Week 14 11-20
*Canned food drive ends on Monday. Please consider donating some items to those who are not as fortunate during the holiday season. We are currently in 2nd place! Winning class receives a prize.
*St. Augustine Permission slips and information letters will be going out. Please be sure to return this as soon as possible so we can get an accurate count of children going and see how many chaperones we can bring.
**Tuesday is a STEM challenge day, where we will be working on a STEM challenge in math/writing. This will be fun, but students will also be reinforcing their previous knowledge of standards learned this year.
|Unit of Instruction||Standard Capacity Conversions/Physical&Chemical Changes/Tribes|
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|
• 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.
Mini Mayflower STEM challenge (capacity)
Physical/chemical changes review
Test on Tuesday
Work in groups for tribe
Make a plan for the model
IXL N.5, N.7
Metric Conversion quiz retake on Monday
Summative on Tuesday on physical and chemical changes
Conference with teacher about the plan for the model