Grade 4 Learning Board

Home , Balve Cave, Glacier cave, Ice cave

DAY 1---May 11

Reading (~30 min) Math (~30 min) Science (~30 min) MAPEL (~30 min)

Learning Target: Learning Target: Learning Target: Learning Target I can take note of my I can follow the order of I can identify how caves I can complete or characters traits, operations to correctly form and change perform and turn in 2 struggles and triumphs solve an equation. activities to determine a theme.

Watch the video on Watch Read the book MUSIC ACTIVITIES Landforms: Caves by theme. PEMDAS RAP CALENDAR Sonya Olson on Epic! Choose 2 Activities for

the week

Then complete 15-20 Today in your own Take a pic of it, record it,

reading start to stop minutes of IXL Skill: write about it. (NEW and jot your thinking 4.F.14 activities have been about possible themes. added at the bottom)

Or No assignment needs

to be submitted today. Or Read the Paper notes

Complete the paper Do 2 activities from Day practice sheet in Day 1 1 paper packet. packet.

DAY 1 (5/11)

Reading

I can determine a theme by reflecting and

citing text evidence about my characters Unit End Goal traits, struggles, and triumphs.

Steps: Instructions:

Day 1 :

Developing ideas 1. Read the transcript below on Theme from the BrainPop for a theme video.

2. Today as you read to stop and jot about the characters

Learning Target: traits, struggles and triumphs. Use these to start to

I can take note of develop ideas about possible themes for the book you are my characters reading. traits, struggles and triumphs to determine a theme.

Finding Theme

Theme is a lesson that can be learned from a text. You may have learned that some common themes are love, family, and friendship, but these are not true themes; these are just topics. These are important and they helped us get to the theme but they are not in themselves themes.

The first step to finding a theme is to finish reading a text. As an example let's take a look at a Disney movie we're all familiar with Frozen.

The second step is to create a list of topics. What are some ideas for topics that appear in

Frozen?

● Olaf's willing to melt Ana. (Friendship)

● Ana and Elsa stick together. (Family)

● Ana fights through the forest to find Elsa. (Courage)

● Hans is trying to take over. (Power)

● Elsa doesn't share that she had ice powers. (Secrets, be yourself)

● Kristoff goes back to help Anna (Love)

Once you have a list of topics the third step is to pick a topic and write a sentence about what the author believes about that topic.

Let's take friendship because it's all over the place and frozen. The author believes what about friendship? The author believes that true friends will help each other when they're

DAY 1 (5/11) in need. Notice how this is not specific to the text; there are no character names. This should be something you can apply to your own life.

The fourth step is to cross out the author believes that and rewrite the sentence true friends will help each other when they're in need.

Congratulations you just came up with a theme and you used these four steps:

Step 1: Finish reading a text

Step 2: Create a list of topics

Step 3: Pick a topic and write a sentence about what the author believes about the topic Step 4: Cross out the author believes that and rewrite your sentence

DAY 1 (5/11)

Math

Equations and I can identify factors and multiples between 1 and 100. Word Problems Unit End Goal I can identify if a number is prime or composite.

Steps: Instructions: Visual:

Day 1 : ● Read through the paper

PEMDAS notes.

● Complete the Practice

page.

Learning Target: I can follow the order of operations to correctly solve an equation.

DAY 1 (5/11)

Math Instruction:

DAY 1 (5/11)

Math Practice:

DAY 1 (5/11)

Science

I can create a one-pager describing my End Goal: knowledge of caves

Steps: Instructions:

Day 1 - Read the book Landforms: Caves Please read the book Landforms: Caves by by Sonya Olson on Epic! Sonya Olson on Epic! Or read Landforms: Caves by Sonya Olson in your packet.

Landforms: Caves By Sonya Olson Transcript:

Chapter 1: Underground Wonders Hundreds of stalactites hang from the ceiling. They look like icicles. But they are solid rock. Water drips from stalactites. It falls into a shallow pool. Each drop makes a spooky echo in the cave. A cave is an empty space in the ground. Many caves are dark and cold. They can also be long and deep. Most caves take thousands of years to form. And once they are formed, most caves are always changing. FUN FACT: The world’s deepest known cave is the Krubera Cave. It is in the country of Georgia. It is more than 7,200 (2,195 m) deep.

Chapter 2: Wearing Down The Earth There are several types of caves. Solution caves are common. When this kind forms, groundwater flows through the cracks in rock. The water slowly dissolves the rock. Over time, an empty space forms. Lava caves form after a volcano erupts. Lava burns a path into the ground. The lava on top cools and hardens. But the lava below stays hot. This hot lava keeps moving down the side of the volcano. It leaves behind a hollow space under the hard lava. This process forms a tunnel-like cave. FUN FACT: Washington has many lava caves. Ape Cave is in Washington. It is approximately 2.4 miles (3.9 km) long. Waves can make sea caves. They form as waves crash against a cliff. This happens over and over. The waves erode the cliff over time. After many years, a cave is formed. In cold places, caves can form in thick ice. When seasons change, the weather becomes warmer. Some of the ice melts. A hole forms in the melting ice. As more ice melts, the hole gets bigger. Over time, a cave forms. This is called a glacier cave. FUN FACT: The world’s longest cave system is in Kentucky. The Mammoth Cave System stretches more than 345 miles (555 km).

Chapter 3: Always Changing Caves change over time. They become larger as more rock erodes. Many caves stay damp all the time. In these caves, minerals from the water stick to the rock. They keep the thin ceiling strong. If a cave gets too dry, the ceiling can fall down. This creates a big hole that is open to the outside air. More light gets in. This changes what plants are able to grow in the cave. It also changes what animals can live in the cave.

DAY 1 (5/11)

Many caves are made out of rock. They may seem very strong. But they are fragile. Humans sometimes cause harmful changes in these caves. For example, touching stalactite can affect how it grows. Humans have germs and oil on their hands. These things can damage the rock. The germs can also make animals sick. Pollution and climate change put cave creatures in danger, too. The plants and animals that live in caves need the temperature to stay the same. They can be harmed if it changes. That’s why it is important for people to protect. FUN FACT: Some people explore caves for fun. This activity is called spelunking.

LANDFORMS OF THE WORLD: Son Doong Cave Son Doong Cave is the largest known cave passage in the world. It is in the jungles of Vietnam. The cave was found in 1991. Son Doong Cave is more than 5.5 miles (8.9 km) long. Some parts of the cave have large openings in the ceiling. These openings can reach heights of 400 feet (122 m). In one area, the cave roof fell apart. This change allowed light to get in. Over time, this part of the cave became a jungle. Plants and trees grew underground. The trees grew to be nearly 100 feet (30 m) tall.

Chapter 4: Life Underground Caves support many kinds of life. But each part of the cave is home to different plants and animals. There are three main parts of a cave. The light zone is the beginning of the cave. It gets the most light. Many ferns grow here. Raccoons and bears use it for shelter. Next is the twilight zone. It is darker and cooler. Moss grows here. Salamanders eat insects that live on the cave walls. Bats also sleep in the twilight zone. Bats use echolocation. It helps them fly through the dark cave. Bats make high-pitched sounds. These sounds bounce off the hard cave walls. The sounds come back to the bat’s ears. The reflected sounds tell the bats how close they are to objects. FUN FACT: Bats are important to other living things in caves. Their waste is food for spiders and insects. It also helps moss and fungi grow. The last part of the cave is the dark zone. There is no light. No plants are able to grow. But spiders, shrimp, fish, snails, and worms all live here. These animals are blind. They use their hearing feelers to move around. FUN FACT: Bacteria found nowhere else on Earth can live in caves. Some look like jelly. Others look like fluffy white balls.

DAY 1 (5/11)

Music Music Activities for 4th and 5th Grade 3 Columns of new activities have been added at the bottom. Each Week choose 2 New Activities and take a pic of it, record it OR write about it and EMail it to [email protected] (Please put your MVI home room teacher’s name in the subject line) Some Links have Many Choices for Activities. You only have to turn in 2 per week.

CHOOSE ANY 2 EVERY WEEK

Music Ed Play Piano Teach someone Find 2 bowls w. Write a silly Worksheets https://www.onli the Solfege Lids for drums. song and https://www.edu nepianist.com/vir Scale Write 2 measures perform it for cation.com/work tual-piano Do Re Mi Fa Sol La Ti of rhythms in 4/4 your family Do for each drum. sheets/?q=musi Play at the same c time.

Practice warm Draw what you hear Dance to the music Make a One Music Show #1 ups lips the teeth. https://www.yout https://www.yout Pager with all https://www.yout sing ee sing eh ube.com/watch? ube.com/watch? the music words ube.com/watch? sing ah. v=uWYmUZTYE v=hWTe3C_Ro and symbols you v=0kaX2l413p8 Pah Pah’s 78 Do remember &t=12s

Music Show #2 Music Show #3 Music Show #4 Music Show #5 Record yourself https://www.yout https://www.yout https://www.yout https://www.yout singing or ube.com/watch? ube.com/watch? ube.com/watch? ube.com/watch? playing a song. v=RYsGlNpx2YI v=vo-PBf_WH54 v=xCqpi5Ekwiw v=fTyD2pfAsaI& Send it to a t=1s grandparent.

Look out the Try this fun vocal Write and sing a Create a Stomp Make a list of window and warm up tune to your Video using piano (soft) write a song https://www.yout favorite Nursery household items sounds that you about what you ube.com/watch? Rhyme https://www.yout hear today see v=K5ibRYDBFT ube.com/watch? w v=US7c9ASVfN c

Write a Make a list of Ask your parents Reach out to Listen-choose your Christmas, forte (loud) the name of their extended family favorite decade and favorite songs were members and make write a one pager Halloween or sounds that you when they were a list of all the telling why it is the Easter Song hear today your age. instruments your best. -listen to a couple family has played https://www.yout ube.com/watch? v=lExW80sXsHs

Write music Make your own Write a rap Journal: Listen to notes on the instrument about your This is what Beethoven’s sidewalk using https://www.yout favorite animal, Music means to Fur Elise sidewalk chalk ube.com/watch? family member, me. Write down https://www.yout

DAY 1 (5/11)

v=7sUNXA4NY food or any your favorite ube.com/watch? KI theme. songs and v=wfF0zHeU3Zs instruments

Alfred Music Solfege Hand World Music Clap Jam #1 Echo Sing Lessons Symbols Watch 1 video. Write a Solfege Learn Hand Symbols reaction paragraph Clap Along After the instrument While singing (only Do using 3 or more music Plays, you sing along to Do) words like: tempo, beat, with the highlighted rhythm, timbre, mood notes etc

Notes on the Analyze Classical Music Clap Jam #2 Band Instrument Clap Jam #3

Piano Clap Along Demo Watch video then play Write about your Clap along with the C,D,E,F,G on virtual favorite instrument and video piano or Garage Band why it is your favorite using 2 or more music words.

Rhythm Patterns Read Music One Voice 50 Nifty United for Piano Watch the Watch the video. Draw States 50 Nifty--FAST video and try some of the notes with it’s Write a reaction version corresponding name Paragraph using the rhythm patterns on virtual piano or Garage 3 or more music Band words Sing Along

DAY 1 (5/11)

Directions: Write a rhythm using the note groupings at the top. Notice there is only 2 beats in each measure. Clap it using ti ti’s and Tah’s.

Directions: Using another piece of paper write a melody using a different color for each syllable. For instance; “Do” might be black, “Re” red, “Mi” Blue and so on. Every time you want to use that syllable you use the same color. It should be at least 8 measures in length 4/4 Time Signature.

DAY 1 (5/11)

Directions: Knowing that the line notes spell “Every Good Boy Deserves Fudge” and the Space notes are “FACE”, label the notes. Play it using Garage Band or Virtual Piano. You can get the notes labeled ABCDEFG on the keyboard programs to help you… .if you don’t have those play on recorder or any melodic instrument.

Directions: Write a 4 measure melody using notes CDEFG. Quarter Notes and Half Notes. Label the notes. Play on Garage Band or Virtual Piano (any melodic instrument-your voice)

DAY 1 (5/11)

Directions: Label the names of the Stringed instruments. Listen to a sample of each on YouTube if you are able.

Which instrument has the highest pitch? ______Why? ______

Which instrument has the lowest pitch? ______Why? ______

Grade 4 Learning Board

DAY 2---May 12

Reading (~30 min) Math (~30 min) Science (~30 min) MAPEL (~30 min)

Learning Target: Learning Target: Learning Target: Learning Target I can identify the I can identify factors I can identify traits and I can be physically difference between plot and multiples. vocabulary words active for 30 minutes 3 and theme. about caves. times this week.

Watch Plot vs Theme Watch Factors & Watch the Bill Nye The P.E. Multiples Science Guy: Caves BINGO #1 video Download the Bingo

board to Notability,

Mark off as you do

them, have someone

take a picture of the 5

activities and send to

Start DRAFT in Seesaw [email protected] Complete 15-20 minutes Activity for Day 2 in If your teacher has a of “Weekly Reading: SeeSaw page you can IXL Skills: Theme” to identify plot submit it there. 4.D.6 (ENC) vs theme in a fiction 4.D.7 (2S9) book you read today.

Or Or

Read paper notes. Complete table in Day 2 Or Complete paper packet and put into If you are doing a Paper practice sheets in Day 2 Seesaw Activity. version mark off on packet paper, snap pictures on

a phone and send to

me. Take a picture of

the paper so I can see

what row you did as

well and submit!

Day 2 Packet

DAY 2 (5/12)

Reading

I can determine a theme by reflecting and

citing text evidence about my characters Unit End Goal traits, struggles, and triumphs.

Steps: Instructions:

Day 2 : Plot vs Theme 1. Look through the anchor chart to

understand the difference between

plot and theme.

Learning Target: 2. Complete the table below identifying

I can identify the difference between plot the difference between plot and

theme in a book you read today. and theme.

DAY 2 (5/12)

Your Turn: Fill out the table about a fiction book you read today.

Plot Theme

What is happening in the story? What is a possible lesson you might

learn from the story?

Day # 2 Reading Selection

Crow Said No

Crow lived in a tall pine tree. One d ay a finch flew by. “May I rest here?” she asked.

“No,” said Crow. “This is my tree.”

“I’m tired,” said Finch. “Please let me stay awhile.”

“Just a little while,” said Crow.

“May I sing?” asked Finch.

“No,” said Crow. “No singing.”

“Oh, my,” said Finch. “Your tree makes me feel like singing.”

“Really?” said Crow. “Well, just one song.”

Finch sang and sang. “Did you like my song?” she asked.

“I’ve heard worse,” said Crow.

Finch looked around. “Night is coming,” she said. “May I stay here overnight?”

“No,” said Crow. “No visitors.”

“Where can I go?” asked Finch.

DAY 2 (5/12)

“Find another tree,” said Crow. Then he looked around, too. It was almost dark. “Oh, all right,” he said. “Just one night.”

“Thank you,” Finch said. She found some twigs and dry grass and made a small nest.

The next morning Finch called to Crow, “This nest is comfortable, and

I’m still tired. May I stay one more night?”

“No,” said Crow.

“Please,” said Finch. “I won’t bother you at all.”

Crow groaned. “All right,” he said. “One more night.”

All day Finch flew back and forth, back and forth. She put more twigs in the nest.

She lined it with fresh grass. “Now I can rest,” she said. Finch settled down for the night.

The next morning, Crow heard twittering. “Are you leaving?” he called.

“Not yet,” Finch said. “I have a surprise. Come and see.” Three eggs lay in the nest. A red-headed finch fluttered nearby. “This is my mate,” Finch said.

“No, no, no!” said Crow. “No fathers. No eggs.”

“I’m sorry,” said Finch. “I can’t go now. I can’t leave my eggs.”

“Then I will go,” said Crow.

“Why?” said Finch. “Your tree is big. There’s room for all of us.”

“Do you think so?” asked Crow.

“Of course,” said Finch. “We won’t stay long.”

“But it is my tree,” said Crow.

“Yes, it is your tree,” said Finch. “Please stay.”

“Oh, all right,” said Crow.

Crow sat at the top of the tree. Finch sat on her eggs. Finch’s mate brought food to her every day. Everyone waited and waited.

Cheep! Cheep! Cheep! Three eggs hatched! “Watch them grow,” said

Finch.

Day after day, Crow watched. The babies gobbled and gulped. The babies chattered and chirped. The babies fluttered and flapped.

One day, Finch said, “Thank you, Crow. You have been a kind friend. We can go now.”

“Why?” asked Crow.

“The babies can fly,” said Finch.

“So soon?” said Crow.

“Yes,” said Finch. “This is your tree. We’ll find another tree.”

“No,” said Crow. “Don’t go. This is our tree now.”

DAY 2 (5/12)

Math I can identify factors and multiples Equations and Word between 1 and 100. Problems Unit End Goal I can identify if a number is prime or composite.

Steps: Instructions:

Day 2: ● Read through paper notes. Factors & Multiples ● Complete Multiple sheet and Factor sheet.

Learning Target: I can identify factors and multiples. Math instruction:

DAY 2 (5/12)

Math Practice:

DAY 2 (5/12)

Science -I can learn about different traits Goal: and vocabulary words having to do with caves.

Steps: Instructions:

1. Watch the Bill Nye While you watch Bill walk you the Science Guy: through some caves and Caves video or their neat features, pay close attention to their traits and read the video any vocabulary words he transcript in the teaches you. Incorporate packet. those words and traits into your final project, a one-pager on caves!

Bill Nye Caves Video Transcript:

Bill: *answers ringing phone* “Yes commissioner, you want to know about natural hollow spaces in the earth. Got it. To the lab!”

*Sliding down pole into the lab*

Narrator: Dedicated to solving subterranean mysteries in the deepest darkest part of caves: Bill Nye the Science Guy!

Bill: We live where we can see, we live where the sun shines. But, there are places all over the world where there is barely any sunshine at all. They’re not up where we live, they are deep, deep down in the earth. They’re caves! They’re all kinds of caves, with all kinds of living things in them! Caves form wherever material or rock or ice gets carried away from an underground space stiff enough to support a roof. So, there are caves under ice, caves underwater, and caves underground. Caves can be almost anywhere! Take a look at this: it’s our underground cave formation simulation model of science. Everywhere we go on the Earth’s surface there are rocks. Layers of rocks. Now, some parts of the Earth used to be underwater. They used to be part of the ocean. So, now we find places where there are layers of rocks made of ancient sea shells. It’s chalky rock: limestone! So, let’s say this layer of sugar is a layer of white chalky rock (limestone). Now, when the ground gets soaked with water (like when it’s been raining off and on for three hundred thousand years) the water flows through the ground like a river. The chalky stone dissolves slowly and we get a cavern, a cave. Wherever water can get in, there is usually a hole or an entrance. Water can get in, living things can get in and start living in special ecosystems. We get bats, bacteria, fungi, spiders and insects, fish and amphibians that we don’t see living anywhere else. See, stuff that is living down here doesn’t need light, and with all that rock and dirt for a 8

DAY 2 (5/12) roof, caves are insulated. Caves stay about the same temperature all year round. Caves are wild! They’re cool! Well, they’re constant really that’s what makes them so fascinating. Things in caves change so slowly that if you made a footprint, it could be there for 200,000 years.

*Music plays and caves show*

Bill: These rocks were formed by water dripping. The water is loaded with minerals. The formation growing down from the top is called a stalactite. It holds tight to the ceiling. The formation growing up from the bottom is called a stalagmite. It might reach the roof. Both the stalactite and the stalagmite were formed by the same drops of water dripping. The whole thing really starts on the surface. That water is coming from above the cave. As it drips through the rocks, it picks up minerals and falls down, it leaves the minerals behind. After a while, they build up. This stalagmite is about four million years old. And you know what else? It’s gotten ever so slightly bigger while we’ve been here. Only one drip at a time. Time is no problem in a cave!

*Commercial about making your own stalactites* *Move to a child sitting at a table with a milk carton*

Child: You can make your own stalactite at home. You might need an adult to help you. Boil a small pot of water, and then let it cool down for a couple of minutes. Pour some into a really thick glass half filled with epsom salts. Keep stirring the epsom salts into the water until it’s all dissolved. Take a cardboard box and trace two circles using the bottom of a cup. Then trace the second circle right around the first one using the top of the cup. Cut out a circle that is in between the two lines, so when you set a cup in it won’t fall through the hole. Poke out three holes around the cup hole. Set the cup in the hole, and pour your salt solution in your cup. Cut three pieces of yarn and attach them to a large object like a washer. Make sure you soak all the string in the solution. Hang it over the side of the cup and push it down into the holes. Make sure there’s something waterproof in the bottom of the box. I used tin foil. You’ll have to watch your experiment for a few days. Every day, the salt water will run out of the cup through the string. The water evaporates but the salt stays put. Forming your stalactite. Pretty cool, huh?

Broadcaster: From the home office in Carlsbad, New Mexico, I now hold in my hand tonight’s top ten list. The top ten things overheard in a cave: #10: Drip, drip, drip. Who left the water running? #9: I may be blind as a bat. Wait a minute, I am a bat.

Bill: There are all different kinds of caves, but they’re not all underground. Some caves are underwater, it looks like a lava tube. This cave is under ice. It’s an ice cave. It was formed by this stream. Ice caves form in glaciers. Slowly moving rivers of solid ice. Under them, they usually have a stream flowing through them. The warmth of the flowing liquid water melts a tube in the glacier and we get a cave. An ice cave. Some caves are formed by fire, hot lava. When a volcano erupts, hot molten rock (lava), flows out of them. Sometimes, while the lava is flowing, the surface cools to form a roof while the lava flows underneath. Eventually, when the lava stops flowing and drains away, we end up with a tube. A cave formed by fire. You are watching Cave TV! The best underground broadcaster in the dark. If you’re going to spend all winter in a cave without eating, try hibernation. What kinds of creatures live in caves? Let’s go to the chart. First, you’ve got your trogloxenes. It’s an old Greek word that means cave outsider, or cave guest if you will. So bats fly around outside the cave and come into the cave during the day to sleep. Bears spend most of the year outside of the cave, but they go into the cave in the winter to sleep. Now birds, skunks, and mozz live near the mouth of the cave where there is just a little light. We call this the twilight zone. They’re all trogloxenes. Next you’ve got your troglophiles. This 9

DAY 2 (5/12) means cave lover. These creatures love the deep, dark, wet environment of a cave. Earthworms are troglophiles. Finally, you’ve got your troglodytes. That means the true cave dwellers. They’re insects, spiders, amphibians, fish, and crustaceans that can’t live anywhere else. In fact, these creatures are often blind or they have no eyes at all. They also often have no color pigment in their skin or shells.

Camp Counselor (singing): No eyes, no problem, I will be just fine. My ears and my nose they will be my guide. You see kids, a long, long time ago some fish found their way into a cave and probably got trapped there. Now the ones with the best sense of smell, touch, and hearing survive and pass their genes on. They’re best equipped to deal with it because they can’t see. So, after millions of years of evolution, they became blind cave fish. Do you hear me? Blind cave fish!

Bill: It’s well, it’s cool, it’s dark. We’re in a cave and in the temperature and the humidity it’s always about the same all year round. That’s because between us and the outside world there’s 250 meters of dirt. Meters and meters, football fields of Earth. It’s a good insulator, so the temperature and the humidity is nice and even all year round. That’s why animals like to come in here to hibernate. It’s comfortable. You never know what you’re going to meet in a cave.

Announcer: And now for our five day forecast for the subterranean darkland. Monday, the cave will be twelve degrees celsius, damp, and dark. Tuesday will be twelve degrees, dark, with a high probability of dampness. Wednesday morning starts off a chilly low of twelve degrees peeking to a high of twelve degrees with a 0% chance of sun. On Thursday, it will be twelve degrees, damp, and dark. On Friday, you’re going to want some fresh batteries for your flashlight because it’s going to be twelve degrees, damp, and dark. That’s our five day forecast. Tune in next week when we’ll play this report over again, and again, and again.

Bill: The temperature hardly ever changes in here.

Two students: Caves are natural hollow spaces in the Earth. Some are on rocks, some are in ice, and some are underwater. But, almost all of them are really dark.

Bill: Deep in a cave, there’s no sunshine. So, how can anything live down there? Well, please consider the following. See those birds? They’re not birds, they’re bats. They live in the cave and they come up on the surface at night to look for food. We say they’re nocturnal, that means going about your business at night. And their business is eating, mostly half a million bats eat tons of insects every night. It’s all you can eat insect night above the chihuahuan desert. Even though bats live where the Sun doesn’t shine, their food and their energy comes from (if you will) where the Sun does shine. See, their food passes through their bodies and the bat droppings (what we call bat guano) ends up all over the floor of the cave. Now, for some organisms, this stuff is fuel. It's a bacterial breakfast, fungus food. See those organisms feed on the organic material. The stuff from the organisms, the insects that the bats have eaten, and then other living things feed on the bacteria and fungus. Things like cave insects or maybe even amphibians, fish. Fast glass they go out there, sometimes it's 100 kilometers an hour. They feed on tons of insects every night and they bring that organic material down here and that allows you (the fungus, the bacteria) that allows you to party. That allows you to have your place in the cave ecosystem. It’s a whole ecosystem that starts with the bat guano. So, even though bats are active flying at night, and get their energy from up there, energy to get their energy from up here where the sun shines all day. Energy, and they carry that energy deep into the darkness, down into the darkness, deep into the darkness, down into the darkness. They bring life to the cave. They’re busy, busy as bats.

DAY 2 (5/12)

*Commercial break*

Bill: As you may know, this is a cave. Okay? And you’re saying caves are dark, and cold, and brrr I don’t want to be involved in caves because caves, caves are scary, and spooky. Caves are cool. See those stalagmites? See those? You hear them complaining? No, they love it here! They love it! Look stalagmites were made for this place. No wait, what I mean is, this place made stalagmites. So you’ll never find a stalagmite like that with the sort of vampire drippy stuff. You’re never going to find anything like that on the surface.

*Song about caves and caverns*

Bill: Well that’s our show. Thanks for watching! If you’ll excuse me, I’ve got some speleothem growth acceleration curves to differentiate. See ya!

DAY 2 (5/12)

P.E.

Grade 4 Learning Board

DAY 3---May 13

Reading (~30 min) Math (~30 min) Science (~30 min) MAPEL (~30 min)

Learning Target: I can Learning Target: Learning Target: Learning Target identify a character’s I can create all I can identify I can be physically mistake and a possible equations for a given vocabulary words and active for 30 minutes 3 lesson learned. set of facts. traits of caves times this week.

throughout the virtual

tour.

Watch Mistakes can Watch the Inverse Take the Cave of the P.E. Lead to Lessons Operations video. Mounds Virtual Tour BINGO #2 and then read about Download the Bingo the history of the cave. board to Notability,

Mark off as you do

them, have someone

take a picture of the 5

activities and send to

[email protected]. If your teacher has a Continue DRAFT in SeeSaw Page you can Seesaw Activity for Day submit it there. 3 in “Weekly Reading:

Theme” to identify the Complete and SUBMIT

character’s mistake the activity, “Inverse

and the possible lesson Operations Practice” on

learned in the book you Seesaw.

read today.

Or OR Complete the paper

practice in the Day 3 If you are doing a Paper Complete table in Day 3 packet. version mark off on packet and submit to paper, snap pictures on your teacher. a phone and send to

me. Take a picture of

the paper as well and

submit!

Imagine Math

IXL Skill

4.G.5

DAY 3 (5/13)

Reading

I can determine a theme by reflecting and

citing text evidence about my characters Unit End Goal traits, struggles, and triumphs.

Steps: Instructions: Visual:

Day 3 : Mistakes 1. Look through the Can Lead to anchor chart to

Lessons understand how a

character’s

mistake can lead to

Learning Target: a lesson.

I can identify a 2. Think about what character’s mistakes the mistake and a character made. possible lesson Then, think about learned. what he or she

learned from that.

3. As you read your

story today, fill out

the table below to

identify a mistake Possible Sentence starters your character

made and a 1. When you_____, you should (or possible lesson shouldn’t)______. they learned. Use

the sentence

starters below the 2. You don’t have to ______to

anchor chart to ______.

help you write the

lesson learned. 3. It takes ______to ______.

4. Try to (or not to)______when you ______.

DAY 3 (5/13)

Day 3 Reading: STOP & JOT

Use the anchor chart and sentence starters to help identify a mistake one of your

character’s made and a possible lesson they learned/could learn from the mistake. Book Title Character’s Mistake Possible Lessons

Colors of the World

Once upon a time, the colors of the world began to fight. Each color said that it was the best.

Red said, “I am the best. I am the color of roses and apples.”

Orange said, “I am the best. I am the color of carrots and pumpkins.”

Yellow said, “I am the best. I am the color of the sun and the moon.”

Green said, “I am the best. I am the color of grass and leaves.”

Blue said, “I am the best. I am the color of the sky and the sea.”

Violet said, “I am the best. I am the color of the sunset and the clouds.”

The fight went on and on. Their voices grew louder and louder. Suddenly, there was a loud BOOM.

Rain began to fall. The colors of the world looked up. They stood close together, afraid. Rain began to speak.

“Foolish colors of the world! Why do you fight? Don’t you know? Each one of you is special. Each one of you was made for a special purpose. Now join hands and come to me.”

The colors did as they were told. They joined hands and went to Rain.

Rain said, “From now on, when it rains, you will stretch across the sky together.

Together you will make a great bow of color. This rainbow will show that you can live in peace. It will be a sign of hope for tomorrow.”

Now, when Rain washes the world, you can see a rainbow in the sky. The rainbow shows us we can live together in peace. The rainbow is a sign of hope for tomorrow.

DAY 3 (5/13)

Math Equations and Word I can identify factors and multiples between 1 and 100. Problems Unit End Goal I can identify if a number is prime or composite.

Steps: Instructions:

Day 3: Read through the Inverse Operations instruction Inverse Operations notes.

Learning Target Then, try the practice problems. I can create all equations for a given set of facts.

DAY 3 (5/13)

Day 3 Practice

DAY 3 (5/13)

Science I can identify vocabulary words Goal: and traits of caves throughout the virtual tour.

Steps: Instructions:

1. Read about the Read about the history of the history of the Cave Cave of the Mounds. Think of the Mounds in about the things, colors, and shapes you would be seeing Wisconsin. inside the cave. Think about what it would be like to be the one who discovered the cave.

History of the Cave of the Mounds:

● Cave of the Mounds takes its name from the Blue Mounds, two large hills which have long been Wisconsin landmark features. The West Mound, at 1716 feet, is the highest point in Southern Wisconsin; the East Mound reaches 1489 feet. Cave of the Mounds lies under the southern slope of the East Mound. ● The West Mound is now a popular Wisconsin state park. Perched atop the highest point in southern Wisconsin, Blue Mound State Park offers spectacular views and unique geological features. A swimming pool is available during summer. Over 20 miles of scenic hiking, off-road biking and cross-country ski trails, as well as a family campground, access to the Military Ridge State Trail with bike-in campsites and a rustic cabin for people with disabilities make Blue Mound a popular destination year-round. ● Cave of the Mounds shares the East Mound with Brigham County Park. The park provides a panoramic view of the Wisconsin River Valley. Park features include a group camp area, a 23 unit rustic campground, two shelter facilities, picnic area, play equipment, nature trail through maple woods, and hiking trails that connect to Blue Mound State Park. The Brigham Trail, a 1.3 mile paved shared-use trail, also goes through the park and connects to the Military Ridge State Trail and Cave of the Mounds. ● This area was settled by Ebenezer Brigham, a successful lead miner who became Dane County’s first permanent settler in 1828. Ebenezer Brigham traveled from Massachusetts down the Ohio River and up the Mississippi to join the Wisconsin lead rush in the late

DAY 3 (5/13)

1820’s. He established his “diggings” and built a smelting furnace and a house just north of where the cave would be discovered over 100 years later. His house became a trading post, an inn, a stagecoach stop, and Dane County’s first post office. Colonel Brigham helped build and later commanded Fort Blue Mounds during the Blackhawk War in 1832. Ebenezer lived a long life on his Brigham Farm never realizing that a greater discovery than lead lay deep beneath its surface. ● Cave of the Mounds was accidentally discovered on August 4, 1939. Workers, who were removing high quality limestone from a quarry on the Brigham Farm, blasted into the Cave. The blast tore the face off the quarry and revealed a great underground cavern. All quarrying stopped and never resumed. The dynamite blast revealed a limestone cave more than twenty feet high opening into other rooms and galleries, all containing numerous mineral formations. The excitement of the discovery brought so many curiosity seekers that the Cave had to be closed in order to preserve it. ● Soon, lights and wooden walkways were installed. In May 1940, Cave of the Mounds was opened to visitors. Over 59,000 people came to visit the Cave in the first 8 weeks of operation. Millions of visitors later, the Cave’s wooden walkways were replaced with concrete; a large stone building replaced the original entry building; and theatrical lighting has been installed to dramatize the colors and shapes within the Cave. ● Picnic areas, walking trails, rock gardens, gift shops and a visitor center have all since been developed. In 1988, Cave of the Mounds was designated a National Natural Landmark. In addition to cave tours, Cave of the Mounds now annually educates thousands of school children on field trips, welcomes scouts and other youth groups for educational programs and overnights, hosts public and private events throughout the year and is home to Camp Brigham youth summer camps. Cave of the Mounds is celebrating 80 years since the cave was discovered in 1939.

DAY 3 (5/13)

P.E.

Grade 4 Learning Board

DAY 4--- May 14

Reading (~30 min) Math (~30 min) Science (~30 min) MAPEL (~30 min)

Learning Target: I can Learning Target: Learning Target: Learning Target identify the theme of a I can apply and identify I can create a one pager I can share my text a rule for a numerical showcasing all I’ve understanding of

pattern. learned about caves. genre.

Review Theme Anchor Watch the video on View the one pager LMC Chart Numerical Patterns. example. Answer the questions on this Google form.

Continue the DRAFT, Complete and SUBMIT “Weekly Reading Then, begin to create OR the activity, “Numerical Work:Theme” Use what your own one pager Problems” on Seesaw. you know about the about caves Do the book cover

theme to read each activity in the Day 4 OR task card carefully to packet.

choose the correct Complete the practice response on each page. problems in your day 4 SUBMIT Seesaw activity packet. when finished.

Complete the task cards using the checklist to in your Day 4 packet. help you.

DAY 4 (5/14)

Reading I can d etermine a theme by reflecting and

citing text evidence about my characters Unit End Goal traits, struggles, and triumphs.

Steps: Instructions: Visual:

Day 4: Theme 1. Read through the Review theme anchor

chart to review

what theme is

Learning Target: 2. Read each task

I can identify the card below theme of a text carefully

considering the

theme. Choose the

correct response

on the answer

sheet.

Submit to your 3. teacher

DAY 4 (5/14)

Day 4 Reading STOP & JOT: Read each passage below. Then complete the theme w orksheet.

DAY 4 (5/14)

Math Equations and Word I can identify factors and multiples between 1 and 100. Problems Unit End Goal I can identify if a number is prime or composite.

Steps: Instructions:

Day 4: Read through the numerical patterns notes. Patterns Then, complete the practice problems. Learning Target

I can complete an input, output table.

DAY 4 (5/14)

Day 4 Practice

Find the next three terms.

DAY 4 (5/14)

Science

I can create a one-pager Goal: describing my knowledge of caves.

Steps: Instructions:

View the example Begin creating your one-pager about one-pager on caves. You can Reading, then start make yours unique, but follow the guidelines written creating a one-pager on below. You can create your everything you learned one pager either on paper or about caves. digitally. You will start it today and finish your work on it tomorrow.

What is a One Pager? A One-Pager is a creative response to your learning experience. It allows you to respond imaginatively while being brief and concise in making connections between words and images. We think about what we see and read differently when we are asked to do something with what we have seen or read.

A One-Pager uses one sheet of paper only. It has a title, a border, and at least one picture. It also usually contains key words and facts about the topic. You always fill the whole page, making sure to meet all of the requirements your teacher lays out for you to include.

DAY 4 (5/14)

Caves One Pager Rubric:

Please create a one pager digitally, or on paper. Below are the requirements you will need to include in your work. ❏Title about caves ❏Border

❏3 facts about caves (refer back to book or video if needed) ❏Picture/Drawing related to caves ❏3 things you may find in a cave ❏SUBMIT one pager to your homeroom teacher ❏Optional: Make your one pager colorful ❏Optional: Include a poem about Caves

Grade 4 Learning Board

DAY 5 ---May 15

Reading (~30 min) Math (~30 min) Science (~30 min) MAPEL (~30 min)

Learning Target: Learning Target: Learning Target: ART Learning Target: I can create one project I can determine a theme I can complete a I can create a from the art learning by reflecting on my number pattern. one-pager describing board and submit it to characters traits, my knowledge of caves. Artsonia under “Art struggles, and triumphs. Created at Home”

Compete 15-20 minutes Watch the patterns Complete your Caves Art Learning of video. one-pager, using the Board

IXL Skills on Theme: checklist to ensure you Create something from 3.B.1 (7T9) have included all of the the Art learning board. 4.B.1 (6PW) requirements.

Complete 15-20 minutes

of IXL skill:

4.L.1 (KG8) ARTSONIA

4.L.3 (V68)

THEN, submit it on

Seesaw (or email it to OR your teacher).

Complete the paper

practice problems in

your Day 5 packet.

DAY 5 (5/15)

Reading

I can determine a theme by reflecting and

citing text evidence about my characters Unit End Goal traits, struggles, and triumphs.

Steps: Instructions:

Day 5 : Complete the IXL skills on the lesson board. Check your

understanding OR

of the theme.

Complete the questions below and submit to your teacher.

Practice identifying Theme:

The Lion and the Mouse

One day a lion was asleep in the jungle when a mouse ran over his leg. The lion woke up and trapped

the mouse beneath his paw. He opened his large mouth and picked up the mouse.

"Oh, please don't eat me!" the mouse begged. "If you let me go, I will find a way to make it up to you

someday."

The lion found this funny. How could a tiny mouse help the king of the jungle? But the lion agreed and

let the mouse go.

A few months later, the lion was out roaming when he became caught in a hunter's net. Luckily, the

same little mouse happened to walk by at that moment. She saw right away how she could help. She

chewed through the net, freeing the lion from the trap.

"See?" said the mouse. "I was right." The lion was never happier to be wrong.

What is the main theme or lesson of the fable?

A) Never make a promise if you're not sure you can keep it.

B) You don't have to be big and powerful to do important things.

DAY 5 (5/15)

The Frog Prince

A princess was in her garden playing with her favorite toy, a golden ball. It rolled into a

creek. She could not reach it and began to cry.

Up popped an ugly frog. "What's the matter, Princess?" he asked.

"My ball has fallen in the water," she said.

The frog replied, "If you agree to let me live with you and eat from your plate, I will bring you

your ball."

The princess agreed. She was so happy to get her ball that she ran home and forgot about

the frog.

The next day, the frog appeared at her door. She did not want to let him in but knew she

should keep her promise. At dinner she lifted the frog onto the table and let him eat from

her plate. That night she placed the frog on the pillow beside her, where he slept all night. It

went on like this for three days.

The next morning, the princess awoke to find not an ugly frog but a handsome prince. The

prince explained that a fairy had cast a spell on him, but the princess had broken the spell.

The two married and lived happily ever after.

What is the main theme or lesson of the fairy tale?

A) If you aren't kind to others, you will end up alone.

B) Always be kind to people, no matter what they look like.

DAY 5 (5/15)

The Donkey and the Grasshoppers

One day a donkey was out wandering in a field when he came upon a family of

grasshoppers singing in the grass. The donkey stopped in his tracks. The grasshoppers'

singing was the most beautiful sound he had ever heard. "I wish I could make such lovely

music," he thought.

He asked the grasshoppers, "Why do you have such beautiful voices? Is it because of the

food you eat?"

The grasshoppers liked to make jokes. They replied, "Every morning we drink the dew from

the grass. It is the dew that makes us sing so well."

The donkey believed the grasshoppers and began to drink dew that very day. The donkey

ate nothing else, and he grew thinner and hungrier as the days went by. Yet he was still

unable to sing as well as the grasshoppers.

What is the main theme or lesson of the fable?

A) If you eat lots of good food, you will have a long and healthy life.

B) Think about your own needs instead of trying to be like someone else.

DAY 5 (5/15)

Math I can identify factors and multiples Unit between 1 and 100. End Goal I can identify if a number is prime or composite.

Steps: Instructions: Visual:

Day 5 : Read through the notes on shape Patterns patterns.

Learning Target: Then, complete the practice I can complete a problems. shape pattern.

Instruction

DAY 5 (5/15)

Practice

DAY 5 (5/15)

Science

I can create a one-pager Goal: describing my knowledge of caves.

Steps: Instructions:

Finish your one-pager, Complete your Caves complete the checklist, one-pager and use the and submit on Seesaw. checklist to make sure you have included all of the requirements. THEN, submit it to your teacher on Seesaw, or you may email your teacher your one-pager.

Caves One Pager Rubric:

Please create a one pager digitally, or on paper. Below are the requirements you will need to include in your work. ❏Title about caves ❏Border

DAY 5 (5/15)

P.E.