Learning Packet Grade 4 and 5

Home , Kettle Falls, Seattle Public Schools

Learning Activities Grade 4 and 5

Suggested Learning Activities for Kindergarten and 1st Grade students during the COVID-19 school closure.

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While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

lit:t SEATTLE Week of March 30 - April 3 £11.I',LIC Grade Levels: 4 and 5 SCHOOLS

Dear Students and Families:

In the following learning activities, you will find materials to practice skills from English language Arts, Math, Science, Arts and Physical Education for grade levels 4 and 5. These materials serve as supplemental and extensions to your child's learning and do not replace classroom instruction. These activities are not required nor will be graded, and students should go through each page at their own pace.

A new set of learning activities will be provided every Monday for the week at each of the SPS meal sites.

The learning activities in this week's packet are aUgned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website in the schedule below.

4/5 Broadcast Schedule

Monday, March 30th Wednesday, April ist Friday, April 3 rd 10:00 -10:ZSam 10:00 -10:ZSam 10:00 - 10:25am English Language Arts English language Arts English Language Arts 10:25 - 10:30am 10:25 - 10:30am 10:25 - 10:30am Physical Education Physical Education Physical Education 11:30 - 11:55am 11:30 - 11:55am 11:30 - 11:55am Math Math Math 11:55 -12:00pm 11:55-Noon 11:55am - 12:00pm Physical Education Physical Education Physical Education 1:30 -1:SSpm 1:30 - 1:55pm 1:30 -1:SSpm 3-S Visual Art 3-5 Music 3-5 Theatre 1:ss- 2:00pm 1~:""'·2:00pm 1:55 - 2:00pm 3-5 Physical Education 3-5 Physical Education 3-5 Physical Education 2:00 - 2:15pm 2:00 - 2:15pm 2:00 - 2:15pm Instrumental Music - Violin & Viola Instrumental Music - Clarinet Instrumental Music - Trumpet 2:15 - 2:30pm 2:15 - 2:30pm 2:15 - 2:30pm Instrumental Music- Cello Instrumental Music - Flute Instrumental Music - Trombone 2:30 - 2:55pm 2:30 - 2:55pm 2:30 - 2:55pm K-5 Washington State Tribal History K-5 Washington State Tribal History K-5 Washington State Tribal History 2:55 - 3:00pm 2:55 - 3:00pm 2:55 - 3:00pm K·S Washington State Tribal History K-5 Physical Education K-5 Physical Education 4:00 - 4:25pm 4:00 - 4:25pm 4:00 - 4:25pm Science Science Science 4:25 - 4:30pm 4:25 - 4:30pm 4:25 - 4:30pm Physical Education Physical Education Physical Education *Broadcast schedule is subject to change ba~~~n staff availability and health

SPS-TV Channels in the City ofSeattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508 ....,.-... '-----···----··"··•-' PHYSICAL EDUCATION DEPARTMENT

Dear students and family members,

The physical education team in Seattle Public Schools continue to work with resources to help you stay physically active and healthy while our schools are closed. In order to meet physical education goals during this time students must be physically active for 60 minutes each day. Use this physical activity log to record your activity time.

Remember, activity time doesn't have to happen all at once. You can add up your total activity throughout the day to equal 60 minutes. Students, at the end of each day ask a family member to sign next to the day's total activity. Then, return the finished log to your physical education teacher when school is back in session.

Each week 12 new Physical Education Videos will be created and made available on SPS TV (channel 28). These videos will be shown at specific times throughout the day. Each video has been created to provide an opportunity for safe, developmentally appropriate physical activity within the home environment. 1n addition, each video includes grade-level appropriate academic content. Examples of topics for each week could include cardiorespiratory endurance, muscular endurance, healthy balanced diet, skeletal system and various other learnings that students receive in our effective physical education classrooms in Seattle Public Schools

In physical education students can continue to expand their learning by using all domains of language. Here are a few suggestions for the activities that are on the Drop Everything And Move (DEAM) calendar.

Draw a picture ofyourself doing an activity and label. Tell step-by-step instructions on how to do one ofthe activities. Write step-by-step instructions on how to do one ofthe activities. Explain how you might change this activity to be easier. Or harder. Predict ifyou think this will be challenging for you. Stay active and stay well.

Sincerely, Lori S Dunn PreK-12 Physical Education and Health Literacy Program Manager SPS

By staying active and completing this physical activity log you're meeting the following SHAPE America National Physical Education Grade-level Outcomes:

Grades K-5 (Physical Activity Knowledge) Standard 3 [E1 .K,2,3a,5] rdentifies active play opportunities outside physical education class (K); Describes physical activities for participation outside ,physical education class (e.g., before and after school, at home, at the park, with friends, with the family) (2); Charts participation in physical activities outside physical education class (3a); Charts and analyzes physical activity outside physical education class for fitness benefits of activities (5). All Grades

Physical Education Seattle Public Sclwols

Children and adolescents ages 6 through 17 years should do 60 minutes (one hour) or more of moderate-to-vigorous physical activity daily. It is important to provide young people opportunities and encouragement to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety. • Aerobic: Most of the 60 minutes or more per day should be either moderate- or vigorous intensity aerobic physical activity and should include vigorous-intensity physical activity on at least 3 days a week. Some aerobic activities include brisk walking, running, climbing stairs, jumping jacks, playing basketball, and dancing. • Muscle-strengthening: As part of their 60 minutes or more ofdaily physical activity, children and adolescents should include muscle-strengthening physical activity on at least 3 days a week. Some muscle-strengthening includes squats, leg lifts, and sit-ups. • Bone-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include bone-strengthening physical activity on at least 3 days a week. Some bone-strengthening activities include push-ups, push-ups against a wall, and jumping.

A single session of moderate-to-vigorous physical activity can reduce blood pressure, improve insulin sensitivity, improve sleep, reduce anxiety symptoms, and improve some aspects of cognition on the day that it is performed. Most of these improvements become even larger with the regular performance of moderate-to vigorous physical activity. Other benefits, such as disease risk reduction and improved physical function, accrue within days to weeks after consistently being more physically active

Intensity of Physical Activity Intensity refers to the rate at which the activity is being performed or magnitude of the effort required to perform an activity or exercise. It can be thought of "How hard a person works to do the activity." The intensity ofdifferent forms of physical activity varies between people. The intensity of physical activity depends on an individual's previous exercise experience and their relative level of fitness.

Resources for Physical Activity Boosts: • http://www.physed.tv • http://www.openphysed.org/ • https://www.gonoodle.com/ • https://letsmove.obamawhitehouse.archives.qov/get-active ~ Physical ~a~~~ation IACnvr.rY LOG I Week of 3/30 Physical Activity Log Use this activity log to track your physical activity minutes. Have an adult sign their initials next to each day that you complete 30 minutes.

Week 2: March 30 5

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

DEAM Calendar BEGOOD Drop Everything And Move by being helpful

Purpose: This calendar encourages families Directions: After a student completes a to become more physically active and to day's activity, adults make a check mc,r!( take steps toward a healthier lifestyle. Each and initial in the space provided. Each day, students are asked to complete a week, you can miss one day {activity). If different activity with a family member {or this happens, put an "X" in the space with adult supervision). provided for a check mark (do not initial).

✓ Done Dav DEAM Activitv Mon, 3/30 Go to the oark! Tues, 3/31 Do as manv sauat-thrusts as you can. Wed, 4/1 Serina into Action: Find someone to do 20 iumping jacks with vou. Thurs, 4/2 Say vour math facts while doina reverse lunaes. Fri, 4/3 Take a walk. Sat, 4/4 Did vou know soda has ~39 grams of suaar? Do 39 mountain seconds. Sun, 4/5 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds. ~ ~ SEATTLE PUBLIC Hello from the Arts! SCHOOLS

The Visual & Performing Arts team in Seattle Public Schools has put together arts activities that you can do while schools are closed. This week has simple activities in music, theatre, visual art, and mindfulness that students can do by themselves or with someone else. They can pick one activity and do it throughout the week or pick a new one each day. We have designed the activities so that they require minimal materials (things you can find inyour home) and some that have links to websites.

We want English learnersto continue to engage in the arts. The arts are a great way in which we incorporate all domains of language, reading, writing, speaking and listening. When your child has created an art project, think about ways that they can describe what they have done. Asking saying things like, "Can you tell me more?" or "Describe what you have-done." are great ways your student can use rich and descriptive language. Students could add labels to their creations. This work can all be done in your home language or English!

How much art should I do? • Students should engage in 60 minutes of any arts discipline per week to meet elementary standards in the arts. You can always do more! • Making art doesn't have to happen all at once as students can create in small 10-minute sections or stay with it for as long as they like.

Why is art making Important right now? • The arts are a way to express thoughts and feelings. • The arts help students say what cannot be said by showing it in different ways. • The arts are a way for students to show multiple perspectives and that all perspectives matter. • The arts are a way for students to engage in other subjects. For example, create a play about the immune system, draw a picture for the beginning, middle, and end of a story, or create a rhythm for how they are feeling.

Thank you for keeping the arts as partof your child's education while we're on this break away from school. Explore. Engage. Have fun!

Sincerely, Gail Sehlhorst Visual & Performing Arts Program Manager VISUAL & PERFORMING ARTS for March 30 -April 3, 2020

GRADES4-5

MUSIC • Use the rhythms found in a poem to create a musical composition to play on an instrument or sing. • Listen to multiple pieces of music and describe which one is the most pleasing. • Perform or listen to a piece of music that changes tempo between slow, medium, and fast. Examine how the changes can affect the mood of a piece.

INSTRUMENTAL MUSIC Below are helpful reminders when practicing your instrument: • Practice in a place where you can concentrate. • Schedule a regular practice time every day. • Maintain good posture by using a straight back chair or stand up to practice. • Position music at eye level when you practice- a music stand is recommended. • Start with warming up with long tones (blowing/bowing several long notes with a full, steady tone). • Focus on the music that is most difficultto play. then move on to that which is easier and more fun. • Review note names at sight using a variety of methods (method book, work sheets, flash cards and/or online games, etc.). • Extra- make up your own tune or play-by-ear a melody you like. • If possible, listen to recording of musicians playing your instrument for modeling good tone and gaining inspiration.

Play a game to practice note reading! https://www.teachingideas.co.uk/notation/name-that-note

Listen to the Seattle Symphony with the whole family. They will be live-streaming concerts. Here's a link to their YouTube page. https://www.youtube.com/seattlesymphony

THEATRE • Perform a play using shadow puppets. • Mirror Exercise: Pair up actors. One actor is the mirror and must copy everything the other actor does • Act out your favorite storybook and put on a play for your family.

VISUAL ART Recyclable projects: Take everyday items like cardboard tubes, lids, egg cartons, boxes and plastic packaging, tape and/or glue and make a sculpture. Drawing & Painting/writing prompts: • Create one still life or self-portrait every day looking in a mirror and practicing observation techniques. • Illustrate a daily journal • Go to a window in your home. Draw everything you see out the window. Remember that things up close are bigger than things far away. Remember about overlapping, too! • • Trace around something small and circular, such as a toilet pa per tube, or yogurt container. Trace 20 circles. Make each circle into something different- a pizza, a flower, a happy face, etc. • Take a box or can from your cupboard. Wrap paper around the outside to cover the label. Then draw your own new label. Think of something new, funny, disgusting or delightful that you wish were in the box or can. Advertise itwell on the outside so people will want it! (ex. Noodle Worm Soup with Muddy Meatballs) 1nvent: • What can this become? Start with any shape (hand, circle, square, even just a mark) and use your imagination to turn the shape or mark into something • Fold, crease, repeat. Make many of the same folded creation (crane, heart, fortune teller, paper airplane) and turn it into a paper sculpture. https://www.youtube.com/watch?v=Z· BIL6p1Te8

MINDFULNESS ACTIVITIES • Practice kind thoughts by prompting your child to think of 5 people they'd like to send kind wishes to. • Bang on a pot/pan and invite your child to signal to you when they no longer hear the sound 'hanging' the air. • Squeeze and 1et go, tensing different muscles in the body for 5 seconds and then slowing releasing. • Explore textures in nature, take a walk to collect several different objects and observe/describe how each feels. • Have your child give you the 'weather report' on how they're feeling, "I'm dark and cloudy with some raindrop tears coming out''. • Take a mindful walk pointing out sights and sounds along the way. • Explore touch by choosing several objects, then comparing the difference in how they feel dry vs. wet. • Slow down by having a snack in 'slow motion' and taking notice of the taste throughout. • Try 'buddy breathing' and invite your child to grab a toy/stuffed animal to place on their tummy while they lay down and take slow breaths, in through the nose and out through the mouth. • Explore emotion by prompting your child to scan their body when experiencing a feeling, and describe where they feel it the most. • Sit-down with your •Child and 'color your feelings' together .depict1ng •each-emotion with a new color. • Listen to some music and see how many different instruments you can each hear. Literacy Extension

·--Activities

Name: ------Stop & Ask Questions

Title of Book Stop & Ask Questions

Title of Book . :.=_.,..., - =-- ---~ - -.-- .- -.- - . _··1

Vocabulary: Monday

Directions Step 1: Read each word and the definition Step 2: Complete the What Makes Sense? actiivity below Step 3: Choose one word and write your own sentence, or draw a picture of the word

. . ~~ -~- ,- - ~ - ~ ff!: ._Ji ~;;;...... ;..;..;._....,;,,,;,,;.....,.....c;:.,,.:...,:;..::=i~==--;:.;:....;:~•:.:;,.•...... ,...... ,...... , mend Repair something that is broken or damaged Example sentence: Could you mend this hole in my shirt? melancholy Feeling beyond sad, overcome by sadness Example sentence: She felt a little melancholy.

What Makes Sense? Choose the word that makes sense to fill in the ---- in each sentence.

1. mend 2. melancholy

1. It took her 3 hours to ______her bicycle.

2. The constant rain and dark sky made him feel ------·

Write your own! Independent Reading Tuesday: While reading your IDR book, fill in the story elements Story Elements Name: ------· Book Title:------Author:------Main Characters:------Setting:______

Plot:------

Problem or Conflict:------Stop & Ask Questions

Title of Book - Stop & Ask Questions

Title of Book ocabulary: Wednesday

Directions Step 1: Read each word, the definition and example sentence. Step 2: Complete the What Makes Sense? activity below Step 3: Choose one word and write your own sentence or raw a picture of the word

To wave or flap rapidly Example Sentence: A couple of butterflies fluttered around the garden. fetched To go and bring back Example Sentence: The dog fetched the ball from the grass.

What Makes Sense? Choose the word that makes sense to fill in the ---- in each sentence.

1. fluttered 2. fetched

1. l ______my notebook from my desk.

2. The pages ______to the ground in a messy pile.

Write your own! Independent Reading Thursday: While reading your IDR book, fill in the story elements Story Elements Name: ------Book Title:------Author:------Main Characters:------

Setting:______

Plot:------

:t.'I.. ..l

Problem or Conflict:------Stop & Ask Questions

ntle of Book Vocabulary: Friday

I 9

l l

Across Down 5. Nol having or showing good judgment Follow orchase someone in order to and intelligence catc:h him or her 8. Fasten or tie firmly 2. Keep going for a long ~riodoftime 9. Bend your legs and lower your body 3. In a thorough way, or ~mpletely close tothe ground 4. Safe and protected 11. Calm or peaceful 6. Having or showi ng good judgment 12. In an Indignant w;,y, or in a way that and intelligence shows you are angry because you feel 7. Trick or fool someone mm believing ,nsultM or unfairly treatM something that isn t true 13. Selfish and wanting more of ~mething 10. Follow or hunta person °' animal (lu~tJv than needed and secretly

Word Bank (some may be med more than once): crouch, deceive, greedy, indignantly, pursue, secure, serene. stalk, sustain, thoroughly, unwise, ~se Independent Writing Journal Entry /

Use the writing paper to write a journal entry about the IDR text you are reading. lf you read more than one text, write two!

Please include: • The title and the author's name • What the text is about, short summary • What you wondered about the text or topic • Questions you had while you were reading • Answers to your questions, that you found while reading

- * two interesting vocabulary words from the text Writin

Monday Writing I

I I - I

- -

- - Writin I Wednesday

- -

-- -- Writing

Friday: Choose one of the options below to write about or make up your own!

1. Write a "what if?" Story. example: What if you found out you could read people's minds?

2. Choose a character from one of your IDR texts and write a new story, ·featuring that character. - - . . ~ . ) ' ' ., ~ ..

Writing

t Home Literacy Activities

Directions: Choose 2-3 activities to do each week. You can do these activities multiple times!

Write about your favorite Make your own book jacket book for a favorite text. Include a genre {realistic fiction, non Independent Journal cover picture and summary fiction, fantasy, Writing Activity for the back. mystery, biography, etc.) and include reasons why

How many different words can you make from the letters in this word: Read a genre of your Free Choice! Impossible choice! Write 3 more words that begin with the prefix 'im" or 1'in"

Create your own reading/writing activity Reading Log Dear 4th & 5th Grade Families, Here is a fun, simple math game that you can play with your child (ren) at home during this week. You may have seen this game played in one of the lesson videos on the Seattle Public Schools website. Here's how to play:

Materials and set up • Write math problems on the end ofpopsicle sticks or Strips of stiff paper or cardboard. • Write KABOOM I on several of the sticks - at least one for each person who is playing - maybe more. • Put all of the popsicle sticks into a cup• writing side down • so students can't see what is written on them. • 2 or more players Play 1. A student pulls out a popsicle stick.

2. The student identifies the answer or a correct response. Iftheir answer is correct (determined by fact table or their peers) theyget to keep the popsicle stick. If they answer it incorrectly, the stick must go back in the cup.

3. The students continue around the circle, selecting one popsicle stick at a time and answering their question.

4. Any student who pulls a KABOOM! stick has to place all of the popsicle sticks they have accumulated back into the cup, leaving them with zero. (It may sound harsh, but it happens OFTEN, so all students will at some point get "Kaboomed!"

S. The game NEVER ENDS because eventually someone will get a Kaboom! and their popsicle sticks will go back into the cup to keep the game going.

Variations This game can be played with addition, subtraction, multiplication, division, larger numbers, smaller numbers like fractions or decimals, and also with coins, and even to identify fractions.

I hope your find this game versatile and simple I Have fun Thanks to jillianstarrteaching.com Name:______Monday Grade 4

3. Study the diagram. Then write a multiplication statement.

a. 10 3

ax _____ x __ + __x __ _ _ _ + __ - --

9 X - X + X - + -

4. Complete to show the multiplication. a. 7 X 14--+7 X - , 7 X - So, 7 X 14 = + -

b. 5 X 18--+ X 10 = X8 = So, 5 X 18 = + -

c. 2X 16-..2X - X6 = So, 2 X 16 = + -

d. 6X 15--+ X 10 = , 6 X - So, 6 X 15 = + - -- ~~·- -:.. ~-~-- •' - .· . _ , ... - -" .. -;.~._ :..- -

Name:------Monday Grade S Learning Target: Use area models and partial products to i:nultiply two-digit bytwo-digit numbers

Write the missing numbers on the area model to solve: 84 x 72 = _ _ _

80 4

Write the missing numbers in each partial product strategy to solve:

58x32= ___

58 X 32

___= 8x2

___ = 50x2

___=8x30

1, 5 0 0 = __ X 30 Name: Tuesday Grade 4

5. Complete to show the multlpllcatlon. a. 6 X 13 = X + X - + -

b. 4X 23= X + X - + -

c. 5 X 37 = X + X - + -

6. Multiply a. 1 8 b. 2 4· X 7 X 9

c. 3 5 d. 4 7 X 6 X 5

•• 2 9 X 8 ·t------= -=.:----:::------~- --- -

Name:------Tuesday Grade 5

Worksheet2 Multiplying byTens, Hundreds, orThousands Complete.

1. 10 = ten 2. 80= tens

Multiply. [Example 9 X 10 = 90 ]

3. 5 X 10 = •• 83 X 10 = 5. 726 X 10 = 6. 1,005 X 10 =

Complete. Example------25 X 50 = 25 X __5 __tens = ( 25 X __5__)X 10

- __12_5__ X 10 1,250

7. 17 X 30 = 17 X----tens =(____ X ___)X 10 _____ x 10

- ---- Name:.______Wednesday Grade 4

Multiply and find the missing numbers. Example------3,821 X 4 =? 0 3, 8 2 1 X 4 1 one X 4 = __4__ ones GJ0,000

2 tens X 4 = __e__ tens

. cl !P~1 3' Multiply 8 hundreds by 4.

8 hundreds X 4 = __32___ hundreds

- __:;__thousands __2__hundreds

:11 Multiply 3 thousands by 4.

3 thousands X 4 = __12__thousands

Add the thousands. __12_.__thousands + 3 thousands = __15__ thousands

So, 3,821 X 4 = .15,284 Name:.______Wednesday Grade 5

Worksheet A Multiplying by 2-Digit Numbers Complete. t. 38 X 20 = X tens

2. 26 X 40 = X tens

3. 57 X 60 = X tens

4. 48 X 90 = X tens

Complete. s. 25 X 30 = X tens

- tens - X 10 -

,. 46 X 50 = X tens

- tens - X 10 -

7. 38 X 40 = X tens

- tens - X 10 - Name:------Thursday Grade 4

11. 5,819 X 5 0 0 5, 8 1 9 .¥.~ . X 5 t~tee 1 ~~- " 9 ones X 5 = 45 ones 00.000 = 4 tens---- ones

l~® :Di ~ '-oM.~ ~ 1 ten X 5 = ____ tens

Add the tens.

____ tens + 4 tens = ____tens

8 hundreds X 5 = 40 hundreds

- ____thousands

~i~~ 5 thousands X 5 = ____ thousands

Add the thousands.

____ thousands + ____thousands = 29 thousands

So, 5,819 X 5 = ____ _': .. - ·------

Name:------Thursday Grade 5 Multiply usingtheplacevalue of each digit. Example------~ 8, 1 5 3 X 4 1 2-+ 3 X 4 = 12 2 0 0 ---+ 50 X 4 = 200

4 0 0 -+ 100 X 4 = 400

3 2, 0 0 0 ---+ 8,000 X 4 = 32,000 3 2, 6 1 2

17. 5, 3 4 7 X 3 ooo-.4ox3=OO-.7X3= ____ OOO---+300X3= __ OO.OOO----s,ooo x 3 = __ DO.DOD

18. 4, 8 3 5 X 7 0Q---sx7= __ OOO-+30X7= __ 0,00Q---aoox1=__ OO.OOO-.4,ooox1= __ 00.000

.. - - !•- = --; - ; ~ ------:-.;. ------Name:------Friday Grade 4 Multiply usingthe placevalueofeachdigit. Example------8, 1 5 3 X 4 1 2-+3 X 4 = 12

2 0 0 ---+ 50 X 4 = 200 4 0 0 ---+ 100 X 4 = 400 3 2, 0 0 0 -+ 8,000 X 4 = 32,000 3 2, 6 1 2

17. 5, 3 4 7 X oo---7X3=3 __ ooo-.4ox3=__ 000-+300X3= __ 00,000-+5,000 X 3 = __ 00.000

18. 4, 8 3 5 X oo---5X7=7 __ ODO--- 30 X 7 = - o.ooo-. aoo x 7= -- 00,000---+4,000 X 7= __ OD.ODO ------. --

Name:______Friday Grade 5 page 1

Multiply. Estimateto checkyour answer. Example ------23 X 29;;; 667 Estimate: 23 rounds to 20. 2 3 29 rounds to 30. X 2 9 20 X30 = 600 2 0 7 +- 23 X 9 460 .- 23X20 6 6 7 .- add The estimate shows the answer 667 is reasonable.

10. 48 X 62 =____ Estimate: 48roundsto ___ 4 8 X 6 2 62roundsto ____ 48X2 D ....- ---X ------D ....- 48X60 ---□ ....- add

The estimate shows the answer ___ is reasonable. Name:.______Friday Grade 5 page 2

Multiply. Estimatetocheckyour answer.

11. 92 X 27 =

9 2 X 2 7 Estimate: D 92 X 27 is about ____ X ____ D ----- The estimate shows the answer ____ D is reasonable.

12.. 52 X 81 =

5 2 X 8 1 Estimate: D 52 X 81 is about ____ X ____ D ----- The estimate shows the answer ____ D is reasonable.

13.. 48 X 27 = 14. 63 X 59 =___ Elementary Science Learning Activity

Materiats to accompany Lessons 1-3 Grade 5 SEATTLE PUBLIC SCHOOLS

AmplifyScience

Ecosystem Restoration: Matter and Energy in a Rain Forest

------Hello Families, We have been thinking of you and hope you and your family are well and safe during this time. Being at home is different than HAVING to be at home and we wanted to offer you instructional opportunities. If we were at school, we'd be in a 5th grade classroom beginning a study on ecosystems but since we're all at home, you are welcome to invite family members to join you in these series of lessons. We all know learning is more fun when we share our ideas and learn from one another. Amplify science is the science program we have been using in some of our classroom this year. It is our officially adopted instructional material for science. A collaboration between the science education experts at University of california Berkeley's Lawrence Hall of Science and the instructional technology experts at Amplify, Amplify Science was built to empower students to investigate, talk, read, write, think, and argue like real scientists and engineers through investigations of real world problems and scientific phenomena. While Amplify Science lessons are designed to be done in the classroom with peers, there are some activities that students can complete at home with your support. To make it as easy as possible to do these activities at home, I am providing you with the following resources: • Lesson Overview. The activities I am sending are all part of larger lessons. The full lesson would be very difficult to do at home, but I have provided the lesson overview so that you have some context for the purpose of the individual activity. • Packet for the specific activity in the lesson. This will provide step-by-step instructions ifyou wish to guide your students through the activity. Please note, however, that the instructions will only be included for the specific activity I have assigned. Not the whole lesson. Use the space provided to draw and/or write your ideas, you can also include what other family members contribute. • Videos to use with the packet. The Seattle Public Schools' Science Department created this packet to be used with or without the video. We created a series of videos you can access either online or through Seattle's Public television programming on SPS TV (local channel 26), social media (Facebook and lnstagram: @SeattlePublicSchools, Twitter: @SeaPubSchools), and our SPSTV YouTube channel. KOMONews.com will also host on-demand videos under the tab "Lesson Plan" and broadcast on channel KOMO 4.3. These supplemental learning videos feature short segments supporting a variety of subjects and grade levels. All videos will be close captioned on YouTube.

Should you have the option to use the internet, these are the device requirements.

However, you can complete these lessons WITHOUT electronic devices! • Desktops and Laptops (Windows 7+, Mac OS 10.11+) - Suggested browsers: Chrome & Safari • Chromebooks - Suggested browser: Chrome • iPads that support i0511.3+ (iPadS+) - Suggested browser: Safari

Sincerely, Ms. Benita and Seattle Public·Schools Science Department -- --

This packet has content materials for the first three lessons in Chapter 1 of Ecosystem Restoration ;cnai>ter-:t '. Lesson'{,<·.- Piaes in the Packet - 1.1 4-8 1.2 9-14 1.3 15-17 English/Spanish 18-19 Glossarv

Ifyou do have a computer and internet access, here is how to obtain access to the available Amplify online resources

• For the simulation, navigate to https:llapps.learning.amplify.com/ecosys tern restoration/#/ • For the book, navigate to Welcome to Amplify

https:lllearning.amplify.com/books/9781 C, Log In v11th Goe(!!<:? 943228515/#page=l • Select "Log In with Amplify" button C Log In wnh c1~••• • Enter teacher-provided username I A. Loa In with "mplify 1/ and password (see below) ' .

Username: [email protected]

Password: SeattleSci2020 What do you know about ecosystems?

Use the space to write about what you already know. You can also write questions you might have about eco stems.

This is not a test! If you are stuck on the question, then look outside and write down the things you see in the ecosystem that is what you are looking at when you look outside! And the longer you look, the more you11 see.

--,---• ··~- ~

4 We can think of ecosystems as places where animals and plants live together in their environment. There are many different kinds of ecosystems, and different types of living things live in different ecosystems. Let's think about a few examples.

What living things do you think we would find in a rain forest ecosystem? What might those living things need to grow?

What living things do you think we would find in a desert ecosystem? What might those living things need to grow?

Desert in Signal Peak, Arizona, United States

6 In these lessons, we will gather evidence ,. to answer this question. It's okay ifyou .don't understand all the words in this Unit Question question yet-you will learn about them in How do organisms in an ecosystem get the I this unit. The question means that we will be investigating how living things in an matter and energy they need to grow and thrive? ecosystem grow and what they need to be healthy.

Families, there is no need for your child to fully understand these ideas yet. These 1 I lessons build on each other and help your child ''grow" their learning and understandino.

These are ecologists. Ecologists observe ecosystems ecologist and their parts In order to draw conclusions. In this unit, we will take on a scientist who studies ecosystems the role of ecologists.

This unit of study includes a Simulation. A simulation is a computer program. Ecologists and othet scientists often make and use simulations to study things they cannot measure directly. Simulations also allow scientists to speed up time to study outcomes, or events that happened in the past, like when dinosaurs roamed the Earth. Scientists also use simulations to study our solar system and the galaxy because we cannot study these in a lab nor go out to such places like distance planets or black holes. If you have access to a computer and the internet, then do visit the sim and think about how this sim like an ecosystem. Use this space below for your observations and questions.

7 it's c1 Wrap'

Thank you for spending time with me and thinking about ecosystems. We have covered a lot! We first thought about these two different ecosystems. You can also look out your window and ask the very same question about the ecosystem where you live. What living things do you think we would find in your ecosystem? What mightthose living things need to grow?We also learned about how ecologists study ecosystems and in our next lesson, we'll take on the role of an ecologist and look at a problem happening in a Costa Rican rainforest. Here is some space for you to write about your ecosystem.

8 Lesson 1.2: Today. we will learn about a problem with the ecosystem in Costa Rica. We can see from this map that Costa Rica is a country in Central America. Is your family from Central America? Do you know someone from Costa Ric.a?

Costa Rican Rain Forest Ecosystem

These are some of the living things found in the Costa Rican rain forest.

We will take on the role of ecologists working for Natural Resources Rescue, a group that works to protect and save fragile ecosystems around the world. Let's take a closer look at the area we are studying.

Today 10 years ago 9 - -~ -

The first photo shows the study area 10 years ago. It used to be a healthy rain forest. Then, cattle ranchers burned down the rain forest so they could use the land as grazing area for their cows. Have you heard of this happening before? What are positive and negative consequences to these actions? The second photo shows the same area today. A few years ago, the cattle ranchers left and took the cows with them. They planted trees so the area would become a rain forest again. The plan was to reforest this area so it could become part of the ecosystem again. Our group, the Natural Resources Rescue, worked with volunteers to replant the area. They brought in young cecropia trees and other important rain forest plants and planted them. However, the area was not recovering like we had expected it to; we looked at a nearby area to compare. Here is what we found:

Ja uars Three-toed sloths Cecro ia trees

What do you notice about the information in the above table?

We learned more:

Averijge weight of adult animals in our ,· stud area '!.. .:.' Ja uars 168 k Three-toed sloths 4.42 k

What does this information tell you about our study area and the nearby, healthier one?

Why aren't the jaguars and sloths growing and thriving? What do they need from their ecosystem? Why are they not getting what they need? Our task will be to find out what is happening in this reforested area. Before we do that, we need practice doing what ecologists do by observing and discussing scientific drawings of ecosystems. Observe and discuss the illustrations with an available family member. Then record your own ideas by adding labels, writing notes, or both. You can do this on your own as well.

10 ------

Pond Ecosystem

Observations:

C) 2018 Tl1e Regent$ of the University of ca11rom1a. All rights r~. Permission granted to photocopy for dassroom use. 11 Desert Ecosystem

Observations:

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Observations:

Cl Z018 The Regents of the UnlllWSity ofClllfomla. All rights reseM!d. PermiSSion granted ID photllcopy for classroom use.

13 After you have completed the 3 pages, look back and think about these questions: What did you obseave in each of the ecosystems? How were the ecosystems similar, and how were they different from each other and from the one outside your window? We will read a book called, Matter Makes it All Up, to help us think about the jaguars and sloths. While we read, we want to think about how is it that animals grow, this will help us to answer the bigger question about our study site. Notes that on page 5, it says that everything in an ecosystem is made of billions and trillions of atoms and molecules that are too small to see. As you read pages 6-11, think about the question: How do animals grow? Use the photos, diagrams, and captions to help you understand. Accessing the book online

• Navigate to https://learning.amplify.com/books/9781 943228515/#page=l • Select "Log In with Amplify" button Welcom f' to Amplify • Enter teacher-provided username and password (see below}

Usemame: [email protected] A, Log In withAmplify 1/

Password: SeattleSci2020

If you do not have access to a computer and/or the internet, I will provide you with the information you need from this book.

14 Lesson 1.3: Let's review some important parts of the book

Based on what you read, Based on this page, how would you what is matter? describe the matter found in where you are right now?

Mt KOla&ISt IS aSOC!nltSI who 5t~~cc°'~,- l (, An ec.Qlog&I. ~~ ol llf1 !!CO!>W'lffl l>IIWI ~omothmR tltfY ,mportam In~- II\ l.lci. )'l)\J t Qllld :i,ay they are Jlll lneSamet det!JHlown All lhe pa,uof;,,, o,:osy5t~n ure n>adl.> ,t, mlltwi ~\or ~ up \1111 a,r Wil~- Nil. r,:;cks. ,,n,mal~. plant$, MIi evtr)'llwi&else

Page 5

Add this to your description: Matter is the stuff things are made of! We'll talk --· more about this stuff. Matter is made up of tmy atoms that are too s.maB to see. This is more from page 5. There are many d11ferent kinds of atoms. and thesealoms can combine to fOfm a huge number of different kinds of mot.cutes. lnd1YidUDl1y. atoms and molecules are too small to see_However. billions and trillions of atoms and molecules together can ma~up a rock. a tree. a bird, or even an alligator,

And pages 6 & 7: What does it re.ally mean to say that an animal Thia lmap lhowt a is made of matter? Ifyou could model of amolecule that makes up look inside the body of an muscles. We can't alligator, you would see muscles, l'Nlly lhow what bones, blood, and different body the molecules look systems. All of the parts ofan like. The Individual molecules are too alligator are made of matter. For lfflllll to SH, even example, let's zoom-in on a wtth • microscope! muscle. The muscle is made up of This ls a dose-up smaller parts. Those parts are ofa muscle as made up of even smaller parts, seen through a microscope. which are made up of molecules. Those molecules are made up at atoms. It's all matter! Here Is an even closer view of the matterthat makes up a muscle. What are some of the things mentioned in the book that are made of matter (that stuff)? And what is also matter that we cannot see? Return to the text, that's why it is there? Record them here.

Keep in mind that everything is made of matter. Matter is made of molecules. You will need to following pages to complete the next activity. Page 8: A full-grown alligator may weigh 360 kilograms (800 pounds). That's a lot of matter! Where does it all ..-...... r-~ come from? How does an alligator grow to be so big? Alligators and 1 other animals never stop growing. Even an adult animal that has stopped getting bigger keeps growing new skin and blood. If an animal gets wounded our breaks a one, its body can grow to repair the damaged parts. Page 9: All that new bone, muscle, blood, and skin doesn't just appear from nothing. Since an animal is made of AllllatDn .,.about15centimeters (6lnches) lone when ~ hatdl, but matter, when it grows it needs to add more matter to its bones, muscles, and theyc:anar- tobeabout4met9fs (13 ffft) Ions! other parts. That's how animals grow. The new matter needed for growth comes from what an animal eats. Food s also made of matter. When an animal eats food, it is eating billions and billions of atoms and molecules. These atoms and molecules are all matter that the animal uses to grow. Inside the animal's body, the food molecules are broken down and used to build new molecules that make up bone, blood, muscle, skin, and other body parts. Page 10 Not all the matter that an animal eats gets added to the animal's body. Some of the matter isn't used by the animal. This matter ends up as different kinds of waste, including droppings. More important, the animal uses some of the food matter to get energy. (Animals need energy to move and do all of the things animals do.) When an animal uses matter to get energy, that matter is changed and released as gases into the air. (p. 11)

We will use the next page in the packet to synthesize .,______information from the book. When we are reading a ..._:...,-..--..---·~ - -·- AAM2M• Since an 1nlmal Is made of science text, it can be helpful to think about how · matter, when It grows It nnds different Ideas in a book are connected. This can to add more matter to Its ;:-~ bones, muscles, and other help us to understand what we have read and connect parts. it to science ideas we are learning. Connecting different ideas this way is called synthesizing. Let's do the first one together. Are you thinking about a new understanding that relates to the investigation question? How do animals grow? Are you putting ideas from different parts of the text together? 16 ~----•..

Synthesizing Ideas About How Animals Grow

1. Reread pages 8-llof Matter Makes /tA//Upandthink aboutthe question below. 2. Record information in theboxes that could help answer the question. 3. Connect ideas together to come up with a newunderstandingthat answers the question. 4. Recordthenewunderstandinginthebox belowthearrow. Question:

How doanimals grow?

Page : 9 Since an animal is made of matter, when it grows it needs to add more matter to its bones, muscles, and other parts.

Page:

Page :

! New understanding:

O 2018 The RegenlS of the UnlYel'Slty ol Califomla. All r10hts - ed. Pemilsslon granted to photooopv for dlS$,OOffl UH-

17 ------·''~~-,,.,-.Ht~,~- - - - ,1" 7~- - -

Ecosystem Restoration Glossary argument: the use of evidence to say why one idea is the best argumento: el uso de evidencia para decir por que una idea es la mejor claim: a proposed answer to a question afirmaci6n: una respuesta propuesta para una pregunta data: observations or measurements recorded in an investigation datos: observaciones o mediciones apuntadas en una investigaci6n decomposer: an organism that breaks down droppings or dead organisms descomponedor: un organismo que desintegra las heces o los organismos muertos ecologist: a scientist who studies ecosystems ecologista: un/a cientifico/a que estudia los ecosistemas ecosystem: a community of organisms together with its environment ecosistema: una comunidad de organismos junta con su ambiente energy: the ability to make things move or change energia: la capacidad de hacer que las cosas se muevan o cambien environment: all the living and nonliving things in an area ambiente: todo (viviente y no viviente) lo que hay en un area evidence: information that supports an answer to a question evidencia: informaci6n que respalda una respuesta a una pregunta- food web: a diagram that shows what eats what in an ecosystem red alimentaria: un diagrama que muestra que come queen un ecosistema matter: the stuff that things are made of materia: lo que constituye las cosas

18 Ecosystem Restoration Glossary (continued} model: something scientists make to answer questions about the real world modelo: algo que los cientificos crean para responder preguntas sobre el mundo real molecule: a group of atoms joined together in a particular way molecula: un grupo de atomos unidos de una manera particular

nutrient: something taken in by plants and animals that helps them grow nutriente: algo que toman dentro las plantas y los animales y que los ayuda a crecer

observe: to useany ofthe five senses togatherinformation about something observar: usar cualquiera de los cinco sentidos para recolectar informaci6n acerca de algo

organism: a living thing, such as a plant or an animal organismo: un ser viviente, por ejemplo, una planta o un animal

restoration:theprocessofreturning somethingtoits original condition by fixing or repairing it restauraci6n: el proceso de regresar algo a su estado original al arreglarlo o repararlo

soil: a mixture ofrocks, water, air, parts ofdead organisms,and tiny living organisms suelo: una mezcla de rocas, agua, aire, partes de organismos muertos y organismos vivientes diminutos

synthesize: toputtogethermultiple pieces ofinformation in orderto understand something sintetizar: juntar varias piezas de informaci6n con el fin de entender algo

- CELILO FALLS ;.:.:) _ READING AND WRITING fCTIVITIES WJ:EK 2 - .,;J

5pr111g"1020 . ) ~ l,p S.attle Public Schools Native ~Program a, i by Shana Brown (Yakama, Muckleshoot}

This pa~~et will guide you through envisioning and inferring skills to write a creative story about Celilo Falls, a sacred site to tribes all around the Northwest, or a place of your choosing. Have fun! You can even create your own storybook after you are finished!

l CELILO FALLS ENVISIONING & USING SENSORY DETAIL

WEEK OF MARCH 30, 2020

In these lessons you will learn about a place that has been important to the tribal people and Native Nations of the Northwest for tens of thousands of years. This place is called Celllo Falls.

Week 1 you will... • think, envision, draw, and write about a place that is very important to you • read and/or listen to a story about Celilo Falls

Week 2 you will... • finish reading the story about Celilo Falls • view at past and present images of Celilo Falls • read an informational article about Celilo Falls

Your task... Write a creative story about the past, present, and future of the place that has special importance to you, using Celilo Falls as inspiration.

2 "I WISH I v COULD HAVE SEEN THE FALLS"

BY CAROL CRAIG

• ELDER AND CITIZEN OF THE YAKAMA NATION

• SENIOR LEAD REPORTER FOR THE YAKAMA NATION REVIEW TRIBAL JI NEWSPAPER

This is an image of the author of "I Wish I Had Seen the Falls." The name of Carol Craig's first grandson is "Chucky." Might she be the "Grandma" in the story you are about to read? As you read PARTS 2 AND 3, think about what might make her an expert on Celilo Falls.

13 J CELILO FALLS READING "I WISH I HAD SEEN THE FALLS"

MONDAY, MARCH 30, 2020

• Last week you began reading "I Wish I Had Seen the Falls". • Today you will read part 2 of the story and respond to the prompts on the next slide. • In the space below, feel free to draw additional pictures to accompany your story about your own important place.

16 V 0 ,./ READ PART 2 OF "I WISH I HAD SEEN THE FALLS" BY CAROL CRAIG (YAKAMA).

RESPOND TO THE PROMPTS BELOW.

1. In the space below, draw or describe what you read today.

17 2. What might happen next?

3. Make an inference about how the people might have felt during this portion of the story.

4. In the space below, continue drafting your own story about your own very important place. What new sensory details can you include? What are some memories you can write about? What would happen in your story next?

17 ------

V V CELILO FALLS READING "I WISH I HAD SEEN THE FALLS"

WEDNESDAY, APRIL 1, 2020

• Last time you read Part 2 of "I Wish I Had Seen the Falls". • Today you will finish the story and respond to the prompts on the next slide. • In the space below, feel free to draw additional pictures and continue drafting a story about your own important place.

18 v' V ,_/ FINISH THE STORY "I WISH I HAD SEEN THE FALLS" BY CAROL CRAIG (YAKAMA).

RESPOND TO THE PROMPTS BELOW.

1. In the space below, draw or describe what you read today.

19 2. Make an inference about how people must have felt about what happened to Celilo Falls.

3. Draw a conclusion about the importance of Celilo Falls to the people in the story.

4. Write the end of your story. What happens? What does the place look like now? Imagine what it will be like SO years from today. Can you use some of those thoughts in the end of your story? What about writing an epilogue?

19 CELILO FALLS SHORT STORY WRITING

FRIDAY, APRIL 3, 2020

• Last time you read a story about Celilo Falls and drafted a story of your own. • Today you will • look at "Grandma's Photos" as well as some other historical photos to learn more about Celilo Falls • write captions for at least four of Grandma's photos • You will also have the option to • read an informational article, "The First World Trade Center" by Shana Brown, to learn about the history of Celilo Falls and use it as inspiration for your own story • find or draw at least three images to accompany your story • use the images along with your own story to create a storybook

21 ------

GRANDMA'S PHOTOS Image 1:

"Our elders tell us tribal people would gather annually here at Celilo, sometimes as many as 5,000 or more to fish, trade, visit, and take their share of salmon. Fishing usually begin in April and lasted until November as the different runs came back. Six to 10 million fish returned." --Carol Craig