Friday, January 30, 2015

Diamonds


During our study of minerals this week, one of our classmates asked what natural diamonds look like before they are cut and polished.

2008_11_14_Diamonds5.jpg 
Diamond "in the rough", uncut and unpolished

Another student asked if gems are valuable.  Diamonds are rare and difficult to mine (take from the earth), which makes them expensive and valuable.
 Diamond Mine Map


Photo via: Pictures Collection
Mirny Diamond Mine, Russia

Photo via: Rare Delights Magazine 
Inside Mirny Diamond Mine
 
Now that we know what minerals are, how to identify them by their properties, and that rocks are made of minerals, next week we'll dig deeper into how rocks are formed and classified.

Thursday, January 22, 2015

Decimals

Fractions and Decimals
 Great visual!  HTU = Hundreds, Tens, Units (Ones) . t = tenths.  
We'll continue with h for hundredths.

This week, students have been learning to represent parts of a whole as decimals.  Fourth grade problem-solvers will:
  • Use decimal notation for fractions with denominators of 10 or 100.  For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
  • Compare two decimals to hundredths by reasoning about their size.  Recognize that comparisons are valid only when two decimals refer to the same whole.  Record the results of comparisons with the symbols >, =, <, and justify conclusions, e.g., by using a visual model.

Tuesday, January 20, 2015

Earth Structures: Properties of Minerals

In Science, today we learned that minerals are natural, nonliving solid crystals that make up rocks.  For the next week, we'll be studying properties of minerals.  By the end of our study, fourth grade scientists should be able to identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

 
 Quartz

Vocabulary:
  • mineral
  • earth-forming
  • hardness
  • luster
  • metallic
  • streak 
  • color
  • cleavage
  • formation
  • rocks
  • hand lens
  • streak plate
Resources:
  • Florida Interactive Science (textbook) Chapter 3 Lesson 2 What are minerals? p. 102-107
  • Science Interactive Journal
Assessment Date:
  • January 28
Go Above & Beyond:
  • What minerals are native to Florida?
  • How are these minerals used?   
  • Share what you discovered in your research by January 28 and earn Chief Cash for always doing your best! 

Tuesday, January 6, 2015

Motion of Objects: Objects in Motion

This week, we're investigating what can cause an object to change direction?

Check out Tinker Ball, a virtual lab!

Monday, January 5, 2015

Equivalent Fractions and Introducing Khan Academy!

Before Winter Break, we explored finding equivalent fractions using area models and multiplication.  This week, we're learning another strategy for finding equivalent fractions: using area models and division to simplify fractions.  Explaining why these calculations result in equivalent fractions is a daunting, but necessary, task in order for students to demonstrate a deep understanding of equivalent fractions.  Thankfully, we have some great resources like these video from Khan Academy:

(click link for video)

Visualizing Equivalent Fractions

Generating Equivalent Fractions

(click link for video)

Tomorrow I will introduce students to Khan Academy.  There are many more great resources like these videos and word problems on the site.  Here is a link for fourth grade fractions and decimals Khan Academy resources.

Thursday, December 18, 2014

Thank You

The transition to Common Core this year has been challenging not only for students and parents, but also for teachers, and for a while, I have wanted to express thanks to our parents as we adapt during this calibration year.

I thoroughly look forward to the refreshment that will come during the next two weeks of Winter Break (Turning off my wake-up alarm!  Drinking as much water as I want!  Leisurely lunches with friends!).  I thought about taking a "year off" from writing thank you notes for gifts I received from students, but couldn't escape hearing my mom's voice saying something to the extent of, Those who aren't thankful will stop getting gifts.  Not that teachers expect gifts or do what they do for compensation, but gifts are always a greatly appreciated source of encouragement as we pour so much of ourselves and our time into our students.  And expressing gratitude is something I want to teach our students.

I know I teach Math and Science, but over Winter Break, I encourage our students to practice expressing gratitude through learning how to write thoughtful thank you notes for gifts received (which by the way is much more enjoyable with a special writing tool and fun stationary).


How to Write a Thank You Note:

First--greeting.  {Greet the giver by name...it's important!}

Second--thank you.  {Thank the giver for the gift or act of service.  It's OK if it's simple; this is a sincere expression of appreciation.}

Third--talk about use.  {Say something about the item, then talk about how you’re going to use it.  If it was an act of service, you can describe its impact, and what it meant to you.}

Fourth—get personal {Talk about how and what the giver means to you personally.  If you don’t know the giver well, say what you know or something along the lines of I’m thinking of you, and I hope you’re doing well.}

Fifth—thank you, again {You can never say thank you enough!  End with thanks again...}

Sixth—signature {Love, sincerely, truly yours, etc…then sign your name!} 

I don't know of anyone who doesn't like receiving hand-written notes in the mail (always preferable to bills and junk mail!), and they are ten times more precious when penned in kid-print or the wobbly beginning stages of cursive!


Thursday, November 20, 2014

How can air and water cause change or movement?

Sometimes science is a nice break from math!

For the next several days, students will learn about and be able to explain how air and water are sources of energy.

Today we discussed wind power:

Tomorrow we'll find out about water (hydroelectric) power:

Both wind and water (hydroelectric) power are renewable sources of energy.

A generator can be used to transfer kinetic energy from moving air and water into electrical energy:
 

For today's home learning, students will research advantages and disadvantages of wind power.  They will use this information for a language arts writing assignment.  We'll do the same for water (hydroelectric) power on Monday.