Week 13 11-13
**Canned food drive is happening this week. I have a sheet that I keep track of in terms of donations per student each day. Please consider giving in this holiday time to those who are in need. Students must donate at least 5 items in order to be able to participate in Disney Dress Down Day next Tuesday 11/21. Winning class gets a donut party.
**Book orders are due by Tuesday 11/21. Parents, if you would like part of your order to be a gift for your child, just let me know and I can get it to you during parent pick up or some other time. What a great gift to give books to a child!
|Subject Area||Math/Science/Social Studies|
|Unit of Instruction||Measurement Conversions/Changes in Matter (Physical and Chemical)/Calusa|
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. MAFS.4.NBT.1.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; L, mL; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), … MAFS.4.MD.1.1
Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. SC.4.P.9.1
Compare Native American tribes in Florida. SS.4.A.2.1
|Learning Targets and Learning Criteria|
• explain that a digit in one place is worth ten times the value of the place to its right by connecting to measurement conversions within the metric system.
• know relative size of measurement units within one system.
• convert larger units of measure into smaller equivalent units (required units are listed on Grade 4 FSA Mathematics Reference Sheet).
• complete a two-column table (function table) showing measurement equivalents and relate measurement conversions to multiplicative comparisons (e.g., 1 yard is 3 times as long as 1 foot).
• identify familiar physical changes in matter in which the objects’ properties are retained (e.g., cutting, tearing, crumpling, folding, melting, freezing, dissolving).
• identify familiar chemical changes in matter that result in a new substance with new properties (e.g., burning, frying, rusting, grilling, toasting, decaying plant and animal matter).
• record observations of physical and chemical changes in a science notebook.
• make inferences about observations made of physical and chemical changes.
• describe observable signs that a chemical change may exhibit (smell, color, heat, fizzing sound, and substance given off).
• identify Florida’s different Native American tribes. Examples may include, but are not limited to, Apalachee, Calusa, Tequesta, Timucua, and Tocobaga.
• summarize the lifestyles of different Florida tribes.
Review place value connections in base ten system (value of digit on the left is 10x the value of the digit on the right)
Conversions in the metric system worksheet
Collaborative group project
Physical and Chemical Changes Packet
Physical/Chemical Changes lab
IXL N.11-N.16 to 70 due Friday
Conversions quiz on Thursday
Projects due by 11/21
Chemical Changes packet due Friday
Quiz on Friday
Calusa Questions due Thursday