Solar System Resources

We will begin working on the Solar System next week.

Science: We will be moving into science. Our next unit of study is the solar system, and everything in it. Here are the standards we will be focusing on.

S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. 

There are similarities and differences between stars and planets. When students complete this unit, they should understand and be able to answer the following questions:

• How do stars compare in terms of color, size, and pattern?
• How can students differentiate between planets and stars?
• Why do stars appear to be in the same position, and planets in different positions in the solar system at different times of the year?
• How do people study the solar system? 

Teacher's pick! 

Discovery-NASA

NASA Discovery Program- You Tube Video Clips

a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. 

• Understand that galaxies are made up of stars.
• Recognizes that constellations are patterns of stars.
• Understand that stars come in various sizes and colors

Vocabulary

• Galaxies
• Constellations
• Star

Constellation Flash Cards

Star Deck! (a great resource)

Constellation Flash Cards for Printing

Digital Flash Cards

Cool Sites

Nasa's Cool Site!

ThinkQuest

Kids Connect

Constellation Hunt

Download Starwheel

Kids Cosmos

Index of other sites that can answer all your questions

Enchanted Learning

Just for FUN!

b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. 

• Identify stars as burning spheres of gas.
• Understand that a planet is a large object that moves around a star (sun).
• Identify and label different constellations (Big Dipper, Orion, and Little Dipper) and their positions in the solar system.
• Understand that the sun is the largest object in the solar system (star).
• Compare and contrast the differences and similarities between planets and stars using appearance, position, and number in the night sky.

c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. 

• Describe, reenact, or explain the difference between revolution and rotation.
• Analyze why stars remain constant in the night sky and why people see them at specific times of the year.
• Summarize why planets can be seen in different locations in the solar system at different times.

Vocabulary

• Revolution
• Rotation
• Axis

d. Identify how technology is used to observe distant objects in the sky. 

Identify how technology is used to observe distant objects in the sky.

Vocabulary

• Optical (Reflecting)Telescope
• Crewed Mission
• Space Probe

Images from Hubble

Inside the International Space Station

Drinking water in space!

Nasa explains Space Toilet

S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. 

a. Explain the day/night cycle of the earth using a model. 

• http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/dayandnight.asp - Even though this website focuses on Manchester, England, it shows why we have day and night very clearly.

sun_and_moon.JPG

b. Explain the sequence of the phases of the moon. 

• http://www.classzone.com/books/earth_science/terc/content/visualizations/es2503/es2503page01.cfm?chapter_no=visualization - This website includes an animation that will help you to understand why we see different phases of the moon.
• http://www.wonderville.ca/asset/phases-of-the-moon - This movie/interactive website will teach you about the phases of the moon in a very fun way.
• http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/phases.asp - Here is another good one to learn about the different phases of the moon.

c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.

seasons.gif

• http://www.knowmag.ca/knowitalls/index.php?id=3 (Review the reason for our seasons)

d. Demonstrate the relative size and order from the sun of the planets in the solar system. 

Memory Tricks:

This video has a funny song about the planets. Unfortunately for Pluto, it is no longer a planet.

My Very Excellent Mother Just Served Us Nachos - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

http://spaceplace.nasa.gov/en/kids/solar-system/game.shtml This website will help you to review the order of the planets from the sun and you can learn more about each planet at the same time.

MMVENUSJ- Mercury, Mars, Venus, Earth, Neptune, Uranus, Saturn, Jupiter

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/planets.asp- Practice putting the planets in order on this interactive website. It's very fun!

OTHER FUN STUFF :)

Who Wants to be a Space Millionaire? http://www.quia.com/rr/37247.html?AP_rand=223573616

Tons of fun space and weather games to try(created by NASA):http://spaceplace.nasa.gov/en/kids/games.shtml

In this online book authored by NASA, the planets compete to be named the best planet-http://spaceplace.nasa.gov/en/kids/spitzer/storybooks/planet-awards.html

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/sunmoonearth.asp - Review the way the earth and moon move on this interactive website.

Vocabulary games 
Earth, Sun, and Moon Interactive 
NASA for Kids 
NASA Kids' Club 
NOVA Tour the Solar System Interactive 
Planets Puzzle game 
Planet Interactive Typing Game 
Solar System Visualizer 
Solar System Viewer 
3D Solar System 
Observing the Sky animations 
Solar System animations 
Other fun animations 
Day Night simulator 
Phases of the moon simulator 
Moon Phases 
Blank moon phase calendar 
Moon phases 
Good Moon phases simulator 
Space flash cards 
Lunar Challenge game of moon phases 
Moon phases simulation 
Planets activity: Cosmic Cookies 
Museum of Natural History activities

Our Solar System
Orbit Simulator
Georgia 4th Grade Science Standards and Videos
Planet Size Comparison

The Hubble
NASA kids
Star Finder
Kidsastronomy.com
Constellations
More Constellations

Be on the look out for more resources next week!

Black History Month Celebration

As we wrap up the month of February, it is important to take notice of the amazing and accomplished African Americans, both from the past and in the present.  For those of you who are not aware, February is black history month.  This year, we had the opportunity to take part in a door decorating contest, where our class chose Tiger Woods.  On our door, we displayed all of his accomplishments and his contribution to society as well as history.  Sadly, our door did not win first place, but we sure did learn a lot!  Some of the other doors in our hallway included Serena Williams, Jesse Owens, Martin Luther King Jr., Elijah McCoy and Michael Jackson.

Today, we attended a black history celebration ceremony.  Let me be the first to say it was AMAZING! We had quest speakers, a drum line, two solo dancers, a solo stepper, and even presentations from Tealsey students.  What an amazing opportunity we had to come together and share culture with everyone.  It was so inspiring to the students, as you will be able to tell by the amount of noise in the gymnasium.  Here are a few pictures and videos for you to watch.  Enjoy!

Our very own Kameron was recognized for her hard work and perseverance! What a special moment!

Publix Family Math Night

Don't Miss This Night of the Arts!

click the image to enlarge the information.

What Are We Learning?

What Are We Learning?

Reading: In reading, we are currently working on identifying theme in literature.  It is important for students to understand that the theme of a story is generally an ongoing issue that runs throughout the entire story.  I like to tell the kids that is it the "moral of the story" shortened to one word.  It is important for students to understand that theme is not the same as main idea or plot.  Students also must understand that the theme of a story is usually not stated explicitly which means that students will need to make inferences and use common sense t come up with a theme.

Example:The Three Little Pigs.  

Plot -The Wolf blew the first two pigs' houses down and ate them, but the third pig had a sturdy house and outsmarted the wolf.

Moral-"Always be resourceful" or "Make wise choices"

Theme - Resourcefulness or Courage

Writing: We are currently working on a literary essay unit.  When writing literary essays, it is important that students remember that they are writing about what they read.  When writing a literary essay, students can write about a book, a passage, a fable, a poem, and much more.  However, when choosing what to write for a literary essay, it is important that students write about one of the three; a trait a character has, a lesson learned in the story, or a theme.  With that, it is important that students avoid topics that they can not provide evidence for, as well as ideas that are only presented at the end of a text.

It is also important to review language that we often use when writing an essay.

Below, you will find some great videos that will further explain literary essay's to you and your fourth grader.  This website (Time for Kids - Literary Essay) will help your child to write a literary essay, and keep track of their paragraphs as they go; what an awesome resource to practice with!

Brainpop-Theme

Math: We've been working really hard with fractions.  We have been recognizing and making equivalent fractions; working towards comparing and ordering fractions; using mixed numbers and improper fraction background knowledge to successfully add and subtract fractions; and multiplying whole number by fractions and mixed number using the distributive property.  There are still some students who do not fluently know their multiplication facts.  Please help your child faster these facts as doing so will definitely help your child be more confident and successful in math.  We use basic fact knowledge, every day.  Typically, fact fluency is measure within about 3 seconds per fact.  

We are now moving into representing fractions as decimals and with that, expressing fractions with a denominator of 10 as an equivalent fraction with a denominator of 100. 

CCSS. 4.NF.C.5 - Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.4.NF.C.6 - Use decimal notation for fractions with denominators 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.

Social Studies: In social studies, we have been working extra hard on the American Revolution and the New Nation.  We have examined the Declaration of Independence in detail and with that, have looked closely at the events that led to the signing of the Declaration.  Students will be tested on Chapter 9: New Nation, this Friday, February 26. The study guide was given out the Wednesday before break.

Science: We will be moving into science next week.  Our next unit of study is the solar system, and everything in it.  Here are the standards we will be focusing on.

S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. 

• a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. 
• b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. 
• c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. 
• d. Identify how technology is used to observe distant objects in the sky. 

S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. 

• a. Explain the day/night cycle of the earth using a model. 
• b. Explain the sequence of the phases of the moon. 
• c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes.
•  d. Demonstrate the relative size and order from the sun of the planets in the solar system. 

Be on the look out for more resources next week!

Student Health Survey

 http://www.cobblearning.net/teasleylibrary/classroom-links/

Students Who Forget Lunch

Hi Parents,

We need your assistance!!!   Recently, we have had a tremendous amount of lunches dropped off and changes of transportation made late in the day.  We ask that if you have a lunch to drop off for your child, please do so before 8 a.m.  Instructional time begins at 8:00 a.m. and is very important.   We want to eliminate interruptions that can be avoided. 

Additionally, we ask that changes of transportation are placed in your child’s backpack before they arrive to school.  For safety reasons, we cannot accept verbal changes from your child.   This will assist the teacher in setting the transportation dismissal log at the beginning of the day and avoid any confusion regarding a child’s dismissal.  We know that occasionally there are emergencies however, wanting to avoid the carpool line or going out of town is not an emergency. 

If you have a doctor or dentist appointment, remember that early checkout ends at 1:30 p.m.  Again, it is important that instructional time is protected and not interrupted.   

Beginning on Monday, February 22, we will no longer accept lunches after 8 a.m.  If your child forgets his or her lunch and you cannot bring it to school by 8:00 a.m., then your student will need to purchase a lunch from the café.

Thank you for helping us make this a safe and enjoyable school experience for your child.

Updates and Events

UPDATES AND EVENTS

• The Box Top Contest will begin February 8th and will go until February 12th. DO YOU LOVE AIRHEADS? Do you have Box Tops at home? Wellllllll....here is your chance to get some CANDY and help raise money for TEASLEY! One Airhead for each set of 25 Box Tops! 

• STEM Night  will be February 11th from 5-7pm in the Teasley Gym. Students will be doing some simple science activities at different stations. Volunteers are needed to help guide visitors on how to do the activity. No science background is needed to help. Please contact Angie Herbel if you can volunteer at angela.herbel@cobbk12.org 

• Our next Dress Down Day is Friday, February 12th. Students can wear a school appropriate outfit, of their choice, instead of the standard dress attire. Please send $1 to participate.

• Teasley Spirit Wear Order: The Teasley PTA is selling purple Teasley Elementary School short sleeve and long sleeve t-shirts. Two order forms can be found in your child's green folder. One for a short sleeve and one for a long sleeve. Orders with payments are due Wednesday, February 10th. All sales are final. There are no returns, exchanges, or refunds, so please make sure to use the sizing tables to determine the size of the shirt that you will need. Teasley spirit wear can be worn to school on Fridays with standard attire bottoms.

• Campbell Middle School is hosting a Parent Night Tour on Tuesday, February 23rd at 6pm. Come and discover the various academic and cultural activities offered by CMS. It's a great opportunity to learn more about our local Middle School.

• Teasley's 4th Annual International Night is on February 26th from 6-8pm. This year, we will have performances by the Atlanta Chinese Dance Company, African Drummers and Dancers, Ania La Candela Flamenco, and other. You can sample international cuisine provided by Teasley families and our partner restaurants. Grab a passport and experience a new culture. See the flyer for more information and to purchase your advance tickets. 

• You can now order your 2015-2016 "Drawing Up New Memories" Teasley yearbook, online. Yearbooks can be ordered through 4/1/16 at www.yearbookmarket.com. Find the school in the drop down menu. It really is that easy! 

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WHAT ARE WE LEARNING?

Math: We've been working really hard with fractions. We have been recognizing and making equivalent fractions; working towards comparing and ordering fractions; and using mixed numbers and improper fraction background knowledge to successfully add and subtract fractions. There are still some students who do not fluently know their multiplication facts. Please help your child faster these facts as doing so will definitely help your child be more confident and successful in math. We use basic fact knowledge, every day. Typically, fact fluency is measured within about 3 seconds per fact.   

While we have already learned about comparing fractions with unlike denominators, I have seen some students struggling with this standard (NF.2). Some strategies to compare fractions are: using area models, benchmark numbers (such as o, 1/2, and 1), and finding the least common multiple (LCM) to create common denominators. 

Comparing Fractions: making equivalent fractions by finding the least common multiple

Comparing Fractions using benchmark 1/2

Khan Academy Intro. - Comparing Fractions 

We have also spent a great deal of time, over the past 2 weeks, adding and subtracting fractions with like denominators, as well as working with mixed numbers and improper fractions. Students should be able to EXPLAIN how to change a mixed number into an improper fraction, as well as changing an improper fraction into a mixed number.

Click on picture to view component skills from 3rd grade

There are often times when students have a hard time explaining the strategy that they choose. Many students have expressed confusion between what is being taught in class vs. what is being taught at home; specifically, strategies being taught by parents that may be "easier" to use (usually, these strategies are the "typical" short cuts that most adults know and/or use). While I don't mind students using these strategies to check the work they have done and the taught strategies, it is beginning to become evident that they are struggling with the reasoning behind their strategies (IE: "I used the "butterfly method" to compare the two fractions and when I did that I knew that ___ was larger than ___." They may be able to correctly identify which symbol (<,>,=) goes into the circle; however, they can't tell me why that "trick" works. This same issue comes when students are changing mixed numbers to improper fractions and they tell me to "multiply the denominator by the whole and add 1" but they can't tell me why that trick works. This is the main part of Common Core. It is not that these "tricks" don't work, it is that they limit a student's understanding of the reasoning behind the "short cut" and therefore inhibits their ability to explain. Please make sure you are letting your child guide you in their reasoning and strategies that are taught in class. This will help cut down on some of the confusion, AND it will help your child be successful and confident in math.  

Standards for Mathematical Practice and Thinking Stems: (Click to View)

Problem Solving Rubric and Question Cards: (Click to View) These were glued in math journals at the beginning of the year. We use this through application problems, independent problems, etc. You have probably seen this rubric on some of their homework assignments, too. 

StudyJams: Add and Subtract with Common Denominators

 Khan Academy: Adding/Subtracting Fractions with Like Denominators 

Khan Academy: Converting Mixed Numbers to Improper Fractions

This week, we are moving to MULTIPLYING fractions!! 

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

A. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).


B. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)


C. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?


Note: Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


About the Math


a. A unit fraction is a fraction that describes one part of the whole. Unit fractions always have a numerator of one. Students need to see that fraction parts can be counted, just like we count whole numbers. So if we count 1 orange, 2 oranges, 3 oranges, etc., we can also count 1 fourth, 2 fourths and 3 fourths. So if 3 oranges can be thought of as 3 groups of one orange, then ¾ can be represented as 3 groups of ¼ or 3 x ¼.

b. Prior to teaching the procedure for multiplying a whole number by a fraction, students need to understand conceptually why the answer is reasonable. If I have 5 groups of 1/6, how many 1/6s are there? You can add 1/6 + 1/6 + 1/6 + 1/6 + 1/6 to equal 5/6. If you want to multiply 4 x 2/3, students need to think of this as 4 groups of 2/3 or 8 groups of 1/3. When added to show four groups of two-thirds, 2/3 + 2/3 + 2/3 + 2/3 = 8/3 or 2 2/3. Or this can be shown as 4 X 2/3 or 4/1 x 2/3= 8/3 or 2 2/3.

Between what two whole numbers does your answer lie?

c. Students need to understand what a reasonable answer looks like when multiplying fractions. If students have been led down the incorrect idea that when you multiply whole numbers the product is always greater. Giving students “rules” such as that sets them up for confusion as they continue to learn about rational numbers. This is not true when dealing with fractions. Students should focus on what an answer will look like prior to actually calculating the answer. Questions like: Does this answer make sense? How do you know it is going to be less than a certain number? Using word problems in a context helps students make sense.

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ELA: We have been integrating the American Revolution into our reading lessons. Students have done SO well with this unit. They have been very engaged and excited to learn about the Revolution and all of the events leading up. We have been focusing on finding the main idea and inferencing using evidence to support our thinking. We have also been paying close attention to specific vocabulary throughout what we read. Students are working towards growing their own "gist" statement, instead of trying to use the text to say exactly what they are thinking. We are working towards the understanding that evidence is separate from our own thoughts and words. It is okay to synthesize the information in order to come up with our "gist." 

We are paying close attention to what an appropriate constructed response should look like. This is very important as it is an element of the types of questions that are asked on the Milestones. Questions range from selected response, constructed response, extended constructed response, and an extended writing prompt. 

4th Grade Constructed Response Rubric: (click to view) You may notice a common theme across rubrics is the student's ability to use sufficient evidence and examples to support their response/answer. Being able to explain, in 4th grade, is critical. 

We have continued working on opinion writing, which was started with Ms. K. We review the rubrics and expectations for opinion writing. We also looked over the GA Milestones Study Guide, which can be found on the blog, to review keywords and expectations for opinion writing in response to a prompt. We will be working a great deal with prompt writing, as we prepare for the upcoming Milestones. Students must be familiar with reading a text, or two texts, and then responding to a prompt. Being able to EXPLAIN their reasons with FACTS from the text(s) is very important. This would be a good area to work on, at home, as well. 

The organization piece of their writing, along with their ideas, is the most heavily weighted. The organization helps explain ideas and information more clearly. Students are working towards properly using transition words. I have stressed to students that using transition words is meant to "glue" the reason to details/facts; another way to look at it is to "push on" or dig deeper into what you are really trying to say. When responding to prompts, developed opinions must have meaning and support. 

Remember, a fact is a statement that can be proven. An opinion is a statement that cannot be proven because it states a writer's belief or judgment about something. Deciding whether a statement is a fact or an opinion often comes down to whether or not it can be proven. This is important for students to recognize, as it impacts their claim, reasons, and evidence. 

Here are a few tips to keep reviewing:

1.) Use STRONG reasons to support your opinions in your writing. 

2.) ORGANIZE your writing by using chronological order, cause and effect, compare and contrast, or asking and answering questions.

3.) Make sure your writing has a CONCLUDING statement that support the information or explanation presented.

4.) Always read over your writing SEVERAL times to check work and catch errors.

5.) When writing an opinion piece, avoid using "I" in your writing. You do not need to include the "I" to make your reader aware that this is an opinion piece. Your voice and claims will do that.

4th Grade Opinion Writing Rubric: (click to view) 

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Since studying, especially for SS/Science, requires students to organize and prepare in advance, a suggestion that I have given them is to create their own flash cards with questions on one side and answers on the other. Many students say they have studied "once or twice" throughout a week or unit, when it is written in their agenda, daily. When asked how they study, some say they read over the study guide. Please help teach your child proper study habits. They do need someone to ask them questions and help them review. Hold on, I'm going to interrupt this paragraph to say thank you for reading this blog post this far. Please email me with one thing you would like me to know about your child, regarding school or in general, and one take away that you have gotten from this blog post. If you email me with those two things, I will add ten points to any assignment that your child chooses. If you wish to do this, please email me by Thursday morning. Okay - students can make two piles of their study cards (one for cards they are constantly getting correct and another pile for cards they need more work on). This will help them feel confident and prepared, but more importantly, if they are studying a little each night, they won't need to spend large amounts of time cramming to review. Study guides are typically always given at the start of a unit.