pamphlets, newspapers, playing cards, advertisements, and dice.
  5. In order to purchase these items, a person had to also purchase a tax stamp that was embossed on (or attached to) the item.
  6. Any legal documents that did not have a stamp were considered invalid. If anyone distributed documents without the proper stamp, they could be fined.
  7. They passed this law because they had to raise money after the French and Indian War
  8. On May 29, 1765, the Virginia legislature adopted resolutions stating that only the Virginia legislature itself could tax Virginians.
  9. These Virginia Resolutions were written and introduced to the legislature by Patrick Henry.
  10. After they were adopted, the resolutions were published in many colonial newspapers.
  11. They inspired widespread colonial resistance to the tax.
  12. When they heard about it, the colonists were vehemently opposed to the new tax.
  13. According to the act, the money raised from the tax was supposed to be used for the protection and defense of the American colonies.
  14. However, the colonists suspected that Parliament planned to spend the money on defense for England, not the colonies.
  15. The colonists were also angry because they did not believe Parliament should be allowed to impose a tax on the colonies without their consent.
  16. Although resented, the Sugar Act tax was hidden in the cost of import duties, and most colonists accepted it.
  17. The Stamp Act, however, was a direct tax on the colonists and led to an uproar in America over an issue that was to be a major cause of the Revolution: taxation without representation.
  18. And for and upon every pack of playing cards, and all dice, which shall be sold or used within the said colonies and plantations, the several stamp duties following (that is to say):

  19. For every pack of such cards, one shilling.

  20. And for every pair of such dice, ten shillings.