SCIENCE:
The fourth grade science units include animals & plants in their environment, electricity & magnetism, properties of water and interactions of water, air and land. For more information about our science program, please visit Foss Web NYC. We will also stay up to date with timely science issues by reading Science News for Kids
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READ: newsela.com/read/elem-big-q-food-stomach/id/26924/
DIGESTION SYSTEM: LINKS:www.brainpop.com/health/bodysystems/digestivesystem/
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2015 SCIENCE PRACTICE TEST: bit.ly/grade4sciencetest2015
INTRO TO GLOBAL WARMING:
http://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html
http://climatekids.nasa.gov/climate-change-meaning/
http://www.explainthatstuff.com/globalwarmingforkids.html
Intro to reducing carbon footprint: http://www.nature.org/greenliving/carboncalculator/index.htm#
INTRO TO INCONVENIENT TRUTH:
Intro to An Inconvenient Truth—what do you think title means? Students will:
Learn about global warming, evidence for global warming and climate changes.
Consider what may constitute sufficient evidence of global warming.
Learn what impact global warming may have on our lives.
Gain experience in research using the internet.
Essential questions: What evidence is there that the earth is actually warming up?
What might be causing any global warming?
What effect might global warming have on the earth’s inhabitants?
REFLECT AND RESPOND WITH TURN AND TALK PARTNER: Can you explain what Mr. Gore is trying to say through the saying: What gets us into trouble is not what we don’t know but it’s what we know for sure but just ain’t so?” Can you think of examples in real life where you can apply this thread of thought?
Why do you think this chapter is called “Silent Alarm?”
Focus on text features and images. Pages 18-19—sun rising. Why do you think the author does this? What about pages 20-21? Why are industrial polluter images mostly yellow and black?
What does the graph-chart teach us? Why is it included?
What is the inhale account? How can you put this in your own words?
DO INTERACTIVE READING OF CHAPTER 2. Students should summarize important info (by paraphrasing). Make sure kids can identify what greenhouse gases are in their own words. Clarify any new vocabulary words with definitions. Questions that are confusing and come up with your own high order thinking question with your thoughts.
Learn about global warming, evidence for global warming and climate changes.
Consider what may constitute sufficient evidence of global warming.
Learn what impact global warming may have on our lives.
Gain experience in research using the internet.
Essential questions: What evidence is there that the earth is actually warming up?
What might be causing any global warming?
What effect might global warming have on the earth’s inhabitants?
REFLECT AND RESPOND WITH TURN AND TALK PARTNER: Can you explain what Mr. Gore is trying to say through the saying: What gets us into trouble is not what we don’t know but it’s what we know for sure but just ain’t so?” Can you think of examples in real life where you can apply this thread of thought?
Why do you think this chapter is called “Silent Alarm?”
Focus on text features and images. Pages 18-19—sun rising. Why do you think the author does this? What about pages 20-21? Why are industrial polluter images mostly yellow and black?
What does the graph-chart teach us? Why is it included?
What is the inhale account? How can you put this in your own words?
DO INTERACTIVE READING OF CHAPTER 2. Students should summarize important info (by paraphrasing). Make sure kids can identify what greenhouse gases are in their own words. Clarify any new vocabulary words with definitions. Questions that are confusing and come up with your own high order thinking question with your thoughts.
WHAT IS THE TRUE PRICE OF YOUR PALM OIL?
ANOTHER IMPORTANT ARTICLE ABOUT PALM OIL DEFORESTATION FOR YOU TO READ: http://news.nationalgeographic.com/news/2014/10/141009-orangutans-palm-oil-malaysia-indonesia-tigers-rhinos/ WHAT IS TRUE PRICE OF PALM OIL? http://www.dunkindonuts.com/DDBlog/2014/09/dunkin_commits_to1.html#sthash.cZFARfRS.dpbs
WHAT IS THE TRUE PRICE OF YOUR DUNKIN DONUTS?
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LINK TO DOGO NEWS PALM OIL ARTICLE: www.dogonews.com/2016/2/17/will-this-palm-oil-alternative-save-orangutans-from-extinction
CHOOSE ONE OF THE ARTICLES ON THE SLIDE SHOW. WRITE A SUMMARY (USING $4.00 SUMMING IT UP, IVTB AND REPORTER-FIVE W'S) AND RESPONSE. MAKE IT LOOK BEAUTIFUL) ANOTHER IMPORTANT ARTICLE ABOUT PALM OIL DEFORESTATION FOR YOU TO READ: http://news.nationalgeographic.com/news/2014/10/141009-orangutans-palm-oil-malaysia-indonesia-tigers-rhinos/
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BEHIND THE SCENES:
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BUILDING MY RESPECT FOR ALL LIVING THINGS SCRAPBOOK:
- BEHIND THE SCENES INVESTIGATION (INCLUDES RESPONSES TO QUESTIONS AND OTHER CONTENTS)
- STARTS WITH HELLO ACTIVITIES
- RESPONSES TO MS. FLEISCHMANN'S PRESENTATION AND STORY OF STUFF
- SUMMARIES AND RESPONSES TO FIVE ARTICLES PERTAINING TO PALM OIL OO OTHER IMPORTANT RESPECT FOR ALL LIVING THINGS TOPIC YOU ARE INVESTIGATING.
- DUNKIN DOUNTS RESPONSES AND SUMMARIES ALONG WITH ARTICLES ABOUT ALTERNATIVE PALM OIL & PALM OIL EVEN IF THAT WAS NOT YOUR GROUP
- COMPARATIVE ESSAY FOR BIRUTE GALDIKAS AND DAPHNE SHELDRICK
- BORN TO BE WILD RESPONSE
- HUMANE ED-HEART RESPONSES
- NEXT STEPS-SOLUTIONS TO HELPING SOLVE PROBLEM-ISSUE YOU ARE WORKING ON-HOW WILL YOU EDUCATE OTHERS OR TRY TO SOLVE THE PROBLEM-POWER OF CONSUMERS-PURCHASING POWER
- LETTERS YOU MAY HAVE WRITTEN REGARDING THIS ISSUE
- COMPARATIVE ESSAYS ON HOMELESSNESS
- SUMMARIES AND RESPONSES TO ARTICLES OR ANY DOGO NEWS ARTICLES THAT HAVE TO DO WITH PROTECTING ANIMALS, ENVIRONMENT AND PEOPLE
- COLORFUL--FILL UP WITH TEXT (WRITING) AND IMAGES
GREAT LINKS FOR LEARNING MORE ABOUT GLOBAL WARMING & REDUCING OUR CARBON FOOTPRINTS: http://meetthegreens.pbskids.org/
http://climatekids.nasa.gov/
Science- http://meetthegreens.pbskids.org/features/carbon-calculator.html
http://www.clean-air-kids.org.uk/globalwarming.html
FUN WITH ORANGUTANS AND PRIMATES:
http://kids.sandiegozoo.org/animals/mammals/orangutan
http://kids.nationalgeographic.com/animals/orangutan/#orangutan-swinging-rope.jpg
http://www.learninggamesforkids.com/animal_and_nature_games/mammal-games/monkey-games/orangutan-jigsaw.html
http://www.webpaws.com/games/play.php?gid=603
https://orangutan.org/
http://kids.nationalgeographic.com/animals/orangutan/#orangutan-swinging-rope.jpg
http://www.learninggamesforkids.com/animal_and_nature_games/mammal-games/monkey-games/orangutan-jigsaw.html
http://www.webpaws.com/games/play.php?gid=603
https://orangutan.org/
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BORN TO BE WILD LINK TO BACKGROUND INFO: http://www.imax.com/sites/default/files/files/educator_guides/Born%20To%20Be%20Wild.pdf
DUE FRIDAY, FEBRUARY 17: FOLLOWING VIEWING OF BORN TO BE WILD: SUMMARY AND RESPONSE (SEE ATTACHMENT. MAKE SURE SUMMARY IS NO LONGER THAN 40-50 WORDS). RESPONSE CAN BE AS LONG AS YOU WANT. TRY TO ANSWER THE FOLLOWING AS THOROUGHLY & THOUGHTFULLY AS POSSIBLE:
LIST THREE NEW FACTS YOU LEARNED BY WATCHING THE MOVIE.THAT IMPRESSED YOU AND TELL WHY.WHAT DID YOU THINK THE PURPOSE WAS OF CREATING THIS MOVIE? BE SPECIFIC. (YOU MAY WANT TO ADDRESS THE MOVIE’S MESSAGE—WHAT WAS IT TEACHING AUDIENCE)
***Nonfiction can enrich viewers in several important ways. Describe any aspect of the film that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before. In addition, describe how it changed your thinking.
PLEASE ADD ON ONE NEW IMPORTANT OR INTERESTING FACT YOU LEARNED ABOUT DR. GALDIKAS OR DR. SHELDRICK (FROM ARTICLES) AND TELL WHY YOU CHOSE IT.
THEN DURING THE BREAK, YOU WILL WORK ON:
BORN TO BE WILD: I can learn more about the passionate work of two conservationists, Birute Galdikas and Daphne Sheldrick and compare and contrast their contributions. Objective: I can write a compare/contrast opinion essay by writing an on demand piece that answers the following focus question:
Who does a better job of working with the living things they are passionate about—Birute Galdikas or Daphne Sheldrick?
Paragraph 1: Introduce both conservationists and give your opinion on the focus question.
Paragraph 2: Discuss similarities between Dr. Galdikas and Dame Sheldrick using info from the video and online articles-resources you have read.
Paragraph 3: Discuss differences in their work.
Paragraph 4: Clearly state your opinion (make sure you give specific reasons) referring to the focus question.
Paragraph 5: Conclusion/restate your opinion with reasons you stated.
ALTERNATE: Who does a better job of working with the living things they are passionate about—Jane Goodall or Birute Galdikas?—same format. (But make sure you use info from reliable resources—books, magazines, online articles, etc.
http://www.sciencefriday.com/articles/10-questions-for-birute-mary-galdikas-orangutan-expert/
http://www.huffingtonpost.com/tadzio-mac-gregor/birute-galdikas-if-orangu_b_6055924.html
http://www.timeforkids.com/news/great-helper-great-apes/230721
http://voices.nationalgeographic.com/2013/12/06/elephant-foster-mom-a-conversation-with-daphne-sheldrick/
http://www.timeforkids.com/news/born-be-wild/11096
orangutan.org/about/dr-birute-mary-galdikas/
LIST THREE NEW FACTS YOU LEARNED BY WATCHING THE MOVIE.THAT IMPRESSED YOU AND TELL WHY.WHAT DID YOU THINK THE PURPOSE WAS OF CREATING THIS MOVIE? BE SPECIFIC. (YOU MAY WANT TO ADDRESS THE MOVIE’S MESSAGE—WHAT WAS IT TEACHING AUDIENCE)
***Nonfiction can enrich viewers in several important ways. Describe any aspect of the film that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before. In addition, describe how it changed your thinking.
PLEASE ADD ON ONE NEW IMPORTANT OR INTERESTING FACT YOU LEARNED ABOUT DR. GALDIKAS OR DR. SHELDRICK (FROM ARTICLES) AND TELL WHY YOU CHOSE IT.
THEN DURING THE BREAK, YOU WILL WORK ON:
BORN TO BE WILD: I can learn more about the passionate work of two conservationists, Birute Galdikas and Daphne Sheldrick and compare and contrast their contributions. Objective: I can write a compare/contrast opinion essay by writing an on demand piece that answers the following focus question:
Who does a better job of working with the living things they are passionate about—Birute Galdikas or Daphne Sheldrick?
- Give your opinion that clearly answers the focus question.
- Use details and examples from both conservationists’ lives to support your opinion.
- Remember to state details that are similar and different.
- Write several paragraphs.
Paragraph 1: Introduce both conservationists and give your opinion on the focus question.
Paragraph 2: Discuss similarities between Dr. Galdikas and Dame Sheldrick using info from the video and online articles-resources you have read.
Paragraph 3: Discuss differences in their work.
Paragraph 4: Clearly state your opinion (make sure you give specific reasons) referring to the focus question.
Paragraph 5: Conclusion/restate your opinion with reasons you stated.
ALTERNATE: Who does a better job of working with the living things they are passionate about—Jane Goodall or Birute Galdikas?—same format. (But make sure you use info from reliable resources—books, magazines, online articles, etc.
http://www.sciencefriday.com/articles/10-questions-for-birute-mary-galdikas-orangutan-expert/
http://www.huffingtonpost.com/tadzio-mac-gregor/birute-galdikas-if-orangu_b_6055924.html
http://www.timeforkids.com/news/great-helper-great-apes/230721
http://voices.nationalgeographic.com/2013/12/06/elephant-foster-mom-a-conversation-with-daphne-sheldrick/
http://www.timeforkids.com/news/born-be-wild/11096
orangutan.org/about/dr-birute-mary-galdikas/
ANOTHER GREAT WEBSITE:
INTRO TO INCONVENIENT TRUTH
INTRO TO INCONVENIENT TRUTH: Intro to An Inconvenient Truth—what do you think title means? Students will:
What might be causing any global warming?
What effect might global warming have on the earth’s inhabitants?
REFLECT AND RESPOND WITH TURN AND TALK PARTNER: Can you explain what Mr. Gore is trying to say through the saying: What gets us into trouble is now what we don’t know but it’s what we know for sure but just ain’t so?” Can you think of examples in real life where you can apply this thread of thought?
- Learn about global warming, evidence for global warming and climate changes.
- Consider what may constitute sufficient evidence of global warming.
- Learn what impact global warming may have on our lives.
- Gain experience in research using the internet.
What might be causing any global warming?
What effect might global warming have on the earth’s inhabitants?
REFLECT AND RESPOND WITH TURN AND TALK PARTNER: Can you explain what Mr. Gore is trying to say through the saying: What gets us into trouble is now what we don’t know but it’s what we know for sure but just ain’t so?” Can you think of examples in real life where you can apply this thread of thought?
- Why do you think this chapter is called “Silent Alarm?”
- Focus on text features and images. Pages 18-19—sun rising. Why do you think the author does this? What about pages 20-21? Why are industrial polluter images mostly yellow and black?
- What does the graph-chart teach us? Why is it included?
- What is the inhale account? How can you put this in your own words?
SOLUTIONARY CONGRESS RESEARCH STAGE:
r
SOLUTIONARY CONGRESS-RESEARCH PHASE-PLANNING AND PROJECT EXECUTION: I can make “my life my message” by carefully reviewing interesting and important new facts and begin answering the following questions with my solutionary teams:
USE THIS WEBSITE TO HELP YOU:
2: charitable and positive but not quite solutionary: doesn’t harm any group while attempting to solve a problem, but serves more as charity or a band aid than a systemic solution (raising money for the local food pantry or cleaning up trash along the side of a road)
3. partially solutionary: helps solve a problem in a significant way but doesn’t impact the source of the problem (e.g. bringing leftover food from restaurants that would otherwise be thrown out to feed the homeless or Boylan Slat’s Pacific Gyre clean up invention)
4. Fully solutionary: solves a problem at its root so that the problem doesn’t continue (e.g. making the school cafeteria vegan and as organic and local as possible or developing legislation that turns into an introduced bill in Congress to stop subsidies of unhealthy foods)
Generate understanding of systems being interrelated and connected via “True Price” activity with t-shirt. it [http://humaneeducation.org/blog/resource/true-price/]
5. Each group member will reflect back on how he or she has changed from their solutionary experiences by carefully responding to this quote: Imagine you are very old and approaching the end of a long life. Picture clean air and water, a world without war, poverty or cruelty to people or animals. In other words, a flourishing and humane world. Imagine a child approaching you. This child has been studying history in school and wants to understand how the world has changed so significantly. The child asks this question, “What role did you play in helping bring about a better world?” How could you best answer this question? What role did you play in helping fix our world’s problems?
6. Add any other final thoughts-reflections.
SOLUTIONARY CONGRESS-RESEARCH PHASE-PLANNING AND PROJECT EXECUTION: I can make “my life my message” by carefully reviewing interesting and important new facts and begin answering the following questions with my solutionary teams:
- Group carefully explains how or why they became interested in this particular topic-issue-problem. Describe why it became your personal passion. Each person should explain why this particular issue is important to him or her and why you think it needs to be fixed.
- Conduct research of that issue in society—Remember to try to use a wide variety of accurate and credible resources. (Revisit Brainpop videos, if necessary)
- History of issue. Explain how and why your issue-problem came to exist. Give examples of how and why it exists. Be specific and include facts you gathered from conducting your research.
- Be sure to include systematic thinking. What systems are in place that permit this problem-issue to continue? Remember we did this with “True Price of a McDonald’s Cheeseburger?” (You can review).
- Identify past and current individuals/organizations-groups that are addressing the issue and trying to fix it.
- Describe what you all feel are the successes, partial successes, failures, and missing elements in current efforts to address the problem
- Students document process with photos, powerpoint, charts, short videos and more
- Include a discussion of the surveys you conducted. What did you hope to find out? What did you predict? What were results?
- What are your next steps to help fix the problem? Try to come up with a timeline and again, be as specific as possible. It must be:
- economically ($), socially and environmentally possible and SOMEWHAT REALISTIC.
- It must be clear and complete.
- Solutions must demonstrate respect and concern for the world.
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GIVE YOUR TEAM A CATCHY NAME THAT CONNECTS TO YOUR ISSUE.
COME UP WITH A ONE TO TWO SENTENCE MISSION STATEMENT FOR YOUR GROUP….WE ARE ____________ THAT WILL __________________ BY
____________________________
OUR NEXT STEPS:
RIGHT NOW: WE ARE –IDENTIFY WHAT YOU-GROUP MEMBERS ARE DOING. YOU MAY USE BULLETS.
SIX MONTHS: THIS IS WHAT WE ENVISION HAPPENING AND HOW WE HOPE TO DO IT.
A YEAR LATER:
USE THIS WEBSITE TO HELP YOU:
- Identify what you and your partners are doing now to help fix the problem. Describe what you think others can do now to help fix the problem. Letters, petitions, what else? USE THIS WEBSITE TO HELP YOU COME UP WITH A PLAN:
- Think six months to even a year down the road. What changes would you like to see in place for yourself and others? Is there a special program you would like to start? Describe it.
- What about in a couple of years? What would you like to see enacted—laws passed-new programs? What can you do to make this happen?
- Remember, plans should be as solutionary as possible. For instance:
2: charitable and positive but not quite solutionary: doesn’t harm any group while attempting to solve a problem, but serves more as charity or a band aid than a systemic solution (raising money for the local food pantry or cleaning up trash along the side of a road)
3. partially solutionary: helps solve a problem in a significant way but doesn’t impact the source of the problem (e.g. bringing leftover food from restaurants that would otherwise be thrown out to feed the homeless or Boylan Slat’s Pacific Gyre clean up invention)
4. Fully solutionary: solves a problem at its root so that the problem doesn’t continue (e.g. making the school cafeteria vegan and as organic and local as possible or developing legislation that turns into an introduced bill in Congress to stop subsidies of unhealthy foods)
Generate understanding of systems being interrelated and connected via “True Price” activity with t-shirt. it [http://humaneeducation.org/blog/resource/true-price/]
5. Each group member will reflect back on how he or she has changed from their solutionary experiences by carefully responding to this quote: Imagine you are very old and approaching the end of a long life. Picture clean air and water, a world without war, poverty or cruelty to people or animals. In other words, a flourishing and humane world. Imagine a child approaching you. This child has been studying history in school and wants to understand how the world has changed so significantly. The child asks this question, “What role did you play in helping bring about a better world?” How could you best answer this question? What role did you play in helping fix our world’s problems?
6. Add any other final thoughts-reflections.
INTRO TO GLOBAL WARMING:
http://climatekids.nasa.gov/climate-change-meaning/
http://www.explainthatstuff.com/globalwarmingforkids.html
Intro to reducing carbon footprint: http://www.nature.org/greenliving/carboncalculator/index.htm#
http://www.explainthatstuff.com/globalwarmingforkids.html
Intro to reducing carbon footprint: http://www.nature.org/greenliving/carboncalculator/index.htm#
BUILDING MY RESPECT FOR ALL LIVING THINGS SCRAPBOOK:
WHAT IS THE “TRUE PRICE” OF MY DUNKIN DONUT?
ANOTHER IMPORTANT ARTICLE ABOUT PALM OIL DEFORESTATION FOR YOU TO READ: http://news.nationalgeographic.com/news/2014/10/141009-orangutans-palm-oil-malaysia-indonesia-tigers-rhinos/
WHAT IS TRUE PRICE OF PALM OIL?
BEHIND THE SCENES INVESTIGATIONS: DUE DATE TO BE DETERMINED
VISIT THIS GREAT SITE: http://storyofstuff.org/
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GREAT LINKS FOR LEARNING MORE ABOUT GLOBAL WARMING & REDUCING OUR CARBON FOOTPRINTS:
http://meetthegreens.pbskids.org/
http://climatekids.nasa.gov/
Science- http://meetthegreens.pbskids.org/features/carbon-calculator.html
http://www.clean-air-kids.org.uk/globalwarming.html
http://climatekids.nasa.gov/
Science- http://meetthegreens.pbskids.org/features/carbon-calculator.html
http://www.clean-air-kids.org.uk/globalwarming.html
DIRECTIONS FOR DIGITAL COMMUNITY MAPPING: https://docs.google.com/file/d/0B-odbLb3S3yhWDhrOGZNeENpNzA/edit
WEBSITES TO HELP YOU LEARN MORE ABOUT ORANGUTANS, GORILLAS AND CHIMPS:
http://www.enchantedlearning.com/subjects/apes/chimp/
http://nationalzoo.si.edu/animals/primates/facts/
http://www.janegoodall.org/chimpanzee-facts
http://animals.nationalgeographic.com/animals/mammals/chimpanzee/http://orangutan.org/orangutan-facts/
http://www.worldwildlife.org/species/orangutanhttp://projectorangs.org/
http://nationalzoo.si.edu/animals/primates/facts/
http://www.janegoodall.org/chimpanzee-facts
http://animals.nationalgeographic.com/animals/mammals/chimpanzee/http://orangutan.org/orangutan-facts/
http://www.worldwildlife.org/species/orangutanhttp://projectorangs.org/
GREAT SCIENCE NEWS WEBSITES: (THE FIRST COMBINES SCIENCE & SOCIAL STUDIES): http://wonderopolis.org/, http://www.dogonews.com/category/science
https://student.societyforscience.org/sciencenews-studentshttp://www.sciencenewsforkids.com.php5-17.dfw1-2.websitetestlink.com/wp/category/health/
https://student.societyforscience.org/sciencenews-students
http://www.timeforkids.com/news-archive/health
http://www.timeforkids.com/news-archive/science
https://www.dogonews.com/category/science
https://www.dogonews.com/category/green
SCIENCE NEWS FOR KIDS RESPONSE FORM:
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