Loudon Elementary School

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Due:

ELA Part 4 and Math Part 1 TNReady testing

Due:

ELA TNReady testing Parts 2 and 3

Due:

Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Students will complete the Unit 5 test. 
 
Early finishers will be allowed to complete IXL skills in areas of need. 

Due:

Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Students will complete review pages 263-266 using their book. 
 
Class will go over the review together and check answers so that they can use the review as a study guide for their test on Friday, April 5th.

Due:

How Are Living Things Adapted to Their Environment?

Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Vocabulary:
-behavioral adaptation
-instinct
 
Class will read pages 254-257 of Unit 5 Lesson 5.
Class will complete page 258 together as a summary of the lesson.
 
Daily Grade:
Pages 259-260

Due:

How Are Living Things Adapted to Their Environment? 
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Vocabulary:
-environment
-adaptation
-physical adaptation
 
Class will read pages 247-253 of Unit 5 Lesson 5.
 
Ticket Out the Door:
Would more plants and animals live in a fast-moving river or a slow-moving river? Explain.

Due:

Why does it matter? How is what we do able to affect the lives of sea turtles?

Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.

Students will explore the impact we are making on sea turtles and why they are on the endangered species list.

Students will present their PowerPoints to the class.

Due:

Why does it matter? How is what we do able to affect the lives of sea turtles?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Students will explore the impact we are making on sea turtles and why they are on the endangered species list.
 
Students will present their PowerPoints to the class.

Due:

Why does it matter? How is what we do able to affect the lives of sea turtles?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Students will explore the impact we are making on sea turtles and why they are on the endangered species list.
 
Students will create a PowerPoint to inform people of ways to save the sea turtles.

Due:

Why does it matter? How is what we do able to affect the lives of sea turtles?

Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.

Students will explore the impact we are making on sea turtles and why they are on the endangered species list. 
 
Ticket Out the Door:
What could you do to help save the sea turtles?

Due:

How do animals reproduce?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Class will read pages 238-239 of Unit 5 Lesson 4.
 
Ticket Out the Door:
Students will complete pages 243-244 for a daily grade.

Due:

How do animals reproduce?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Class will read pages 231-237 of Unit 5 Lesson 4.
 
Ticket Out the Door:
What are the 6 stages of the human life cycle?

Due:

How do plants reproduce?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Vocabulary:
~pollination
~spore
 
Class will read pages 218-223 of Unit 5 Lesson 2.
 
Ticket Out the Door:
Students will complete pages 225-226 for a daily grade.

Due:

How do plants reproduce?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Vocabulary:
~germination
~maturity
~fertilization 
 
 
Class will read pages 213-217 of Unit 5 Lesson 2.
 
Ticket Out the Door (Compare/contrast):
How are flowers and cones similar and different?

Due:

What are some plant structures?
 
Standard: 4.LS2.5 Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce.
 
Vocabulary:
~roots
~stems
~leaves
 
Class will read Unit 5 Lesson 1 pages 201-207.
 
Ticket Out the Door:
Students will complete pages 209-210 for a daily grade.

Due:

Field Trip to the Tellico Trout Hatchery.
 
We will be leaving at 8:15. Please make sure your child is to school on time. 

Due:

Standard: 4.LS2.2-Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
 
Students will use what they have learned to choose an animal and write a short essay on the food chain of the animal. They will also have to create an illustration of the food chain.

Due:

Standard: 4.LS2.2-Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
 
Students will explore food chains of land animals. 

Due:

4H in all classes.

Due:

Standard: 4.LS2.2-Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.  
 
Students will explore the components of a food chain. We will focus on aquatic food chains today.

Due:

What are some properties of light?

Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.
 
Students will complete a quiz over Unit 4 Lesson 4.
 
They will work on IXL and MobyMax to reinforce skills taught. 

Due:

What are some properties of light?

 

Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.

 

Vocabulary:

~refraction

~prism

 

Class will read pages 184-187 of Unit 4 Lesson 4

 

Students will complete page 188 for a daily grade.

Due:

What are some properties of light?
 
Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.
 
Vocabulary:
~opaque
~transparent
~translucent
~reflection
 
Class will read pages 179-183 of Unit 4 Lesson 4
 
Ticket Out the Door:
What is the difference between transparent and translucent?
 

Due:

What is Light?

Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.

Vocabulary:
~light
~electromagnetic spectrum
 
Students will complete a quiz on Lesson 3 of Unit 4.
 
After they have completed their quiz, they will work on IXL and MobyMax.

Due:

What is Light?
 
Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.
 
Vocabulary:
~light
~electromagnetic spectrum
 
Class will read pages 174-177 of Unit 4 Lesson 3
 
Daily Grade:
Students will complete page 178 for a daily grade.

Due:

What is Light?
 
Standard: 4.PS4.2: Describe how the colors of available light sources and the bending of light waves determine what we see.
 
Vocabulary:
~light
~electromagnetic spectrum
 
Class will read pages 169-173 of Unit 4 Lesson 3
 
Ticket Out the Door:
How are wavelengths organized on the electromagnetic spectrum? 

Due:

Inquiry Project: How Does Sound Travel Through Solids, Liquids, and Gases?
 
Students will record and describe the differences in a given wave when it passes through different media.
 
 

Due:

What is Sound?
 
Standard: 4.PS4.1: Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
 
Vocabulary:
~wave
~pitch
~frequency
~volume
~wavelength
~amplitude
 
Class will read pages 154-159 of Unit 4 Lesson 1
 
Daily Grade:
Students will complete page 160 as a summary of Lesson 1 for a daily grade.

Due:

What is Sound?
 
Standard: 4.PS4.1: Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
 
Vocabulary:
~wave
~pitch
~frequency
~volume
~wavelength
~amplitude
 
Class will read pages 149-153 of Unit 4 Lesson 1
 
Ticket Out the Door:
What characteristic of sound is sometimes responsible for hearing loss?
 

Due:

4.PS3.1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
 
Vocabulary:
position
velocity
motion
force
speed
acceleration
 
Bell Ringer Question: Is gravity a push force or pull force? Explain how you know.
 
Teacher and students will finish reading lesson 3.
 
Ticket out the door: Students will complete page 134 in their text book.

Due:

The 4H program is collecting cans of tuna for the local food charities! We would LOVE if every child could bring in 1 or 2 cans of tuna. This will greatly help people in need as the holidays approach. Thank you in advance!! 

Due:

4.PS3.1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
 
Vocabulary:
position
velocity
motion
force
speed
acceleration
 
Activator: Vocabulary Game
 
Teacher and students will read pages 121-127 of Lesson 3 in their text books. Teacher will pause to check for understanding and to question students. 
 
Students will use their knowledge from the text to complete a game on friction. 

Due:

4.PS3.1 Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.

Vocabulary:
position
velocity
motion
force
speed
acceleration

Activator: Students will give directions from a place in the room to another place. 

Teacher and students will complete the digital lesson for Unit 3 Lesson 3.

Ticket out the door: Students will complete page 135 in their text book.

Due:

4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
4.PS3.3: Describe how stored energy can be converted into another form for practical use.

Vocabulary:
energy
kinetic energy
potential energy
mechanical energy
chemical energy
electrical energy
 
Students will complete a Unit 3 Lesson 1 Quiz.
 
When they are finished, they will work on Science skills on IXL.

Due:

4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
4.PS3.3: Describe how stored energy can be converted into another form for practical use.

Vocabulary:
energy
kinetic energy
potential energy
mechanical energy
chemical energy
electrical energy
 
Students will complete an inquiry assignment where they will use their knowledge about energy and answer the question "What is a hybrid car and how is it different from a regular car?"
 
Students will share out their findings to the class. 

Due:

4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 
Vocabulary:
energy
kinetic energy
potential energy
mechanical energy
chemical energy
electrical energy
 
The class will create an anemometer and test the prototype. 
 
Students will explore KidsCorner.com

Due:

4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 
Vocabulary:
energy
kinetic energy
potential energy
mechanical energy
chemical energy
electrical energy
 
Activator: Vocabulary SWAT game.
 
Teacher and students will read Lesson 1 to page 107 in the text. 
 
Students will apply what they know about potential and kinetic energy to design a roller coaster online. 
 
 

Due:

4.PS3.2: Observe and explain the relationship between potential energy and kinetic energy.
4.PS3.3: Describe how stored energy can be converted into another form for practical use.
 
Vocabulary:
energy
kinetic energy
potential energy
mechanical energy
chemical energy
electrical energy
 
Activator: Students will complete a matching game where they will match forms of energy to different scenarios. 
 
Teacher and students will complete the digital lesson for Unit 3 Lesson 1.
 
Ticket out the door: Students will complete page 116 in their text book.

Due:

Parent/Teacher Conferences are Monday, November 12th from 3:30-6:30. Please feel free to drop in to talk about your child’s progress! We would love to see you! 

Due:

4H Day! Today we will have our Tasty Treats, 4H Poster, and Speech contests. 

Due:

4H Meeting Day!
 
Contests:
Tasty Treats
Poster Contest
Speech Contest
 
These are not required contests, but they are strongly encouraged. I would love I each child entered into at least 1 contest! We want to win a pizza party for the most involvement!!

Due:

No School ~ Election Day 
 
 

Due:

Today we will be taking our Unit 2 Science Test. 

Due:

We will complete a Jeopardy review game on Unit 2 of our Science book.
 
We will have a test Friday on Unit 2. The kids will be bringing home a study guide!

Due:

Unit 2 The Engineering Process
Lesson: What Is Technology?
 
Core Content:
We will read Lesson 3 :What Is Technology?"
 
Sum It Up:
Students & Teacher will complete the Sum It Up page

Daily Grade:
Students will complete the Word Play page for a daily grade.
 
Homework:
Pg. AG16 #'s 1-5

Due:

Class Science Fair
Students are expected to create a Science Fair project and bring it to school on Tuesday, October 16th for our class Science Fair. This will be part of their grade for the second 9 weeks. The guidelines are attached. 

Due:

Today will be used as Science Fair work day! Students may bring in their materials and work on their projects. I will have some materials for students who have not yet started their projects and an alternate assignment for those who are done with theirs or do not bring anything to work on. 

Due:

The trip to the park that is scheduled for Friday, October 5th, is for students who have received NO citations or office referrals during the 1st nine weeks. Students and teachers will be going to Roberson Springs Park.

Due:

Today we will complete a quiz on Unit 2 and a performance assessment.
 
 

Due:

Unit 2 The Engineering Process
Lesson: What Is Technology?

Core Content:
We will read Lesson 3 :What Is Technology?"

Sum It Up:
Students & Teacher will complete the Sum It Up page
 
Daily Grade:
Students will complete the Word Play page for a daily grade.

Homework:
Pg. AG16 #'s 1-5

Due:

Unit 2 The Engineering Process
Lesson: How Can You Design a Solution to a Problem?
 
Attention Grabber:
Teacher will demonstrate what happens when you drop an egg from a height of 2 meters.
 
Students will complete the response pages as they use their inquiry flipcharts to guide their thinking. 
 
Students will create a safety device that will catch an egg dropped from 2 meters high that will absorb the force of the fall and not allow the egg to crack. They will have a limited amount of preselected supplies to use. 
 
We will test the safety designs.

Sum It Up:
Students will complete the reflection/conclusion page.

Homework:
Pg. AG15 #'s 1-5

Due:

Unit 2 The Engineering Process 
     Lesson: What Is an Engineering Design Process?
 
Core Content: 
     We will read Lesson 1 :What Is an Engineering Design Process?"
      -What is engineering?
      -What is the design process?
      -Can you create a design that you could actually use?
 
Inquiry Flipchart:
     Design a Solution to a Problem
 
Sum It Up:
     Students & Teacher will complete the Sum It Up page
 
Homework:
     Pg. AG14 #'s 1-5

Due:

Progress reports were sent home today (Sept. 5). If your child has missing assignments in SkyWard or on their progress report, I sent home blank copies of the paper. They have until this Friday, September 7th to complete the work and get it turned in. We had a conversation in each class today about making sure that they are turning in their completed assignments when they are due because no one wants to receive a zero. Please let me know if you have any questions about their progress reports or missing assignments. 

Due:

Next week we will begin Unit 1 in our brand new Science books! This unit is an introduction to Science and all of the processes that go along with it. We will be talking about what scientists do and how they collect their information. We will also have a couple in-class projects for inquiry. We will complete this unit on Thursday, August 30th and then have our Unit 1 Test on Friday, August 31st. Please be looking for items coming home that will give you some more insight into our studies!

Due:

The kids should complete a review page for lessons 4 and 5 from Unit 1 in our Science book. It will be given on Tuesday, August 28th and be due Wednesday, August 29th.