In math we learned that 10 cm is 1 dm. Students examined a
metre stick to find 1 dm, 2 dm, 3 dm, etc. They also related dm to mm and cm, 1
dm = 10 cm = 100 mm, 2 dm = 20 cm = 200 mm, etc. Students discovered that the
width of their hands are approximately 1 dm. They used their hands to estimate
the lengths of various objects in the classroom to the nearest dm. They then
measured the objects to the nearest dm using a metre stick. The rest of math
class time was used solving problems relating to linear dimensions in dm.
In language, we worked on discovering what compound nouns
are. This phrase reminded many students of compound words and that set them up
to understanding compound nouns. Students were given a list of compound nouns
to use to generate their own compound noun definition. This is what they came
up with:
"Put two or more nouns together to make a new noun."
This was very close to the definition in the language books. Great thinking skills, grade 4s! We took time to review proper and common nouns as students had already learned about these in grade 3. Students used the rest of their language time to identify nouns and verbs in sentences. Students show a noun with a single underline and a verb with a double underline. They finished up their review work on list 29 spelling words. Remember to give this week's words extra attention.
In our inquiry unit on plants and soils, we set out to
discover how stems function through an experiment with celery, water, and food
dye. Students were shown the materials that would be used and how the
experiment would be set up. They then wrote a hypothesis explaining what they
thought would happen to the celery, the dye, and the water level in the jars.
We used 4 celery stems, 3 with different colours each, and no colour in the
4th. Students drew labelled diagrams of
the celery stems and leaves. Each student received a cross-section of the
celery stem, which they drew after closely examination using a magnifying
glass. Everyone was wondering what the small circles in the stem were. I wonder
if anyone will dry discover what they are on their own?
Students also shared
all the things they had found in yesterday's soil sample with the class. We
will repeat yesterday's soil activity when the temperature warms up to see if
there are different things in soil then. Students then read a non-fiction text
to discover what soil is made from. They showed their learning in a word web.
In yesterday's blog I forgot to mention something exciting
that happened. Our class was treated to a Prezi on "Stop-Motion and Time
Lapse Photography" by Nathanael, a grade 6 SJA student. The grade 4s
thoroughly enjoyed this presentation. We are hoping to be able to use this
technology to record our seedling's growth. We will all be learning together as
we attempt this. Well done to Braeden for showing action by trying out some of
Nathanael's suggestions last night.
Some students have ideas for their science fair topics. They
met with me today to discuss the feasibility of their ideas. Please talk with
your child about our discussion. Students should come to class tomorrow with an
idea of a science fair question, even if they are not perfectly happy with it.
We can work together on refining it.
We ended the day working on arithmetic. Students worked with
dry measures and related pints, quarts, pecks, and bushels.
Students attended French and gym class today.
Homework &
Reminders
- MMS p. 144 & 145
- Arithmetic p. 133 & 134
- Science fair question due tomorrow
- Ms.
Barber is going to be running a boys literacy club for grade 3 and 4
boys on Tuesday after-school from 3:45 - 4:30.
- She
is also starting a Mathletes club on Thursdays for all grade 3 and 4
students during recess time.
- Review list 29 words for Friday's spelling test
- Report Cards, Portfolios, and storage binders are coming home on Friday
- Red or white poster board for International Day, research your topic for International Day
- International Day is on Friday, April 4
- Information about SJA's exciting new summer camps will be coming home on Friday
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