# Q4W1 (3/29 – 4/2)

Weekly-Assignments-March 29 – April 2

Teacher Kathleen Manning Math and Science 4 1 Measurement/Plants&Animals
Standard(s) Taught

MATH: 4.MD.1.1 4.MD.1.2 4.MD.1.3

– Know relative sizes of measurement units: km, m, cm, m, 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.
– Express length in different measurements (i.e. a 4 ft snake is 48 inches)
– Generate a conversion table for feet and inches listing the number pairs.
– Use the four operations to solve word problems involving distances, intervals of time, and money.
– Represent fractional quantities of distance and intervals of time using linear models.
– Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

SCIENCE: SC.3.L.15.1 SC.3.L.15.2 (these are reviewed from grade 3)

– Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates, invertebrates,those having live births and those that lay eggs, according to their physical characteristics and behavior.
– Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.

Learning Targets and Learning Criteria

The student will:

– Know relative size of measurement units within one system.
– Convert larger units of measure into smaller equivalent units.
– Complete two-column tables (function tables) showing measure equivalents and relate measurement conversions to multiplicative comparisons.
– Use the four operations to solve word problems involving distances, intervals of time, and money.
– Apply the perimeter formula in real-world and mathematical situations.
– Apply the area formula in real-world and mathematical situations.
– Solve for missing dimensions of rectangles when provided with the perimeter and/or area.
– Solve problems involving area of a composite figure composed of rectangles.
– Discuss how scientists use physical characteristics and behaviors to group animals (e.g., fur, feathers, number of legs, lay eggs, nurse young).
– Discuss the benefits of scientists sharing the same grouping system (classification).
– Classify animals into major groups according to their characteristics:
vertebrates: (fish, amphibians, reptiles, birds, mammals)
invertebrates: (arthropods – segmented bodies, jointed legs, and hard outer coverings)
other categories: (live births/egg laying; feathers/scales/fur/skin/outside skeleton; warm-blooded/cold-blooded;
lungs/gills, skeleton/hard outer covering).
– Identify flowering plants (e.g., marigolds, cacti, apple tree, oak tree).
– Identify non-flowering plants that produce seeds (e.g., cypress tree, pine tree, sago palm, juniper tree).
– Identify non-flowering plants that produce spores (e.g., fern, moss, horsetails, liverworts).
– Classify plants into major groups based on their physical structures for reproduction.
flowering (seed) vs. non-flowering (seeds or spores)
seed production vs. spore production
– Compare the structures of different flowering plants (Note: Flowers of flowering plants may not be visible such as grass and cactus).
– Compare the structures of different nonflowering plants.
– Compare flowering and nonflowering plants.
– Explain the importance of communication among scientists who study plants.

Classroom Activities

-Math Book, Chapter 13 “Perimeter and Area” pp. 819-856
Chapter 12, Lesson 3, “Metric Mass”
-Measurement Activities
-IXL: M15, AA1, AA3, AA4, AA7, AA13
-Practice with FSA Measurement Chart and Bubble Sheets
-Floridastudents.org (Science Grade 3 for review): “Animal Classification” Part 1 and 2 (Vertebrates/Invertebrates)
“Classify Plants” Part 2 and 3 (Seeds/Spores and Flowering/Non-Flowering)
-“What Am I?” plant riddles
-Card sort Activities
-Vocabulary in Science Lab books
-Brainpop: (Science) “Diversity of Life” Sections 1) Vertebrates, 2) Invertebrates, and 3) Seedless Plants
-Study Jams: (Science) “Plants” Sections 1) Plants with Seeds, 2) Plants without Seeds, 3) Mosses and Ferns, and
4) Flowers.
“Animals” Sections 1) Invertebrates and 2) Vertebrates

Assignments Due

**See Weekly Assignment Sheet at top of Lesson Plan**