Learning Plan June 1-5

Welcome to Week 10 of learning from home! I hope you are all well and spending lots of time outside in the beautiful sunshine. 

Next week is a short week, as Friday is a non-instructional day. If you are looking for more to do, check out some of the cool online resources in the iLab Classroom or try out the Science Extensions for the week. 

Please note the change to the class meeting schedule for next week. This is only for next week, and we will resume our usual Monday/Friday schedule the following week. 

Happy learning! And as always, email me with any questions. 

Class Meetings:

Monday 10:30 (optional) review of tasks for the week

Wednesday 10:30 - class meeting

Math Focus

Monday

I can demonstrate an understanding of area or regular and irregular shapes.

I can recognize that area is measured in square units.

Warm-up:  Get your brain ready!  Think about this problem.  What would you do?  Share your ideas below.

You want to measure the carpet you will need to fit under your hamster’s cage.  What do you need to measure and how would you measure it?

What I would do:  

What we already know…

  

In grade 3 you learned about perimeter.  

Perimeter:  the distance around a closed figure (ie. the length of fence around a yard)

   

When we look at a closed shape, we can measure the perimeter (total length of outside edges).  We can also measure the area.

Area:  the amount of space inside the boundary of a flat (2 dimensional) object (ie. amount of carpet on a floor or grass in the yard)

     

Area is measured using square units.  That means when you want to calculate the area you can count the squares.

When measuring area we use exact measurements.  In grade 4 we will be using centimeters (cm) or meters (m) to measure.  

Task:  Look around your home to find items you can use to measure using centimeters and meters.  It may be one object or many.  Record the name of it and how you know it will help you measure cm and m.  You may also include a photo of it if you like.

My measurement tools: 

Tuesday

I can select and justify referents for the units cm2 or m2.

Using the measurement tool(s) you found yesterday, take a close look at the cm measurement.  

What do you notice?  

If you had to describe it to someone else, what would you compare it to?

The object you compare it to should be close to the same size.  This is called a centimeter referent.  One natural referent for a cm is the width of a finger.  

Using the measurement tool(s) you found yesterday, take a close look at the m measurement.  

What do you notice?  

If you had to describe it to someone else, what would you compare it to?

The object you compare it to should be close to the same size.  This is called a meter referent.  One natural referent for a m is the height from the floor to a doorknob.

Now it’s your turn!  Search around your home for other personal referents for cm and m.  How many can you find?  Your goal is to find at least 3 referents for each measurement.  Good luck!

My Referents

Items I found that are close to 1cm (width, length or height)	1. 2. 3.
Items I found that are close to 1m (width, length or height)	1. 2. 3.

Wednesday

I can select appropriate referents for the units cm2 or m2.

I can use a referent to estimate the area of a 2D object.

Now that you have brainstormed various items located in your household as a referent, lets now put those selected items to good use. Using a referent from your brainstormed list, estimate the area of the objects below. 

***Think about which unit of measure (cm2 or m2) would be appropriate for each of the objects.

2D Object	Estimated Area (cm2/m2)
Book cover
Envelope
TV screen
Ipad/cellphone
Window frame
Kitchen appliance (front) (ie. microwave, dishwasher, fridge)
Picture frame

Thursday

I can compare the areas of various sized squares and/or rectangles. 

Now that you have had the week to learn more about estimating and calculating different areas, let’s apply these skills to a game. 

You will need:

*2 dice

*grid paper (1cm by 1 cm)

https://www.eduplace.com/math/mthexp/g5/visual/pdf/vs_g5_18.pdf

*pencil crayons

How to play:

Step 1: The first player rolls 2 dice. The product of the 2 numbers is the area of a rectangle.

Step 2: The player colours the rectangle on grid paper.

Step 3: The next player rolls 2 dice and colours another rectangle on the same grid. If there is no space left to colour the rectangle, the player loses the turn.

Step 4: Continue taking turns until no player can go. Count the coloured squares to see which player has coloured the greatest area.

For example: If I roll a 2 and a 4. That’s an area of 8 squares. I can colour a 2 by 4 or a 1 by 8 rectangle. 

Literacy Focus

Monday and Tuesday

Bill Nye: Optics (continued)

✓  I can make an inference based on what I observe.

✓  I can answer questions using a variety of sources such as articles and videos.

✓   I can recognize that light can be reflected and refracted (bent). 

Video: Bill Nye Light optics - from 8:23 to the end

Answer the following questions from the attached video. You may want to review some of the scientific terms used in previous weeks to help you out.

Day 1

1. For the following, choose from this bank of words. You will not need to use all of the words. Choose the best to complete each sentence based on what you have learned about light. 

smaller	sparkly	opaque	bends
delicious	curved	patterned	translucent
round	transparent	bigger	sparks
bumpy	grown	dull	soft

1. The way a lens is ________ affects how it ________ light.
   
2. Concave lenses make things look ____________.
   
3. Convex lenses make things look __________.
   
2. Draw a diagram to demonstrate your understanding of the following scientific words as they relate to light. Rewatch the sections of the video where these terms are explained and be sure to use your own words in the labels.
   
1. Concave lens:
   
2. Convex lens:
   

Day 2

3. Draw a diagram (or take a photo) and describe an example of a material (from the video or from your home) that gives you a:
   
1. A plane mirror / straight reflection:
   
2. Convex mirror / reflection:
   
3. Concave mirror / reflection:
   
   
4. OPTIONAL (not assessed) EXTENSION: Choose 1 of the real world applications of light refraction/reflection and describe how it works using the scientific vocabulary you have learned:

refraction	reflection	opaque	translucent
concave	convex	transparent	light source

Include at least 2 of these scientific words that apply to the example and show your understanding of their meaning by using them appropriately. You can use a paragraph or a diagram to describe it.

1. Greenhouse windows
   
2. Car mirrors
   
3. Remote control
   
4. Reading glasses
   
5. Binoculars
   
6. Telescope
   
7. Sunglasses
   
   

Wednesday

Learning Intentions:

• I can identify the main events in what I read, hear and see
• I can make notes of key words, phrases and images
• I can record information that are on topic
  

Write a reflection about oral storytelling. Use these questions to guide your thinking. (How do you enjoy a story?  Why is storytelling important to First Nations Peoples? What is the purpose of storytelling in First Nations Culture?) 

Last week you read the story “Okatak” that told a legend of how Big Rock formed in Okotoks. This week you will learn about how storytelling through oral traditions are important to First Nations Culture. You will be watching a video and reading information.  Decide how you are going to take notes. You can make a web or write jot notes (key words or phrases.) Your title will be “How do we Know about First Nations?”

Tasks

1. Read information from the link below “How do we know about First Nations?”
   
2.  Make a web or write jot notes as you read and listen to the information
   
3. Write a reflection about oral storytelling. Use these questions to guide your thinking. (How do you enjoy a story?  Why is storytelling important to First Nations Peoples? What is the purpose of storytelling in First Nations Culture?) 

How do we know about First Nations.webm

Thursday

Learning Intention:

• I can use talk, notes and personal writing to reflect on my ideas and experiences

Tasks:

1. Watch the video “Writing on Stone” You may stop at 3:00 minutes. (You will be watching the rest of the video next week.) You may add any new information to your web or jot notes from yesterday.

2. Write a reflection about oral storytelling. Use these questions to guide your thinking.
• How do you enjoy a story?  
• Why is storytelling important to First Nations Peoples?
• What is the purpose of storytelling in First Nations Culture? 
• If you were asked to tell a story about an important event what would it be about?) 
  
  *Remember to use complete sentences.

Video “Writing-on-Stone” (stop at 3:00 minutes)

http://www.learnalberta.ca/content/aeChapter/index.html?smil=stories_on_stone

Extensions:  (Optional and Not Assessed) section

Science: Some fun with Optical Illusions

Website: Optical Illusions 

Have some fun with looking at these optical illusions and see if you can figure out what is going on! 

What is an Optical Illusion? (From website)

Optical Illusions can use color, light and patterns to create images that can be deceptive or misleading to our brains. The information gathered by the eye is processed by the brain, creating a perception that in reality, does not match the true image. Perception refers to the interpretation of what we take in through our eyes. Optical illusions occur because our brain is trying to interpret what we see and make sense of the world around us. Optical illusions simply trick our brains into seeing things which may or may not be real.

Try out some of these illusions and discover just how tricky it can be for your brain to accurately interpret the images from your eyes. 

Your task: Can you see any connections with these illusions and what you have learned about Light and Shadow?  Consider the transparency, reflection, refraction, the light and the shadows.