Distance Learning Plan Elementary School 4Th Grade Weeks 2 and 3

Distance Learning Plan

Elementary School 4th Grade Weeks 2 and 3

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Student Log in for Digital Platforms and Content

Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials.

Digital Platform Description How do I log in? Clever Clever is the platform that puts blended Go to: learning digital content on one dashboard https://clever.com/in/dcpsk12 and one login. Username/password: your student credentials

Select: your digital content

Microsoft Office 365 Microsoft Office 365 includes online Go to: portal.office.com versions of Word, Excel, PowerPoint and other applications for preparing future Username/password: your ready learners. Students can access student credentials applications anywhere on any device.

Go to: your app store Download the Office 365 Search: for the Office 365 app Apps on your smartphone! Install the app Sign in: with your student Access your documents and assigments on credentials the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive)

Canvas Go to: dcps.instructure.com Download the Canvas Username/password: your Student App on your student credentials smartphone! Select: your course

Canvas is the learning management system for accessing DCPS online courses.

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Distance Learning Student Work Packet Grade 4 – Revolution & Independence ELA: Week 2

Unit Overview: You have learned about why American colonists wanted independence from Great Britain and read about the major events of the mid-1770s that caused conflict and led to war between the American colonies and Great Britain.

Distance Learning Summary: In this distance learning unit, you will look specifically at how women contributed to the fight for independence. In the next three weeks, you will engage with texts to investigate and write about the following line of inquiry:

How did women contribute to the fight for independence, and how should they be remembered?

Grade 4 Distance Learning Week 2 Revolution & Independence

Day One Accessing Prior Knowledge and Asking Big Questions

Objective: Today you will read multiple informational texts to begin research on your informational writing topic.

Directions: Read the articles from the Kids Discover magazine.

Before Reading:  Jot down what you already know about the American Revolution and the role women played before the war.

 Use the 5 W’s to ask clarifying questions about how women supported the cause for freedom during the American Revolution. Be sure to consider the focus question below when asking your own questions about the topic.

Focus Question: During the American Revolution, how did women support the cause for freedom? Exploring My Prior Knowledge: What do I already know about this topic? I know that before the American Revolution women…

Asking Questions: What do I want to know about this topic? Q1: Q2:

Q3 Q4

Question Stem Bank 5 W’s and How Question Words What, Where, When, Why, Who, How SY2019- 2020

Grade 4 Distance Learning Week 2 Revolution & Independence

Directions: During reading, pay attention to the important details that tell you what the text is mainly about.

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Grade 4 Distance Learning Week 2 Revolution & Independence

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Grade 4 Distance Learning Week 2 Revolution & Independence

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Grade 4 Distance Learning Week 2 Revolution & Independence

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Grade 4 Distance Learning Week 2 Revolution & Independence

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Grade 4 Distance Learning Week 2 Revolution & Independence

Day Two Reading Closely by Annotating the Text

Objective: Today you will reread and annotate the articles from Kids Discover to identify key details.

Directions: Reread the Kids Discover articles and use the annotation key below to mark up each text.

During Reding:  Be sure to look for evidence that supports you in answering the questions you created on Day One.  Look for evidence in each text that will help you answer the focus question for the week:

Focus Question: During the American Revolution, how did women support the cause for freedom?

Annotation Key

Underline the major points.

Circle any keywords or phrases that are confusing or unknown.

? (Question Mark) shows questions that you have during the reading. Write the question in the margin.

Margin Notes show clarifying statements in the margins.

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Grade 4

Distance Learning Week 2 Revolution & Independence

Day Three Answering Questions

Objective: Today you will begin to use and organize your notes gathered from reading and rereading the Kids Discover articles to answer questions about the texts.

Directions:

 Using evidence from the texts, answer the questions you asked on Day One.  List other interesting facts you learned from reading the Kids Discover articles.  Summarize what you have learned from the Kids Discover articles about the ways women contributed to the fight for freedom during the American Revolution. Inquiry Chart

Questions from Evidence from “Serving the Cause” Evidence from “Aiding the Cause” Day One Q1:

Q2:

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Grade 4 Distance Learning Week 2 Revolution & Independence

Q3:

Q4:

Other Interesting Facts

Summary of What I’ve Learned

The texts are mainly about…

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Grade 4 Distance Learning Week 2 Revolution & Independence

Day Four Planning Your Project

Objective: Today you will use the details gathered in your notes to begin planning your project.

Directions:  Take a look at each product choice and the examples below the choice menu.

 Choose and cirlce the one product you wish to complete.

Informational Writing Product Menu Product Write or make a video of a news Write a research report about the Create a museum display showing Choices report about the different ways ways that women contributed to how women contributed to the fight women contributed to the fight for the fight for independence during for independence during the independence during the American the American Revolution. American Revolution. Revolution.

Go to the next page to continue planning and organizing your project.

Grade 4 Distance Learning Week 2 Revolution & Independence

Day Four Planning Your Project

Directions:

 Complete the notecatcher below to support you with identifying the evidence you will use to complete your task.

 Using the evidence you have gathered, fill out either the multi-paragraph outline OR the graphic organizer provided on the next 2 pages.

 Be sure to:

 Write your thesis/claim statement  Plan your introduction  Plan your two main ideas  Plan your conclusion

Guiding Questions Note-Catcher

What is your product task asking you to do?

Which text(s) are you going to use?

Which evidence from the text(s) will you use?

Grade 4 Distance Learning Week 2 Revolution & Independence

(Option A) Multiple-Paragraph Outline

Name: Date: Topic: Thesis/Claim Statement:

Main Idea Details Introduction

(Be sure to include your thesis/claim statement)

¶ 1

¶ 2

Grade 4 Distance Learning Week 2 Revolution & Independence

Conclusion

Grade 4 Distance Learning Week 2 Revolution & Independence

(Option B) Graphic Organizer

Introduction

Thesis/Claim - Write an opinion statement about an important idea related to your task.

Supporting Idea 1

Topic Sentence

Evidence

Supporting Idea 2

Topic Sentence

Evidence

Conclusion

Restate the thesis/claim.

Grade 4 Distance Learning Week 2 Revolution & Independence

Day 5 Drafting and Publishing Your Final Project

Objective: Today you will prepare and present your project using your notes gathered over the course of the week.

Directions:  Draft your final project using the lined paper provided or your own materials found at home.  Use the checklist found below to edit and revise your work.  Publish your final project by presenting it to a friend or a family member.

Fourth Grade Informative Writing Rubric

Development

 My writing is focused.  I used descriptive details.  I used concrete words or phrases. I used quotations to support my essay.

Organization

 I introduced the topic.  I grouped similar information together.  I linked ideas with words or phrases.  My conclusion relates to the information I wrote.

Language/Conventions

 I used capitalization, punctuation, and correct spelling.  I wrote to the appropriate audience.  I wrote sentences that vary in length and structure.

Grade 4 Distance Learning Week 2 Revolution & Independence

You have successfully completed your research project!

*For additional opportunities to extend your learning see the list of enrichment opportunities below.

*Enrichment Opportunities Additional Reading & Writing Opportunities

• If you chose to make a news report for your project, have a family member record you on their phone and share the video with your teacher. • Interview a courageous woman in your life. Learn more about what she has done to contribute to her community and how she wants to be remembered. • Choose another project from the product menu to complete. Technology Enhanced Options (Including Website Links)

• Visit TrueFlix at the DC Public Library website to watch a video, read a book online, and explore topics like the American Revolution at https://login.dclibrary.idm.oclc.org/login?qurl=https%3a%2f%2fdigital.scholastic.com%2fsite%2flaunch%2f tfx%3fucn%3d600017829. • Make a free BrainPOP trial account to watch a movie, play games, and learn more about the American Revolution at https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/. • Watch a PBS Kids Video about Women’s History Month at https://www.youtube.com/watch?v=PVrvMJWrJlk. • Visit the American History Museum website to learn more about “Great Women of Our Past” at https://amhistory.si.edu/ourstory/activities/women/. • Visit National Geographic for Kids online to learn more about Women’s History Month at https://kids.nationalgeographic.com/explore/history/womens-history-month/. • Listen to a free audiobook about a hero from the American Revolution in the Dear America series by searching “Dear America” at the DC Public Library website here: https://dclibrary.overdrive.com/library/kids/collection/1034144..

Grade 4 Math Learning Packet Week 2

Name ______

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In math, you will be reviewing, applying, and extending content from the school year.

This week you will be focused on how to multiply and divide to solve multi-step problems by using drawings and equations. The table below outlines how you might organize completing your math work for the week.

Day Activity Time One Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 3-4 Two Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 5-6 Three Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 7-8 Four Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 9-11 Five Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 12-14

If you need additional support with completing the activities, please use the following links: • Operations and Algebraic Thinking videos. Multiplication focus on demonstrate how to multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Division focus on finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Division- https://tinyurl.com/CCSS4NBT6 Multiplication-https://tinyurl.com/CCSSMultiply • Khan Academy is a free resource that will provide additional practice and instructional video lesson by standards. (Multiplication and Division) • Eureka Math Parent Tips This document provide alignment to the curriculum that is being used in DCPS. Take a look at the key takeaways from the lessons students previously learned. Https://Tinyurl.com/Eurekaparents2

Key questions you might want to explore this week is: Why is understanding the various meanings for multiplication and division essential for problem solving? How do the four operations’ relationship help to solve problems?

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Week 2, Day 1 Learning Targets • I can explain what a multiplication equation represents.

Daily Fluency (5 minutes) Are the following statements always true or never true? How do you know? 15 + 2 + 4 = 20 -1

2 + 7 = 5 + 2 + 2

5 x 24 = 6 x 23

9 x 8 = 3 + 3 +3 x 8

406 – 176 = 2 x 100 + 6 + 25

Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A Carl used some fabric to make a seat cover. Then he used 8 times as much fabric to make a tent. He used 24 yards to make the tent. Write an equation and draw a model that can be used to determine the amount of fabric he used to make the seat cover.

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Task B A baseball cap costs $8. A matching shirt costs 4 times as much as the cap. Write an equation and use a model to determine the cost of the shirt.

Task C If there are 40 seats per row, how many seats are in 90 rows? Write an equation and use a model to determine how many seats are in 90 rows.

Daily Closing (5 minutes) Write a two-dollar (or more) summary of the lesson. Each word is worth 10 cents. For example, “the lesson is about” is equal to a total of 40 cents.

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Week 2, Day 2 Learning Targets

• I can explain the relationship between multiplication and addition. • I can use multiplication and division to solve problems. • I can represent a multiplication and division word problem using drawings and equations.

Daily Fluency (5 minutes) Read the following. Select one of the shapes that does not belong. Provide details about your answer choice.

Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A a. Helen raised $12 for the food bank last year and she raised 6 times as much money this year. How much money did she raise this year? Write an equation and use a model to determine the amount of money.

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b. Sandra raised $15 for the PTA and Nita raised $45. How many times as much money did Nita raise as compared to Sandra? Write an equation and use a model to determine the amount of money.

c. Luis raised $45 for the animal shelter, which was 3 times as much money as Anthony raised. How much money did Anthony raise? Write an equation and use a model to determine the amount of money Anthony raised.

Task B Bailey is shopping for folders, notebooks and pencils for the first day of school. A notebook costs 4 times as much as a folder. A notebook costs2 times as much as a set of pencils. Each folder costs $2. Determine the total cost for 1 folder, notebook, and a set of pencils using equations.

1 folder=

Notebook=

Set of pencils=

Daily Closing (5 minutes) List at least 3 key ideas from the lesson and why they were important. For example, “Rounding is important because…”

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Week 2, Day 3

Learning Target • I will round numbers to the nearest 1,000 using a number line.

Daily Fluency (5 minutes)

Are the following statements always true, sometimes true or never true? How do you know? 1. The sum of three numbers is odd. 2. Multiples of 5 end with 5. 3. If you add one to an odd number, you’ll get an even number. 4. If you add a multiple of 10 to a multiple of 5, the answer is a multiple of 5. 5. If you add two to an even number, you’ll get an odd number.

Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work. Task A At a neighborhood park, there are 11 spaces for bicycles on a rack by the basketball court. The bicycle rack by the playground has 3 times as many spaces for bicycles as the one by the basketball court. Write an equation and create a drawing that could be used to find the total number of bicycle spaces on the rack by the playground.

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Task B Ciara recycled 54 pounds of paper. She recycled 9 times as many pounds of paper as Monica. Write an equation and create a model that can be used to find m, the number of pounds of paper Monica recycled. Then solve the equation to find the number of pounds of paper Monica recycled.

Task C A store ordered small paper cups and larger paper cups to promote the grand opening. 12 times as many small paper cups were ordered than large paper cups. If there are 96 large paper cups that are ordered, how many small paper cups were ordered than large? Solve using a model and equation.

Daily Closing (5 minutes): Write a 1 – 2 minute commercial to use at home when asked the following question: “Describe your math lesson today?”

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Week 2, Lesson 4 Learning Target • I can solve multi-step word problems using all four operations. • I can represent the context of a word problem, (including problems with remainders) using drawings and equations. • I can use variables to represent unknown quantities in a problem. • I can check the reasonableness of my answer using a variety of strategies.

Daily Fluency (5 minutes) Find the value of the for each item in the area model so that it represents the value 144.

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A Sam was in a contest at the library to read as many books as he could in three months. At the end of the contest he earned 2 tickets for each book he read. The table below shows the number of books Sam read each month.

BOOKS SAM READ January 15 February 13 March 16

Sam was able to buy 1 prize for every 5 tickets he had earned. Sam bought as many prizes as he could with his tickets. How many prizes was Sam able to buy? Solve using a model and equation.

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Task B The Sugar Shack Bakery has apple delivered each day for their famous apple pies. On Monday, they have 23 boxes of apples. Each box contains 46 apples. They use 8 apples for each pie.

Write equation and use a model to determine the total of apple pies the bakers can make.

Task C Karl's rectangular vegetable garden is 20 feet by 45 feet, and Makenna's is 25 feet by 40 feet. Whose garden is larger in area? Write equation and use a model to determine if Karl or Makenna have the largest area of their garden.

Daily Closing (5 minutes) What takeaways from the lesson will be important to know three years from now? Why?

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Week 2, Lesson 5

Learning Target

• I can solve multi-step word problems using all four operations. • I can represent the context of a word problem, (including problems with remainders) using drawings and equations. • I can use variables to represent unknown quantities in a problem. • I can check the reasonableness of my answer using a variety of strategies.

Daily Fluency (5 minutes) In three minutes, complete as many as possible by dividing. Discuss your findings by using the statement, “When dividing, I noticed…”

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A Every year a carnival comes to Hallie's town. The price of tickets to ride the rides has gone up every year.

a. In 2008, Hallie’s allowance was $9.00 a month. How many carnival tickets could she buy with one month's allowance?

b. If her allowance had stayed the same, $9.00 a month, how many carnival tickets could she buy in 2012?

c. In 2012, Hallie’s allowance was $14.00 per month. How much did her monthly allowance increase between 2008 and 2012?

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d. How much more did a carnival ticket cost in 2012 than it did in 2008?

e. Was Hallie able to buy more carnival tickets in 2008 or in 2012 with one month's allowance?

f. What would Hallie's allowance need to be in 2012 for her to be able to buy as many carnival tickets as she could in 2008?

g. What happens to your ability to buy things if prices increase and your allowance doesn’t increase?

Daily Closing (5 minutes) DJ Summary Write what you’ve learned in the form of a favorite song.

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Grade 4 Science: Week 2

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In science, you will be reviewing, applying, and extending content from first semester. This week you will be focused on the topic Sense Receptors from Unit 1: Organism Structures and Behavior. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. We recommend that you spend 20 minutes each day working on the Mission Log and Action Plan and 20 minutes per day working on activities that extend science learning and reinforces math/literacy skills and practices. Screenshots of handouts are included here, while full page versions of handouts are located at the end of the packet.

Part 1: Mission Briefing (Review) During the first part of the week, you will review content from each of topic in the unit and apply it to a mission. a. Read the Mission Briefing below: Your city has gotten approval to build a new zoo. The city knows that they must make this zoo different from other zoos in order to attract people. They have asked you to design a zoo that is organized by animals with the best sense receptors and to describe how having those sense receptors helps animals survive. They would also like you to design a scavenger hunt for students who go on field trips to the zoo.

b. Review and complete the activities on the following student worksheets:

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Part 2: Mission Log (Explanation) After you complete the Part 1, you should move on to the Mission Log (below). The Mission Log summarizes what you should know and invites you to record your science knowledge. Questions are included to guide your work.

Part 3: Math Connections (Extension) In order to add some variety to your work, you will also complete the selected Math Connections activity below:

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Sense Receptors

How can you use your senses to experience an orange? Which of your senses do you use?

Of course, you use your sense of sight. You can see the orange against the green leaves of the tree. Your sense of touch lets you feel the orange’s slightly bumpy skin. You hold the orange to your nose to smell it. As you peel the orange, you can hear the rind pulling off. You can see the juices as they squirt from the orange, and the smell gets even stronger. Finally, you taste the orange and feel the juices run down your chin. Every day, you rely on your senses to help you experience sense receptors the world around you and to keep you safe. Your body – things that contains sense receptors that send information to your brain detect changes in so your body can take in information and respond an organism’s appropriately. environment What are some special sense receptors? While we talk about the five senses—taste, touch, sight, hearing, and smell—we actually have other senses. Do you have to put your hand in the fire to feel the heat? No, of course not! You can be sitting several feet away and still feel the heat from the campfire!

Your skin contains special sense receptors, called thermoreceptors, that gather information about the temperature of the environment and inform your brain. Thermoreceptors can register both heat and cold. This ability protects you from possible danger, such as being burned.

Many animals use thermoreceptors to help them find prey and protect themselves from predators. Pit vipers, including all rattlesnakes, are a group of snakes that use thermoreceptors.

You can see the thermoreceptors located on either side of the pit viper’s head, halfway between the eyes and the nostrils. These pits help the snake figure out the distance and direction of its prey. The snake can sense the body temperature of its prey. The snake knows where its prey is based on which pit is warmer.

1 Sense Receptors

Your sense of taste uses other specialized sense receptors, called chemoreceptors, that sense the different chemicals in the food you eat and send the information to your brain. The chemoreceptors help you identify what you are eating and provide you with a memory of the flavor.

Can you imagine being a butterfly? Their chemoreceptors are in their feet! This way they are able to “taste” if a flower is a good place to lay their eggs. Catfish have chemoreceptors over their entire bodies so they can “taste” everything around them, including chemicals in the water.

Many aquatic animals, such as sharks, have very special sense receptors, called electroreceptors. Electroreceptors allow the shark to sense other creatures in their environment. The shark has electroreceptors in pores surrounding its head and lower jaw. These receptors can sense the weak electric fields given off by other creatures. The electroreceptors are especially important in the final stages of an attack, when the shark zeros in on its prey.

Shark pups, and even sharks still in the egg, use their electroreceptors to protect them from becoming another animal’s prey. The pups will hold still when they sense an electrical signal from a predator.

Many aquatic creatures have electroreceptors, because electricity conducts better through water, but bees and cockroaches also have electroreceptors.

Even plants have special sense receptors. The Venus flytrap is a meat-eating plant. Its two leaves are covered with little hairs. When an insect irritates two of the hairs, the Venus flytrap snaps shut, capturing a meal.

Why do two hairs need to be touched? It’s in order to save the plant’s energy. Before it wastes energy to snap its leaves shut, the plant wants to be certain there will be food.

2 Sense Receptors

No one likes to feel pain, but it is a protective tool for your safety. If you picked up a hot pan but did not feel the pain, you could be very badly injured. The pain signals you to let go of the hot pan. Nociceptors are the sense receptors that give you pain signals. Nociceptors are in your skin. They register dangerous pressure or temperature. The information goes to the brain, then the brain sends messages to the body part in danger.

Nociceptors can register levels of hot and cold as well as levels of pressure. Even some chemicals, such as those found in chili peppers and spider toxins, can be detected by nociceptors. Now the next time you feel pain, remember it is for your own good. The pain is telling you to stop doing something harmful.

Many animals travel great distances each year in migrations. The need for the animals to migrate can be caused by seasonal changes to temperature and the amount of sunlight each day. A change in the food supply can also alert animals that it is time to migrate. Many animals migrate for mating and having their young. You might be most familiar with birds such as geese that fly south during cold weather, but all kinds of animals migrate. On Christmas Island, red crabs migrate. In the Pacific Northwest, salmon leave the salt water and migrate up freshwater rivers to mate. In Africa, huge herds of wildebeest travel for food and water. The winner of migratory travel is the Arctic tern, which flies from its breeding ground in the Arctic to Arctic tern Antarctica and back every year. This is an average round trip of over 40,000 miles! Scientists are still researching how animals are able to make these journeys. Some believe there is some form of internal compass that allows the animals to use Earth’s magnetic forces. Other animals are taught the route by parent and adult animals, and they hold the information in their memories. A brown bear taking advantage of the salmon migration 3 Sense Receptors

Take some time to explore how plants have their own type of receptors:

1. You will need a packet of morning glory seeds, a garden pot, soil, and a water dropper. 2. Add soil to the pot so the pot is about three-fourths full. Plant the morning glory seeds. The seeds should be spread out evenly on the surface of the soil. 3. Place the pot in a sunny place. Squeeze a few drops of water into the soil until damp. Keep the soil damp by adding a little water each day. 4. Watch the growth of the morning glories for at least 1 week. Record your observations. 5. What did you notice about how the morning glories grew? Why do you think this is so? What happens if you turn the pot around? 6. Research plants to find out the name of this activity. Do plants have any other responses to their environment?

Sense Receptors (B)

1. Which statement is true about the picture of the dog shown below?

A. The dog has 0 lines of symmetry. B. The dog has exactly 1 line of symmetry. C. The dog has exactly 2 lines of symmetry. D. The dog has more than 2 lines of symmetry.

2. How would the dog use her senses of smell, hearing, and eyesight to alert her to danger?

3. Look at the crab, deer tick, and spider. Circle the one that does NOT have a line of symmetry.

Sense Receptors (B)

4. Draw all the possible lines of symmetry on the tiger. How many lines of symmetry does the tiger have? Draw all lines of symmetry.

5. Sam started creating a butterfly picture. Complete the picture so that the middle line is a line of symmetry.

Sense Receptors (B)

6. Is the line of symmetry drawn correctly on the picture of the owl? If it is, state why. If not, draw the correct line of symmetry.

7. In the grid below, draw a picture of an imaginary animal that you create for sensing and responding to danger. Make sure the animal has at least 2 lines of symmetry.

3 Distance Learning Plan

4th Grade Week 3

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Distance Learning Student Work Packet Grade 4 – Revolution & Independence ELA: Week 3

How did women contribute to the fight for independence, and how should they be remembered?

Grade 4 Distance Learning Week 3 Revolution & Independence

Day One Accessing Prior Knowledge and Asking Big Questions Objective: Today you will read multiple informational texts to begin research on your opinion writing topic.

Directions: Read the articles, “Just Say No!” and “Remember the Ladies.”

Before Reading:  Jot down what you already know about the American Revolution and the role women played before and during the war.

 Use the 5 W’s to ask clarifying questions about how women supported the cause for freedom before and during the American Revolution. Be sure to consider the focus question below when asking your own questions about the topic.

Focus Question: How should women (including African American and Native American women) be remembered for their contributions to the fight for independence?

Exploring My Prior Knowledge: What do I already know about this topic? I know that before and during the American Revolution women…

Asking Questions: What do I want to know about this topic? Q1: Q2:

Q3 Q4

Question Stem Bank SY2019- 2020 5 W’s and How Question Words What, Where, When, Why, Who, How

Grade 4 Distance Learning Week 3 Revolution & Independence

Directions: During reading, pay attention to the important details that tell you what the texts are mainly about.

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Grade 4 Distance Learning Week 3 Revolution & Independence

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National Park Service U.S. Department of the Interior Grade 4 Distance Learning Week 3 Revolution & Independence

Ninety Six National Historic Site

“Remember the Ladies:” Women in the American Revolution

In March of 1776, Abigail Adams wrote her husband, John: “I desire you would remember the Ladies, and be more generous and favorable to them than your ancestors.” Until the 1970s women’s history was not widely studied in school and nor remembered much at all. However in 1981, the U.S. Congress passed a resolution that established National Women's History Week. Congress changed the resolution to a month long event in 1987, and ever since, Presidential proclamation has declared March as Women’s History Month.

Women made substantial contributions to the American Revolution on the home front and on the battlefields. Many people remember Martha Washington, the wife of General George Washington and the first, First Lady. But few realize that she was also a wealthy landowner (from her first husband’s property) in an age when few women were even allowed to own property. When men went off to war, women not only had to continue their own chores, such as cooking, cleaning, and taking care of children, they also had to plow fields and harvest crops. Many women even ran respectable taverns alone, which was basically housekeeping but on a larger scale.

Women often followed their husbands to war. It was a hard life, but they did so to keep families together and safe. Many camp followers washed clothes, cooked, sold cider and rum, and were nurses. They were given half rations and sometimes paid for their work. Children also helped the army by collecting wood, carrying messages, and playing the fifes and drums during marches.

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Grade 4 Distance Learning Week 3 Revolution & Independence

Often women took on non traditional roles during the American Revolution. Many served the armies as soldiers and spies. Margaret Corbin took over her husband’s cannon after he was killed at Fort Washington, New York in 1776. She was wounded and was the first woman awarded a pension by Congress for her service. Mary Ludwig Hays also took her husband's place at a cannon after he was wounded at the Battle of Monmouth in New Jersey in 1788.

In 1822, the state of Pennsylvania awarded her a pension, not for her husband’s service but her own. Molly Pitcher was a nickname for women who carried water to the battlefield. Both Mrs. Corbin and Mrs. Hays are rumored to be the real “Molly Pitcher” of legend, however many believe that the legend comes from several real women who served on the battlefields. Deborah Sampson disguised herself as Robert Shurtleff and enlisted in the 4th Massachusetts Regiment in 1778. She fought in several skirmishes and was even wounded. Instead of having doctors discover her secret, she removed a musket ball from her own leg. Her husband was the only man during the American Revolution to receive a widower’s pension.

Locally, several women also contributed to the Revolution. Emily Geiger supposedly was a messenger for the American General Nathaniel Greene after the Patriots had retreated from the town of Ninety Six, South Carolina. Rebecca Motte lived near Charleston, SC, but the British took over her home and fortified it, calling it Fort Motte. Rebecca actually helped to burn her own home to help the Patriots regain control. When Loyalists invaded her Georgia home, Nancy Morgan Hart supposedly killed one and captured several others. Grace and Nancy Martin were sisters-in-law who captured a British dispatch rider, and took his message to General Greene during the siege at Ninety Six.

During Women’s History Month, “remember the ladies” who throughout history have served their country from the home front to the battlefields. Books on traditional and nontraditional women who served during the American Revolution, such as Awesome Women by Nicki Sackrison, are available at the Ninety Six National Historic Site’s Bookstore.

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Grade 4 Distance Learning Week 3 Revolution & Independence

Day Two Reading Closely by Annotating the Text

Objective: Today you will reread and annotate the articles “Just Say No!” and “Remember the Ladies” to identify key details.

Directions: Reread “Just Say No!” and “Remember the Ladies” and use the annotation key below to mark up each text.

Focus Question: How should women (including African American and Native American women) be remembered for their contributions to the fight for independence?

Annotation Key

Underline the major points.

Circle any keywords or phrases that are confusing or unknown.

? (Question Mark) shows questions that you have during the reading. Write the question in the margin.

Margin Notes show clarifying statements in the margins.

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Grade 4 Distance Learning Week 3 Revolution & Independence Day Three Answering Questions

Objective: Today you will begin to use and organize your notes gathered from reading and rereading “Just Say No!” and “Remember the Ladies” to answer questions about the texts.

Directions:  Using evidence from the texts, answer the questions you asked on Day One.  List other interesting facts you learned from reading “Just Say No!” and “Remember the Ladies.”  Summarize what you have learned from the articles about how women should be remembered for their contributions to the American Revolution. Inquiry Chart Questions from Evidence from “Just Say No!” Evidence from “Remember the Ladies” Day One Q1:

Q2:

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Grade 4 Distance Learning Week 3 Revolution & Independence Q3:

Q4:

Other interesting Facts

Summary of What I’ve Learned

The texts are mainly

about…

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Grade 4 Distance Learning Week 3 Revolution & Independence Day Four Planning Your Project

Objective: Today you will use the details gathered in your notes to begin planning your project.

Directions:  Take a look at each product choice and the examples below the choice menu.

 Choose and cirlce the one product you wish to complete.

Opinion Writing Product Menu Product Write a letter to a book publishing Write or film a speech explaining Write an essay explaining why and Choices company persuading them why they why and how women should be how women should be remembered should publish more books about remembered for their contribution for their contributions to the fight women in the revolution. to the fight for independence. for independence?

Go to the next page to continue planning and organizing your project.

Grade 4 Distance Learning Week 3 Revolution & Independence Day Four Planning Your Project

Directions:

 Complete the note-catcher below to support you with identifying the evidence you will use to complete your task.

 Using the evidence you have gathered, fill out either the multi-paragraph outline OR the graphic organizer provided on the next 2 pages.

 Be sure to:

 Write your thesis/claim statement  Plan your introduction  Plan your two main ideas  Plan your conclusion

Guiding Questions Note-Catcher

What is your product task asking you to do?

Which text(s) are you going to use?

Which evidence from the text(s) will you use?

Grade 4 Distance Learning Week 3 Revolution & Independence

(Option A) Multiple-Paragraph Outline Name: Date: Topic: Thesis/Claim Statement:

Main Idea Details Introduction

(Be sure to include your thesis/claim statement)

¶ 1

¶ 2

Grade 4 Distance Learning Week 3 Revolution & Independence

Conclusion

Grade 4 Distance Learning Week 3 Revolution & Independence

(Option B) Graphic Organizer Introduction

Thesis/Claim - Write an opinion statement about an important idea related to your task.

Supporting Idea 1

Topic Sentence

Evidence

Supporting Idea 2

Topic Sentence

Evidence

Conclusion

Restate the thesis/claim.

Grade 4 Distance Learning Week 3 Revolution & Independence Day 5

Drafting and Publishing Your Final Project

Objective: Today you will prepare and present your culminating project using your notes gathered over the course of the week.

❏ I stated my opinion. ❏ I provided evidence. Organization (Written Expression)

❏ I introduced my topic clearly. ❏ I wrote my opinion about one thing. ❏ I wrote at least two reasons why. Elaboration (Written Expression)

❏ I wrote a beginning that stated my opinion. ❏ I wrote details to support each reason. ❏ I chose words that would make readers agree with my opinion. ❏ I connected the parts using linking words such as also, another, and because. ❏ I wrote several sentences or a part that concluded my writing. ❏ I wrote an ending that reminds my readers of my opinion. Language/Conventions

❏ I used capital letters correctly. ❏ I used punctuation correctly including commas, quotation marks, and apostrophes. ❏ I spelled using patterns. ❏ I used resources to help me find words I cannot spell.

Grade 4 Distance Learning Week 3 Revolution & Independence

You have successfully completed your research project!

*For additional opportunities to extend your learning see the list of enrichment opportunities below.

*Enrichment Opportunities Additional Reading & Writing Opportunities

• If you chose to write a speech for your project, have a family member record you on their phone and share the video with your teacher. • Interview a courageous woman in your life. Learn more about what she has done to contribute to her community and how she wants to be remembered. • Choose another project from the product menu to complete. Technology Enhanced Options (Including Website Links)

• Visit TrueFlix at the DC Public Library website to watch a video, read a book online, and explore topics like the American Revolution at https://login.dclibrary.idm.oclc.org/login?qurl=https%3a%2f%2fdigital.scholastic.com%2fsite%2fl aunch%2ftfx%3fucn%3d600017829. • Make a free BrainPOP trial account to watch a movie, play games, and learn more about the American Revolution at https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/. • Watch a PBS Kids Video about Women’s History Month at https://www.youtube.com/watch?v=PVrvMJWrJlk. • Visit the American History Museum website to learn more about “Great Women of Our Past” at https://amhistory.si.edu/ourstory/activities/women/. • Visit National Geographic for Kids online to learn more about Women’s History Month at https://kids.nationalgeographic.com/explore/history/womens-history-month/. • Listen to a free audiobook about a hero from the American Revolution in the Dear America series by searching “Dear America” at the DC Public Library website here: https://dclibrary.overdrive.com/library/kids/collection/1034144.

Grade 4 Math Learning Packet Week 3

Name ______

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In science, you will be reviewing, applying, and extending content from the school year.

This week you will be focused on explaining equivalence of fractions and adding or subtracting fractions. The table below outlines how you might organize completing your math work for the week.

Day Activity Time One Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs.3-5 Two Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 6-8 Three Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs.9- 11 Four Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs.12-13 Five Fluency (5 minutes); Task (20 minutes); Closing 30 minutes (5 minutes) pgs. 14-16

If you need additional support with completing the activities, please use the following links: • Fractions videos. – The purpose of the video is to extend understanding of fraction equivalence and ordering. https://www.youtube.com/watch?v=D_VGpRI2MFw • Khan Academy is a free resource that will provide additional practice and instructional video lesson by standards. (Fractions) https://www.khanacademy.org/commoncore/grade-4-NF • Eureka Math Parent Tips This document provide alignment to the curriculum that is being used in DCPS. Take a look at the key takeaways from the lessons students previously learned. https://1.cdn.edl.io/LBkpJ9wNI3KEWu5khplnXbUOWR4LkResGRSRuQYqGsSq2UZ0.pdf

Key questions you might want to explore this week is: How are fractions used in problem-solving situations? Why is it important to identify, label, and compare fractions as representations of equal parts of a whole or of a set?

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Week 3, Day 1 Learning Target • I can explain the concept of fraction equivalence. • I can create equivalent fractions. • I can reason about fraction size and equivalence using visual models.

Daily Fluency (5 minutes) What is the next step in the pattern? Describe the pattern.

10,000,1,000,100,10, ______

Write the rule for the following pattern for the problems listed below.

216,196,176,156

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A a. The rectangle below has length 1. What fraction does the shaded part represent?

b. The rectangle below has the same length as the rectangle above. What fraction does the shaded part represent?

c. Use the pictures to explain why the two fractions represented above are equivalent.

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Task B a. What fraction of the rectangle below is shaded?

b. Laura says that 14 of total squares in the rectangle are shaded. Do you think she is correct? Explain why or why not by using the picture.

Daily Closing (5 minutes) Write a two-dollar (or more) summary of the lesson. Each word is worth 10 cents. For example, “the lesson is about” (total of 40 cents)

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Week 3, Day 2

Learning Target • I can compare two fractions with different numerators and denominators using appropriate mathematical symbols (<, >, =). • I can prove my fraction comparisons using visual models.

Daily Fluency (5 minutes) Read the following. Select one expression that doesn’t belong. Provide details about your answer choice.

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A a. How does the value of a fraction change if you double its numerator? Explain your answer using words or pictures.

b. How does the value of a fraction change if you double its denominator? Explain your answer using words or pictures.

Task B Order the following fractions from smallest to largest:

3 1 5 2 8 3 6 5

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Explain your reasoning.

Daily Closing (5 minutes) Students list at least key ideas from the lesson and why they were important. For example, “Rounding is important because…”

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Week 2, Day 3 Learning Targets • I can compare two fractions with different numerators and denominators using appropriate mathematical symbols (<, >, =). • I can prove my fraction comparisons using visual models.

Daily Fluency (5 minutes) Read the Family Circus comic strip and the question below the illustration. Respond to the question in the form of words or pictures.

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work. Task A

Melissa gives her classmates the following explanation for why > . 1 2 I can compare both and to . 5 7 1 2 1 5 7 4 Since and are unit fractions and fifths are smaller than fourths, I know that < . 1 2 1 1 Is Melissa5 correct?7 How do you know? Explain each step in Melissa's reasoning.5 4

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Task B Use <, =, or > to compare the following sums.

a. + ______+ 1 1 1 1 2 4 3 5 b. + ______+ 1 1 1 1 3 2 3 4

Daily Closing (5 minutes) Write a 1 – 2 minute commercial to use at home when asked, “Describe your math lesson today?”

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Week 2, Day 4

Learning Targets • I can describe a fraction as the sum of smaller fractions. • I can prove my fraction decomposition using equations and visual models. • I can add and subtract fractions and mixed numerals with like denominators using a variety of strategies.

Daily Fluency (5 minutes) Compare the fractions in each set using >, <, or =. Express the relationship of each fraction by shading portions of the circle to reflect the value.

Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work.

Task A

Cynthia is making her famous "Perfect Punch" for a party. After looking through the recipe, Cynthia knows that she needs to mix gallons of fruit juice concentrate with gallons of sparkling water. 5 7 8 8 a. Just as she is about to get started, she realizes that she only has one 2-gallon container to use for mixing. Will this container be big enough to hold all the ingredients?

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b. How much punch will this recipe make? Solve using a model and equation.

Task B Alfredo picked 2 pounds of peaches from the tree in his backyard. He gave 1 pounds to his neighbor Madeleine.3 How many pounds of peaches does Alfredo have left? Solve1 using a model 4 4 and equation.

Task C Write an expression that is equivalent to the following:

2 - 1 3 1 4 4

Daily Closing (5 minutes) What takeaways from the lesson will be important to know three years from now? Why?

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Week 3, Lesson 5 Learning Targets

• I can multiply a fraction by a whole number. • I can represent fractions using various multiplication equations. • I can solve word problems involving multiplication of fractions by a whole number.

Daily Fluency (5 minutes) In three minutes, complete as many equations possible. Discuss your findings by using the statement, “I noticed…”

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Daily Tasks (20 Minutes) Directions: Read each task carefully and follow the directions. Make sure you write an explanation and show your work. Task A

For a certain brand of orange soda, each can contains cup of sugar. 4 a. How many cups of sugar are there in six cans of12 this orange soda?

b. Draw a picture representing the answer to (a).

Task B a. Write a story problem that can be solved by finding 5×4.

b. Draw two different diagrams that show that 5×4=20. Explain how your diagrams represent 5 × 4 = 20.

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c. Which of the diagrams you used to represent 5 × 4 =20 can be used to represent 5 × ? 2 Draw the diagram if possible. 3

Task C

Marlesa walked mile each day for 5 days. Write an equation and create a model to show the 9 number of miles Marlesa walked in 5 days. 12

Daily Closing (5 minutes) DJ Summary Write what you’ve learned in the form of a favorite song.

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Grade 4 Science: Week 3

Dear Students and Families,

We hope you are safe and healthy while you are out of school and learning from home! In science, you will be reviewing, applying, and extending content from first semester. This week you will be focused on the creating your Action Plan from Unit 1: Organism Structures and Behavior. The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases you will need to use some imagination and creativity to create your plan. There is no single correct answer! Screenshots of handouts are included here, while full page versions of handouts are located at the end of the packet.

Part 1: Mission Briefing (Review) During the first part of the week, you will review content from each of topic in the unit and apply it to a mission. a. Review the Mission Briefing below: Your city has gotten approval to build a new zoo. The city knows that they must make this zoo different from other zoos in order to attract people. They have asked you to design a zoo that is organized by animals with the best sense receptors and to describe how having those sense receptors helps animals survive. They would also like you to design a scavenger hunt for students who go on field trips to the zoo.

Part 2: Mission Log (Explanation) After you complete the Part 1, you should move on to reviewing the Mission Log (below). The Mission Log summarizes what you should know and invites you to record your science knowledge. Questions are included to guide your work. Make sure you’ve completed all parts of the Mission Log before you move on to the Action Plan.

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Part 3: Action Plan (Application) After you have completed and reviewed Parts 1 and 2, you should move on to the Action Plan (below). The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases you will need to use some imagination and creativity to create your plan. There is no single correct answer! Questions are included to guide your work.

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Bundle 1: Organism Structures and Behavior

Action Plan

Design a zoo that is organized by animals with the best sense receptors and describe how having those sense receptors helps animals survive. In addition, design a scavenger hunt for students who go on field trips to the zoo.

Here’s what we know:

● Plants and animals have structures that help them grow, protect themselves, behave a certain way, and reproduce. ● These structures are both internal and external. For example, a cow has four stomachs to help it digest food, and a cactus has thorns to help it protect itself. ● An animal’s sense receptors are vision, hearing, smell, taste, and touch. ● The sense receptors send information to the brain, which tells the animal’s body what to do. ● Information from the sense receptors helps animals survive in various ways, such as, for example, running away from something or toward something, making themselves look bigger or smaller, making warning sounds, and camouflaging themselves.

1 Bundle 1: Organism Structures and Behavior

Take Action

What zoo animals have excellent hearing receptors? ______How do excellent hearing receptors help animals survive? ______What zoo animals have excellent taste receptors? ______How do excellent taste receptors help animals survive? ______What zoo animals have excellent vision receptors? ______How do excellent vision receptors help animals survive? ______What zoo animals have excellent touch receptors? ______How do excellent touch receptors help animals survive? ______

2 Bundle 1: Organism Structures and Behavior

Take Action

Create a tourist map of your new zoo that is organized by animals with the best sense receptors. For each group of animals, write a description about how those sense receptors help animals survive. In addition, create a scavenger hunt on the back of the map with questions and clues that lead students to the various sense receptor sections. Your map should look exciting and colorful!