4th Grade MP3 Campus

School Data is open on the 1st for parent reviews. These are due by the 5th. We hope the cut and paste grade level newsletter will be helpful to supplement your remote learning plan reviews. Thank you for submitting in a timely manner and if you need help please reach out to your SLPC.

Topics: math as a visual, factors and multiples, flexible thinking around numbers, equivalent fractions, algebra

Activities: This month in math class we focused on visual representations of numbers and the patterns that are evident. We broke down the numbers from 1-35 and looked for repeated shapes as well as other patterns that jumped out at us. One big idea that we noticed was prime versus composite since all of the prime numbers were a single layer circle made of smaller circles while the composite numbers were made of the factors (for example 12 was squares of four circles arranged in a triangular shape). This vocabulary was introduced but more importantly students started to apply it to the next task which was creating a mini poster featuring one of patterns they thought were important. We then took this new knowledge of the visible factors within the number and played a game which required students to choose a number which included a given shape (triangle for 3, pentagon for 5, etc.) and try to get 4 numbers in a row on the board. This game required strategy and an ability to "see" the factor within the number. After we wrapped up our first unit, we then dove into looking at fractions on a fourth-grade level. We have been reviewing what we learned about fractions in third grade, key vocabulary, and then applying our knowledge of factors to support the process of identifying equivalent fractions as well as comparing fractions with different denominators. Students worked in groups of 2 and 4 for most tasks this month and continued to fine tune the best way to use their collective abilities and share the work instead of relying on one team member to carry the team.

Teacher Tip: Fact fluency plays a big role in mathematical success. You may want to note if there are any addition and subtraction as well as multiplication and division fact families your student still needs to work on. Playing games is a great way to build speed and confidence with math facts, reach out to me if you want some suggestions for games you can play to increase multiplication fluency.

***Don't forget about your personalized learning path on iReady, the goal is to spend 15 minutes 3 times a week to help close any gaps your student might have as well as presenting grade level material and/or challenges.***

Teacher Info: Mrs. Kurashige, skurashige@meridian.wednet.edu

Topics: planning with a b-m-e chart, character chart, theme, indenting paragraphs, hooks, strong titles, temporal words and phrases, descriptive language, dialogue, dialogue punctuation, dialogue tags, strong endings, Narrative Writing Checklist, revising with a story checklist, editing with standard editing marks, spelling strategies

Activities: Students planned their stories (personal narratives) using a beginning-middle-end chart. Each day, we explore an element of personal narrative writing (e.g., hooks, catchy titles, dialogue, transitional words, temporal phrases, strong endings) and work to apply it to our own story. After students complete drafting, they join a Revise Conference where they read their story to a small group. During the Revise Conference, the students get written feedback on what the group members "loved about their piece" and what they would like to "add or change". The students then celebrate and make changes. At this point, most students are wrapping up drafting and many are already using their Revise Conference notes to revise their drafts. Students also enjoyed scoring my story with our Narrative Writing Checklist. They gave me solid feedback and are now using the checklist to improve their stories. We also take time to talk about spelling strategies and students are becoming comfortable using our Word Walls and their personal dictionaries.

Teacher Tip: I hope you will ask your student to share with you the standard editing marks that they have been using in class including how to show that a letter needs to be capitalized, missing punctuation, or that a word has been misspelled.

Teacher Info: Mrs. Giesen, jgiesen@meridian.wednet.edu

Topics: Our learning objectives this month were the following: Energy makes things happen, energy takes many forms, energy can be stored, most of the energy used by organisms, including humans, comes from the sun in the form of light, stored energy can be converted to other forms of energy, machines and living things can convert energy into motion and heat, and energy can be carried from one place to another by waves, electric current, and moving objects.

Activities: Students used cards to identify sources of stored energy (batteries, food, and fuel like candle wax) to pair with the action that this energy can be converted to. They learned that some energy sources can be converted into several different actions. The stored energy in batteries, for example, can be converted into light, heat, electricity, and motion. Students used center activities to explore how energy moves from one place to another. Students learned that energy can travel in waves, moving objects, and electric currents. We read the stories, “Energy Conversions,” “Energy,” and “Energy on the Move.”

Teacher Info: Mrs DeWaard, hdewaard@meridian.wednet.edu

Topics: forces: push and pull, friction, balanced and unbalanced force, predicting outcomes based on balance or unbalanced forces, use of bevel gear to change the axis rotation, how to access and navigate the WeDo 2 computer application.

Activities: Each pair of students must practice logging in and navigating the WeDo 2 programing application. It was exciting to see that after just a few class periods most students were able to access and navigate within the application to successful build and program simple machine mechanism. Specific Builds: Student teams free built models applying the concepts for gears, pulleys, and coding sequences.

Challenge Project: Moon Lander: Students worked with a partner to design and build a shock-absorbing system that will protect two “astronauts” when they land. Constraints: use only the supplies provided (1 piece of cardboard, plastic cup, three index cards, two ping pong balls (astronauts), six cotton balls, three rubber bands, eight plastic straws, scissors, and 24inches of tape). Constraints on design- cup opening cannot be restricted or narrowed in any way. Astronauts cannot be restrained (if tipped over astronauts should fall out). To test landers were dropped, starting at a height of twelve inches. Drop height was increased over multiple trials. Analysis of each structure’s success was based on the maximum drop height where at least one astronaut remained inside of the lander cabin (cup) on landing. Students evaluated and redesigned their landers to improve performance of their landers. Students were given opportunities to provide feedback based on their individual experiences in this class. Information drawn from student feedback is used to adjust instruction.

Hands-on projects that require problem-solving and teamwork are the primary focus of this class.

Tip: Include Robotics, Engineering, and Design topics and activities in your Independent Science Class review.

Teacher Info: Mrs. Brannen, lbrannen@meridian.wednet.edu

Topics: Speaking/listening, character traits, text evidence, responding to comprehension questions with complete sentences

Activities: Fourth graders recently completed the Mystery at Tale Town Elementary “escape room” activity, using comprehension clues to successfully narrow down the list of suspects from 14 to 1. Although some students were initially unsure about reading the American Girl series book featuring Addy, the suspense quickly captured everyone’s attention. These books have sparked thoughtful predictions and deeper discussions about this important time period in American history. Over the past month, we’ve completed Addy Learns a Lesson and Addy’s Surprise, and we’re now halfway through the series. While listening to the read-aloud, students also worked on a map of the 1861 United States, marking Union and Confederate states, territories, and boundary lines.

In addition to our work with Addy, fourth graders are diving into a novel study of Frindle, where they’re gaining practice in answering comprehension questions, finding text evidence, identifying metaphors, describing character traits with supporting details, sequencing events, and comparing and contrasting characters. We’ve completed 10 out of 15 chapters so far.

Students have also begun presenting their book projects, including creative presentations like cereal box book reports and dioramas. Each presentation includes a summary, recommendations, and highlights key literary elements. This has been a wonderful opportunity for them to develop their speaking and listening skills, and it’s been inspiring to see students take pride in their work and encourage one another!

Next Steps: Our fourth graders have already started discussing their exciting culminating project for literacy class—the "Faces of History" Wax Museum! Work on this project will begin in November, with a presentation planned for the end of January. Keep an eye out for more details in the coming weeks! This project was introduced last year, and we hope it becomes a lasting fourth-grade tradition.

Teacher Info: Mrs. Elgersma, gelgersma@meridian.wednet.edu