4th Grade - 3rd Quarter Day 5
Name: Room#
REMINDERS:
★The next hard copy packet distribution is on Friday, February 12 between
9:00AM-12:00PM.
★The next Grab N’ Go Food Distribution is on Friday, February 12, between
9:00AM-12:00PM.
★All your DAY 1-5 assignments are due on Friday, February 12! Kindly ensure
you complete and submit ALL your assignments.
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STOP! Before you submit, triple check your packet.
❏ Did you write your NAME and the DATE?
❏ Did you read ALL the DIRECTIONS carefully?
❏ Did you complete ALL the sections for EVERY subject in your packet?
Did you complete the…
❏ Introduction activities
❏ Teach & Practice sections
❏ Independent Practice sections
❏ Journals
❏ Optional: Extended Activities
❏ If you have any questions or don’t understand a specific skill, write it on the
blank lines below.
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SCIENCE Lesson Title: ECOSYSTEMS
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Science 4-LS-1 Populations live in a variety of habitats, and change in those habits, ATES
affects the organisms living there.
Objective Students will be able to…
● Create an ecosystem product to reflect learning.
I Can I can describe how tropical rainforests and coral reefs are alike.
statement I can identify resources of reefs and rainforests and explain why they are important.
Materials paper/notebook, pencil, pen, crayons, color pencils or markers, old
magazines/newspapers
Vocabulary Climate: average weather over a long time
Diversity: variety; a state of having many different kinds
Salinity: amount of salt
★INTRODUCTION
Directions: Read and review the vocabulary words above.
★TEACH & PRACTICE
Directions: Read Ch 1 L4: Tropical Ecosystems on pages B28-B33. Complete the table below.
Section Question Answer
Page #
Tropical
Rain What is the climate of a tropical A lot of __________________ and
Forests rainforest?
B28 __________________ temperatures
all year long
Tropical How does the number of species in Rainforests have
Rain rainforests compare with the species _________________ (more/less)
Forests
in other ecosystems?
B29 species than any other ecosystem on
Earth.
Coral Coral reefs grow in areas near the
Reefs equator, where conditions are fairly 1. Sea water is _______________
constant. What are those
B30 and _________________ all year
conditions?
long.
2. The water’s ________________, or
salt, is constant.
Coral Polyps and algae help each other
Reefs survive.
TRUE FALSE
B31
Coral What do polyps provide for the
Reefs algae? Polyps provide algae with
B31 What do algae provide for the ___________________________.
polyps?
Algae provide the polyps with
____________________ and
____________________.
Resources Draw and label a picture of at least
from the three resources found in rainforests.
Tropics
B32
Resources Draw a picture of an example of how
from the resources in coral reefs are used.
Tropics
B32
★INDEPENDENT PRACTICE
Directions: Read both options on how to create an ecosystem. Choose one way. Complete it.
❏ Create an Ecosystem Mobile - You may use
hangers or other materials such as sticks (yes,
sticks from trees.), dowels (found in craft
stores), or paper towel rolls for the mobile.
Think of at least 5 living things and 5 non
living things in that specific ecosystem. You
may use index cards to draw a picture of the
living things on one side and draw and label pictures of nonliving
things on the other side. Be sure to indicate which ecosystem you
are focusing on. Be creative!
❏ 3-D diorama - You may use materials around your house to create a
three-dimensional display of an ecosystem like samples shown
here.
Writing Lesson Title: Journal Prompt
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Writing W.4.4 P roduce clear and coherent writing in which the development and ATES
organization are appropriate to task, purpose, and audience.
Objective Students will be able to…
● write a topic sentence that relates to the journal prompt.
● write at least three supporting details that support their topic sentence.
● use proper capitalization and punctuation marks in their writing.
I Can statement I can write a topic sentence that relates to the journal prompt.
I can write at least three supporting details that support their topic sentence.
I can use proper capitalization and punctuation marks in my writing.
Materials pencil
Vocabulary relate, topic sentence, supporting details, capitalization, punctuation marks
★INTRODUCTION: Weekly Fix-It’s
Directions: Study the editing marks and their examples below.
Directions: Read the sentence below. Use the editing marks to correct the
sentence. Then, rewrite the sentence with your corrections.
I wonder if i should ate a slice of pizZa or an apples.
Write the sentence with your corrections here: ________________________________
____________________________________________________________________________
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Directions: Review the editing marks that you should have used and the sentence
with the corrections.
Write the sentence with your corrections here:
I wonder if I should eat a slice or pizza or an apple.
★TEACH & PRACTICE
Directions: Study the definition and examples of each of the words below.
Word Definition Example
1. capitalization to make the first letter of a David is going to share his
word a capital letter snacks with Mary.
Capitalization is used when Capitalize the “d” in “David”
you want to show the reader and “m” in “Mary” because
that a word is of special they are names of people.
importance.
2. punctuation marks symbols that help make the ● period (.) → used to indicate
meaning of a sentence clearer a full stop
● exclamation point (!) → used
to emphasize or show
extreme emotions
● comma (,) → used to indicate
a pause in the sentence
● question mark (?) → used
when asking a question
3. topic sentence tells the readers what the A paragraph that talks about the
paragraph is about differences between cats and
dogs may be: Cats and dogs are
different in many ways.
4. supporting details information that explains, Ice cream is cold, delicious, and
defines, proves, or support an has different flavors.
idea
★INDEPENDENT PRACTICE: Journal Prompt #4
If you could ask the governor, Lou Leon Guerrero, any question, what would
it be and why? How would you expect her to answer your question?
Write 4-5 sentences answering the journal prompt. Be sure to write in complete sentences and to
use proper punctuation marks, such as a period. Refer to the “Writing Rubric” below on how
you are being graded.
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Writing Rubric 3 2 1
Topic Sentence Topic sentence is Topic sentence is Topic sentence is NOT
CLEAR and SOMEWHAT clear or clear or specific. OR
SPECIFIC. specific. There is NO topic
sentence.
Supporting Details Includes 3 or more Includes 2 supporting Includes 1 or no
supporting details. details. supporting details.
Content Answers the journal SOMEWHAT answers Does NOT answer the
prompt. the journal prompt. journal prompt.
Capitalization ALL sentences use SOME sentences use Does NOT use proper
proper capitalization. proper capitalization. capitalization.
Punctuation Marks ALL sentences use SOME sentences use Does NOT use proper
proper punctuation proper punctuation punctuation marks.
marks. marks.
ELA Lesson Title: Verb tenses
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
ELA 3.L.1A Explain the function of verbs in general and their functions in ATES
particular sentences.
Objective Students will be able to:
Identify the verb in a sentence
Determine whether a verb is used in the present, past, or future tense
I Can statement I can identify the verb in a sentence.
I can determine whether a verb is used in the present, past, or future tense.
Materials Worksheet, pencil
Vocabulary present tense, past tense, future tense
★INTRODUCTION
Directions: Write your definition of a verb on the lines below. Then, draw two (2) examples
of verbs in the box below.
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________________________________________________________________________
Verb #1: _______________ Verb #2: _______________
★TEACH & PRACTICE
A verb tells when something happens. The tense of a verb lets you know
whether something happens in the present, in the past, or in the future.
Directions: Study the table below.
Verb tenses
Rules Examples
A verb in the present tense s hows action that is happening Bats hunt at night.
NOW.
Now the bat rests.
A verb in the past tense shows action that has ALREADY It hunted l ast night.
HAPPENED. Many verbs in the past tense end with -ed.
The bats rested.
A verb in the future tense shows action that WILL They will hunt tonight.
HAPPEN. Verbs in the future tense use the helping verb will.
The bat will rest.
Directions: Underline the verb in each sentence. Then, write whether it’s in the present, past, or
future tense.
EXAMPLE: Michael likes many kinds of animals. → present
1. He collects facts about animals. → _______________
2. I finished a book about birds yesterday. → ________________
3. We will go to the library tomorrow. → __________________
4. Michael will look for books about bats. → __________________
5. The librarian will help him. → _____________________
Directions: Review the answers below.
1. He collects f acts about animals. → present
2. I finished a book about birds yesterday. →past
3. We will go to the library tomorrow. → future
4. Michael will look for books about bats. → future
5. The librarian will help him. → future
★INDEPENDENT PRACTICE: Part 1
Directions: Underline the verb in each sentence. Then, write whether it’s in the present,
past, or future tense.
EXAMPLE: Bats help people a great deal. → present
1. Most bats will eat insects. → ________________
2. They help gardeners a great deal. → ______________
3. A flying bat makes sounds. → _________________
4. The sounds send echoes to the bat’s ears. → __________________
5. The echoes direct the bat. → __________________
6. One scientist studies bats. → ___________________
7. Then, he trained some of them. → ___________________
8. The bats will fly to him on command. → ____________________
9. Someday he will write a book about them. → _____________________
★ INDEPENDENT PRACTICE: Part 2
Directions: This ad has nine verbs. Write each verb on the table below. Then, write
whether the verb is in the past, present, or future tense beside it. The first is done for you.
For years insects spoiled my flowers. They chewed every petal. Now, I
grow flowers with no trouble. I simply purchased a Cozy Bat House. Then, I
attached it to a tree. Bats sleep there during the day. At night, they gobble up
insects. A Cozy Bat House will keep your garden beautiful. You will thank
your friends the bats.
1. spoiled → past 2. 3.
4. 5. 6.
7. 8. 9.
★ INDEPENDENT PRACTICE: Part 3
Directions: Write three sentences using the verb “wish” in the present, past, and future
tense.
Present → __________________________________________________________________
Past → _____________________________________________________________________
Future → ___________________________________________________________________
Citation: Houghton Mifflin, English textbook
READING Lesson Title: Lou Gehrig
Subject: PSST (Priority Standard, Skill, or Topic) SLOs:
Reading 4.RI.2 Determine the main idea of a text and explain how it is supported ATES
by key details; summarize the text.
Objective Students will be able to…
Refer to details and examples in a text to draw inferences.
Summarize a part of a story using the main idea and supporting details.
I Can statement I can refer to details and examples in a text to draw inferences.
I can summarize a part of a story using the main idea and supporting details.
Materials Pencil, worksheet
Vocabulary main idea, details
attend, insisted, salary, selected, honor, praised
★INTRODUCTION
Think back to the reading of the story, Lou Gehrig, what has happened in the story so far?
Directions: Write a short summary of what has happened in the story so far.
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★TEACH & PRACTICE
Directions: You will finish reading the story, “Lou Gehrig” Then, you will
complete your Reading quiz. Remember to do your best and to triple
check your work.
★INDEPENDENT PRACTICE
READING QUIZ
Directions: Read pages 599 - 602 of the story “Lou Gehrig.” Then, answer the following
questions.
1. How did Lou’s mother feel when he joined the Yankees? Why did she
feel that way?
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2. What clue/s tell you that Lou thought more about his team than he did
about himself?
a. He told everyone that the Yankees were the greatest team ever.
b. He kept himself in the lineup when he had trouble playing.
c. He decided to never leave the Yankees for another team.
d. He took himself out of the lineup when he had trouble playing.
3. According to Lou, what made him “the luckiest man on the face of the
earth?”
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4. Which clue/s tell you that the Yankees thought Lou was a great baseball
player?
a. They told him that he should never retire.
b. They showed up when Lou was voted into the Baseball Hall of
Fame.
c. They made sure that no one else will ever have his uniform number.
d. Both b and c
5. What did Lou do after he stopped working for the Yankees?
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6. In a few sentences, write what you have learned about Lou Gehrig from
this biography. Remember to start your summary with a main idea and
add supporting details.
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7. Choose one of your vocabulary words below and write a meaningful
sentence. Remember to use proper capitalization and punctuation marks.
attend insisted salary
selected honor praised
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MATH Lesson Title: Two Digit by One Digit Multiplication Using the Box Method
Subject PSST (Priority Standard, Skill, or Topic) SLOs:
Math 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole A
number, and multiply two two-digit numbers, using strategies based on place value T
and the properties of operations. Illustrate and explain the calculation by using E
equations, rectangular arrays, and/or area models S
Objective Students will be able to…
● Multiply two two-digit whole numbers with regrouping.
I Can statement I can multiply two two-digit whole numbers with regrouping.
Materials Notebook, pencil
Vocabulary times, multiply, factors, product, regroup, repeated addition, partial product
★INTRODUCTION
Last lesson you learned how to multiply two digit numbers with a one digit number using
the box method. This week you will be learning how to multiply two two digit numbers
using the BOX METHOD.
Directions: Review your vocabulary words below.
Vocabulary Word Definition/Meaning
times/multiply To add equal groups
factors Whole numbers that are being multiplied together
product Answer to a multiplication problem
regroup An arrangement of objects, pictures, or numbers in
columns and rows
repeated addition Adding equal groups together
Partial products Answer to multiple multiplication problems
Box Method Multiplying numbers using their value.
Multiplication
For today’s lesson, you will be using a vocabulary word that you used in the first quarter.
This word is EXPANDED FORM, the value of a number (ex. Value of 5 in 654 is 50).
★ TEACH & PRACTICE
→ When multiplying numbers, keep in mind that you are just doing repeated
addition of the factors given.
→ The answer to your question which is the total number is your product.
→ Take a look at the steps below to help you multiply using the box method.
The product of 28 x 3 = 84
★INDEPENDENT PRACTICE
Directions: Find the product for each equation below. Show your work!
★EXTENDED ACTIVITY
Directions: Read each word problem. Find the product. Show your work!
1. There are 24 bags of grapes at Payless. Each bag carries 45 grapes.
How many grapes are there in all?
2. Each extension cord is 25 feet long. How many feet are13 extension
cords?
3. There are 12 students in each class. There are 27 classrooms. How
many students are there in all?
I SPY: Look at the pictures on the bottom of your “I Spy” Activity and color them when you find them.
