Hello room 5 students & families!
I hope you are well and staying connected with friends and family in various ways. I miss you!
This is week 7 of online learning. We are starting a new math focus on fractions. I hope you have fun exploring fractions found around your home!
We are also beginning to include some social studies connections with the literacy tasks. This week you will begin to learn about what it means to be Indigenous. We will then continue this work in future weeks to learn more about Indigenous peoples in Alberta.
This is a short week as Friday is a Non-Instructional Day. As such, we have planned for tasks only for Monday-Thursday. If you are looking for more to do on Friday, I encourage you to try the “Extension” activities for science. There are articles and experiments for you to check out that relate to Light and Shadow.
As always, reach out to me through email if you have any questions or if I can help out in any way.
Take care and be well!
Mrs. Bowers
Learning Plan for May 11-14
Literacy Focus
Monday and Tuesday
Shadows from the Sun
✓ I can make an inference based on what I observe.
✓ I can answer questions using a variety of sources such as articles and videos.
✓ I can describe changes in the size and location of sun shadows during the day.
Answer the following questions from the attached video. You may want to review some of the scientific terms used in previous weeks to help you out.
Task 1: Questions
- Your body creates a shadow on a sunny day. Is your body transparent, translucent, or opaque?
- Why does the shadow of an object that doesn’t move (for example, a tree or a building) move throughout the day?
- In what direction (north, south, east, or west):
- Is the sun in the morning?
- Is the sun in the evening?
- Does a shadow cast by the sun fall in the morning?
- Does a shadow cast by the sun fall in the evening?
Task 2: Choose 1 of the following to draw a diagram of the movement of the sun in the sky and the shadows cast from still objects. Your diagram should be specific and include clear labels to answer the question.
- Choice 1: Ancient civilizations noticed patterns in the movement of the sun (or the appearance of the sun moving across the sky). How did they use these sun patterns to measure the time of day? You will need to include information about the sun’s position (north, south, east, west) in the sky at different times of day.
- Choice 2: How does the length of a shadow cast by the sun change throughout the day? In your diagram, you should explain the difference between shadows when the sun is high in the sky or low in the sky. It should also include what happens to the sun’s shadow at noon.
Wednesday
Learning Intentions
- I can make notes of key words and phrases.
In this task you will learn the meaning of the word Indigenous. As part of the Grade 4 Social Studies curriculum we will begin to explore: The Stories, Histories and Peoples of Alberta.
Watch the video below and answer the 3 questions.
- What does the word Indigenous mean?
- Who are the 3 different groups of Indigenous peoples in Canada?
- Which group is the largest?
Thursday
Learning Intentions
- I can use personal writing to reflect on my ideas.
In the next short video you will hear Indigenous peoples speak about what it means to be Indigenous. While you are watching this video, take jot notes and make a list of what is being said. (Video available on Google Classroom only)
Choose 1 of the following options to write about. Write complete sentences to support your response.
- Choice 1: Looking at your jot notes from the video, choose 1 idea with which you feel a connection.
For Example:
Being Indigenous means, “Good physical health.” Being healthy is also important to me. It reminded me that I am trying really hard to take care of myself by walking, riding my bike and eating healthy foods.
- Choice 2: Reflect on your week and write a letter to your teacher to describe something that has happened, something you have learned, or something you have been thinking about.
Math Focus
Numeracy Plan - May 11th-14th
Monday
I can provide examples of where fractions are used.
What are some ways you experience fractions in your everyday life? Where do you see fractions? Take a look around the inside and outside your house for examples of fractions.
Create a T-chart on a piece of paper and label one side Fraction Example and the other side Fraction.
Tuesday
I can justify my thinking.
I can name fractions.
- Describe a situation where ⅓ is actually more than ½ .
- Draw a small rectangle. Draw a bigger rectangle so that the smaller one is part of it. Tell what fraction of the big rectangle the small one is.
The Numerator is the top number in a fraction. It shows how many parts we have.
The Denominator is the bottom number. It shows how many equal parts the item is divided into.
Wednesday
I can name and record the shaded and non-shaded parts of a given set.
Take a look at the chart below. Examine the example given for the fraction that represents the shaded parts AND the non-shaded parts. When you feel comfortable, please create and complete the remainder of the chart using the images in the photo.
Thursday
I can represent a given fraction pictorially.
Now that you feel more comfortable with recording a given fraction, you will now be given the opportunity to express your understanding of fractions through pictures. Beside each fraction, sketch a picture that represents the given fraction. You can draw pictures on paper with paint/pencil crayons, or outside using sidewalk chalk, then submit photos of your work. For an added challenge, be creative in how you visually represent your fractions.
- ⅔
- ⅕
- ⅝
- ½
- 8/10
- 3/4
Science Extensions (Optional and NOT Assessed)
Interesting Article: The Sun and Seasons
Read the attached article from the NASA Science website for information on seasonal changes and the sun. Use information directly from the article to support your answers, but write it in your own words. (Hint: the diagram with the black background in this article will be very helpful!)
- From the article: “Many people believe that Earth is closer to the sun in the summer and that is why it is hotter. And, likewise, they think Earth is farthest from the sun in the winter. Although this idea makes sense, it is incorrect.” Explain what actually causes the change of seasons.
- We live in the Northern Hemisphere. Therefore, it is summer in June because the sun's rays hit this part of Earth more directly than at any other time of the year. It is winter in December because that is when it is the South Pole's turn to be tilted toward the sun.
As a result: - In the summer, the sun reaches higher in the sky and takes a long time to cross the sky from sunrise to sunset.
- In the winter, the sun stays lower in the sky and takes a shorter time to cross the sky from sunrise to sunset.
Now, consider the tree shadow example from the video. Do you think the shadow cast by the tree would be different in the summer and winter? Why or why not? Use evidence from the video and article to support your argument.
Experiment: Sundial
Have some fun observing shadows cast by the sun. Choose a still object (like a tree or light post) or create your own! Measure the length of the shadow cast at different times of day. Note the direction that the shadow is cast.
Record your observations. Does the shadow follow the same pattern of that in the video?
If you didn’t have a clock, could you use this to make estimates of the time of day? How?
Record your observations. Does the shadow follow the same pattern of that in the video?
If you didn’t have a clock, could you use this to make estimates of the time of day? How?
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