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4th Grade - Day 6 

Lesson Title:​ ​Living Things

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Science 4-LS1-1 Construct an argument that plants and animals have internal and external  ATES
structures that function to support survival, growth, behavior, and reproduction. 
Disciplinary Core Idea (Content): ​ Plants and animals have both internal and external 
structures that serve various functions in survival, growth, behavior, and reproduction.

Objective SWBAT…
1. Explain that all living things are made up of one or more cells.
2. Recognize that different kinds of cells have different parts.
3. Compare and contrast plant and animal cells.

I Can statement I can explain that all living things are made up of one or more cells.
I can recognize that different kinds of cells have different parts.
I can compare and contrast plant and animal cells.

Materials paper/notebook, pencil, pen, crayons, color pencils or markers

Vocabulary Cell, cell membrane, cytoplasm, nucleus, cell wall, chloroplast, microorganism

Anticipatory Set:
1. Practice the “Cells Cells” song below. Listen to it at ​https://www.youtube.com/watch?v=-zafJKbMPA8​.
"Cells, Cells"  
(Original Rap by Ms. Quitmeyer- Legal name now changed to: Emily Crapnell - Creative Commons License 
Cells Cells - Parts of the Cell Rap by Emily J Crapnell is licensed under a Creative Commons 
Attribution-NonCommercial-ShareAlike 4.0 International License) 
 
Today's the day we’re gonna learn about the cell 
If I teach it okay, you'll know it very well 
So listen up 4th graders- 
-no room left for haters- 
Let's talk about the building blocks of life- cells that make us. 
 
Chorus:  
Cells, cells they're made of organelles 
Try to pull a fast one, the cytoplasm gels 
The nucleus takes over controllin' everything 
The party don't stop 'till the membrane blocks the scene 
Inside the vacuole we can float around for hours 
Running round with chloroplasts, lovin' sunlight showers 
Cells, cells, they're made of organelles 
 
First things first, there's two different types- 
animal and plant cells that make up all life. 
The little things that make up microscopic cells, 
The main structures- yeah, we call them organelles. 
Now let's break it down and get some information- 
How do cells work? It's a crazy combination! 
 
-Chorus- 
 
The cell membrane is the border patrol, 
Who can cross over? The membrane lets 'em know 
The gooey stuff inside, is called the cytoplasm 
It holds the organelles- don't worry, plasm-has 'em! 
In the middle of the cell you'll find the big brain, 
The nucleus surrounded by nuclear membrane 
Don't forget the vacuole filled up with water 
It's a basic need for life when this rap keeps getting hotter! 
 
-Chorus- 
 
The mitchondria's something every cell needs, 
Breaking down the food and releasin' energy. 
There's a place inside the cell where chemicals are stored, the squiggly golgi bodies, releasin' even more. 
Yo hangin' in the cell is endoplasmic reticulum, synthesizin' enzymes for respiration, and um... 
If you still think that this rap is whack, remember ribosomes making proteins gettin' jacked! 
 
-Chorus- 
 
Lookin at the plant cell, weird and green 
two more parts is all it takes you see? 
Cell wall knows what's up when it comes to keepin' structure 
Strong with cellulose, this cell can't get much tougher. 
C-H- L-O- R-O -- Plast,  
These little green machines are havin' a blast 
Photosynthesizing- filled with chlorophyll 
-they hit the cell club, runnin' up a high bill- 
 
-Chorus- 

Direct Instruction/Guided Practice:


1. Study the Plant and Animal Cell Structures below.

2. Use the lyrics from the song and the diagrams above to complete the Animal and Cell Coloring
worksheet.
Closure/Quick Check: ​Read the words below. Match the vocabulary word to the correct definition.

chloroplast nucleus cell wall


cell membrane chromosomes microscopic
mitochondria cytoplasm cell
1. _______________ The basic unit of structure and function in living things.
2. _______________ The skin of the cell that protects the cell and holds its
contents together.
3. _______________ Controls all the cells activities.
4. _______________ “Jelly like” substance that holds the organelles steady in
the cell.
5. _______________ Protects the plant cell.
6. _______________ Makes food for the cell.
7. _______________ The Power House of the cell that gives the cell energy.
8. _______________ 46 of these are found inside the nucleus.

Extended Activities: Pick one of the projects below.


Lesson Title:​ Homophones

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

​ orrectly use frequently confused words ​(e.g., ​to, too, two; there, their)​
Spelling 4.L.1g C ATES

Objective SWBAT…
● Explain what homophones are and give examples.
● Use frequently confused words correctly in a sentence.

I Can statement I can explain what homophones are and give examples.
I can use frequently confused words correctly in a sentence.

Materials Spelling glossary

Vocabulary homophones

Anticipatory Set:
1. Review Spelling Word List 1.
wait/weight creak/creek heal/heel peak/peek

heard /herd scent/cent/sent ring/wring vain/vane/vein

to/too/two your/you’re their/there/they’re rays/raise

Direct Instruction:
Complete the following sentences below by choosing the correct homophone word. Write the
correct homophone on the blank line.
1. Please _______________ (wait/weight).
2. Trevor ______________ (heard/herd).
3. The door opened with a ______________ (creek/creak).
4. It takes weeks for a broken leg to ______________ (heel/heal).
5. Do not ______________ (peak/peek) inside the box.
6. Keith ______________ (sent/cent/scent) me a letter.
7. It’s ______________ (to/too/two) hot outside!
8. The sun’s ______________ (rays/raise) pierced through our window.
9. ______________ (Their/There/They’re) going to work on their assignments.
10. Please keep ______________ (your/you’re) face mask on.

Guided Practice:
I. Choose the Homophone. Write the word that fits each clue.
1. ______________ It spins in the wind, but it goes nowhere.
2. ______________ You do this in line, but you must be patient.
3. ______________ It may be small, but it is worth something.
4. ______________ Do this with a wet towel, but watch out for drips.
5. ______________ This league is great, but it is not a major league.
6. ______________ Lift this to get strong, but don’t drop it on your toes.
II. Complete the following sentences below by choosing the correct homophone word.
Write the correct homophone on the blank line.
1. Grandpa loves the ______________ (sent/cent/scent) of roses.
2. Please ______________ (ring/wring) out the wet towel.
3. The doctor drew blood from my arm ______________ (vain/vane/vein).
4. Carmen is a ______________ (miner/minor) and cannot vote until she is eighteen.

Extended Activity:
1. Choose a different activity from the Spelling Menu below.
2. Spelling Menu Activity: __________________________________________________
Lesson Title:​ Fragments, Run-Ons, and Sentences

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

ELA 4.L.1f ​Produce complete sentences, recognizing and correcting ATES


inappropriate fragments and run-ons.

Objective SWBAT identify fragments, sentences, and run-on sentences.


SWBAT fix fragments and run-on sentences.

I Can statement I can identify fragments, sentences, and run-on sentences.


I can correct fragments and run-on sentences correctly.

Materials Worksheet, pencil

Vocabulary Fragment, sentence, run-on

Anticipatory Set: ​Give an example of a fragment, sentence, and run-on sentence.


Fragment: ________________________________________________________________
Sentence:__________________________________________________________________
Run-on sentence:_______________________________________________________________
Direct Instruction/Guided Practice:
1. Number your paper from 1 to 16.
2. Beside each number, you will write the letter of the correct answer.
3. Read each task card. Write the answer. If the answer is a fragment or run-on sentence, fix it.
4. Check your answers using the answer key provided.
Closure: ​Write a paragraph about your favorite superhero. Be sure that you include at least five
sentences without any fragments and run-ons.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Homework Journal: ​Describe Guam to someone who has never been there. What would you tell
that person?
_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
Lesson Title:​ Akiak

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Reading 4.RL.1 ​Refer to details and examples in a text when explaining what ATES
the text says explicitly and when drawing inferences from the text.

Objective SWBAT…
Refer to details and examples in a text to draw inferences.

I Can statement I can refer to details and examples in a text to draw inferences.

Materials Vocabulary Chart, pencil, Akiak booklet

Vocabulary blizzards, checkpoints, courageous, experienced, musher, rugged

Anticipatory Set:
In the story, Akiak, reflect on what happened so far? What did Akiak do during the blizzard?

Direct Instruction:
1. Read pages 42-46 (Refer to your Akiak story). Then, answer the questions.
a. Why do you think one of the mushers opened the door of the community hall so that
Akiak could escape? What clues in the text helped you draw this conclusion?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. How did Mick’s team on day two differ from his team on day nine?
_____________________________________________________________________
_____________________________________________________________________

c. How did the lead dogs lose the trail on day 10?
i. The lead dogs lost the trail because there was too much snow on the ground and it
was too deep.
ii. The lead dogs lost the trail because there were too many snowmobile tracks going
in different directions.
iii. The lead dogs lost the trail because they were waiting for Mick to give them better
directions.
iv. The lead dogs lost the trail because it was too cold and they were too tired to keep
going.

d. What do you think was blocking the trail and made Mick’s team stop? Explain your
answer.
_____________________________________________________________________
_____________________________________________________________________

e. Choose one of your vocabulary words below and write a meaningful sentence.
blizzards checkpoints courageous

experienced musher rugged

_____________________________________________________________________
Lesson Title:​ Rounding Numbers

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Math 4.NBT.2 ​Read and write multi-digit whole numbers using base-ten numerals, ATES
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.

Objective SWBAT…

● Round whole numbers to the nearest place value up to the thousands


period.

I Can statement I can use place value understanding to round whole numbers up to the
thousands period.

Materials

Vocabulary Value, place value, digit, period, ones, tens, hundreds, thousands, ten
thousands, hundred thousands, comma, millions, ten millions, hundred
millions, greater than, less than, equal to, round

Anticipatory Set:

Let’s say a friend or family member asks you how much your favorite snack costs.
You might respond by saying it is about $15. You know it may be $12-$13 so you just
gave your educated guess and said $15. What you actually just did was rounded to the
nearest 10!

Vocabulary Word of the Day

Rounding way to change a number to a shorter/simpler number that is


close to the original number.

Direct Instruction:
A.To round numbers, you can use place value rules and the
rounding rap. Please see the images below to assist you.
Rounding using the Rounding Rap
B. Answer the following questions. Use the two different strategies to assist you.
Round each number to the nearest hundred.

1) 2,918 - ________________ 2) 531- ____________

Round each number to the nearest thousand.

3) 11,067 - ________________ 4) 45,235- ____________

Round to the nearest ten thousand.

5) 5,145,371- __________________ 6) 7,456,909- ______________

C. Look at the table below and answer the questions that follow. For the column
on the right, round to the greatest place value.
Guided Practice: ​Complete the worksheet below.