This week we had a great time showing joy as we spent a “normal” week together. 4th graders took the science ISTEP. We spent a lot of time working on capstone projects.
We did a LOT of science this week. We started the week by discussing structural and behavioral adaptations of animals. We learned about how animals adapt to different ecosystems. We created our own animals that had multiple adaptations to a variety of ecosystems, such as: desert, tundra, tropical forest, temperature rain forest, and wetlands. Students also experimented with different “bird beaks” (tweezers, toothpicks) by digging through an “ecosystem” (sand) to find “food” (marshmallows, miniwheats, etc.)
In issues this week we discussed race. We defined race and talked about how our definitions related to work we did last week in google searching different careers and looking for racial characteristics. Students generated questions. We also read an article about high stakes standardized testing and we discussed the pros and cons.
In Ms. Caitlin’s math group we finished our chapter on using variables to generalize situations and we started working on chapter four projects.
In Mr. Jim’s math group we worked with probability. We created circle graphs, pictographs and worked with mean, median, and mode. After generating data sets, we took some standard measurements.
In Ms. Kalei’s group this week we spent several days working on data sets related to gender on TV. We took a pre-assessment for multiplying and dividing with fractions. We also worked on tesselations for our new fix and finish structure. Ms. Kalei’s group DOES have math homework, which can be found here.
This week in Ms Kandi’s group, students thought about how probability can be quantified. Students applied this to an activity with numeral cards and took home a homework about flipping a coin. Students then analyzed two different pictographs. They made sense of the data using the descriptive statistics median, mode, and range, as well as experimental probability. At the end of the week, students were introduced to a game called the 4-Cornered Spinner Game. They made predictions about the outcomes of the game, played the game in pairs to collect data, and began to summarize that data.