Fourth Grade
|
| "Autumn"-A visually descriptive poem written by Helen Keller |
This lesson helps students to become acquainted with a historical figure, Helen Keller. The students will be made aware of the creative side of Helen Keller. This personal glimpse of Helen Keller, through a poem she wrote, is also a springboard for a poetry activity. Meets Arizona State Technology Standards 1, 3 and 4. |
| 4th Grade Weather Watchers Use Real Time Data |
This introductory lesson allows students the opportunity to explore real time data. It is a three-part lesson that allows the teacher to use one, two, or all three parts of this lesson plan. The website students will access is CIESE Real-Time Weather Information (back-up site) http://www.k12science.org/training/realtimedataelem/weatherinfo.html. Meets Arizona State Technology Standards 3 and 5. |
| Ancient Arizona Indians |
Using this activity students will be exposed to Arizona history through an exploration of the three Ancient Indian Tribes of Arizona. Students will choose one tribe and one specific category to research. Using the links provided, students will find information about the tribe of their choice as well as learn about proper leads and closures in paragraphs. Finally, students will learn about word processing functions such as cut and paste to produce a final paragraph for publishing. This launch pages meets technology standards 1 and 5. |
| Art and the World |
Students will choose their best artwork from three different pieces they created. If the chosen work is 2D, the student will scan their work. If the chosen work is 3D, the student will take a digital picture of the work. Students will create a page for the Painted Sky 2 and 3D Photo Album. All student pages will then be uploaded to the Painted Sky Art Photo Album. Meets Arizona State Technology Standards 3 and 4. |
| Celebrate Caves |
This launch page lets students surf the web to find out cool information about one of Arizona's hot spots of travel, Kartchner Caverns! Students research and write an informational paragraph about the caverns. They then decorate the remainder of their page using cave drawings! This lesson meets technology standards 1, 3, and 5. |
| Children of Yesteryear |
Primary Sources are an amazing way to help you bring history alive for your students. The website used in this lesson has intriguing photographs, music, sounds and documents that your students will find especially appealing! Meets Arizona State Technology Standard 5. |
| Compare and Contrast Vertebrates and Invertebrates |
This is an inquiry-based lesson. Students will search the Internet for information to compare and contrast vertebrates and invertebrates. The students will use the Inspiration web to facilitate their comprehension of the new science vocabulary. The students will present their findings in a PowerPoint presentation. Meets Arizona Technology Standards 3. |
| Creating Primary Sources with Crayfish |
While studying and learning about crayfish, the students will explore primary and secondary sources on the Internet. Students will learn to differentiate the importance of both types of sources. Students will then create their own primary source presentation using a digital camera and computer editing tools to show to younger students during their end of the unit museum. Meets Arizona State Technology Standards 1, 3 and 5. |
| Down the Drain |
This introductory lesson is an Internet-based collaborative project that will allow students to share information about water usage with other students from around the country and the world. Based on data collected by themselves and their classmates, students will determine the average amount of water used by one person in a day. They will compare this to the average amount of water used per person per day in other parts of the world. Meets Arizona State Technology Standards 3 and 4. |
| Down the Drain |
During a normal week, students will track the amount of water they and their families used doing everyday things. Students will then learn and discuss the scientific method by creating a hypothesis, a prediction, doing an experiment, and analyzing their data to determine if their hypothesis and prediction are correct. This lesson should take a few days spread out over two weeks. Meets Arizona State Technology Standards 3 and 4. |
| Down the Drain |
This is a collaborative project where students will collect data on the amount of water they use at home. We will do some experiments to give students some background knowledge, and then analyze and compare our data on how much water other students used in different parts of the world. This lesson incorporates the technology use of word processing, spreadsheets, scanning and the use of a digital camera This lesson can be taught over a 1-2 week time period and includes 2 hours of computer lab time. Meets Arizona State Technology Standards 3, 4 and 6. |
| Explore Arizona |
This launch page is designed to enrich the studies of the state of Arizona. Students will be given a choice of several geological sites in Arizona about which to conduct research. Using pre-selected internet sites, students will take notes about their chosen site and then create a travel brochure promoting that site. Meets Arizona State Technology Standards 1, 3, and 5. |
| Field Trip to the Sculpture Garden |
In this lesson students virtually visit the sculpture garden at the National Museum for Art. Two fictitious children will lead them through the garden, interpreting the art. At the end of the animated tour, students have the opportunity to see real pictures of the sculptures and can learn what's what, who did what, and who made what with what, among other things. This lesson meets Arizona Technology Standards 1, 4 and 5. |
| Fun with Words Launch Page |
Building your vocabulary can be entertaining as well as impressive with this Launch Page called "Fun With Words". Students have a chance to play games such as hangman and concentration as well as actually hear new words being pronounced. Launch page participants will also take a vocabulary quiz and find out about types of figurative language. This launch page will help meet Reading Arizona State Standard Concept 4- Vocabulary P.O. 2, 3, 4, and 5. |
| Habitat, Niche and Ecosystems |
After completing this lesson students will be able to use the terms habitat, niche, and ecosystem to describe animals. They will be asked to read over several sites illuminating these terms and to choose an animal to draw on the class Sonoran Desert Mural. They will take a quiz, use the terms correctly, and play a game as well as add to the mural. Answer key . This lesson applies to Arizona Technology Standards 3 and 5. |
| How Long is That? |
This lesson introduces students to the world of reading music. Students will use interactive websites that use games to learn the name of notes and rests symbols. Some of the sites have the capability that allows students to hear and learn about note and rest duration. After they have learned the names of the notes and rests, students can download worksheets and apply the knowledge that they have gained. After ample practice, students will be asked to create their own rhythm patterns and perform them for their classmates. Meets Arizona State Technology Standard 1. |
| How Much in a Gallon? |
This Internet-based collaborative project will allow students to share information about water usage with other students from around the country and the world. Based on data collected by their household members and their classmates, students will determine the average amount of water used by one person in a day. They will compare this to the average amount of water used per person per day in other parts of the world. The students will locate the web page provided and navigate the web site to answer the questions in Down The Drain. The first lesson highlighted here is: Lesson 1a How Much in a Gallon? In this lesson, students will learn to use their computer efficiently and effectively to research from a web site. Meets Arizona State Technology Standard 6. |
| I Want to be a Cowboy, I Want to be a Vaquero |
Howdy pardners! This launch page lets students choose from three different groups of people of the southwest to read about: cowboys, vaqueros, and buffalo soldiers. After learning about their chosen group of people, the students may choose to either write a poem or story to share with their class. This lesson meets Arizona Technology Standards 3 and 5. |
| Interview with the Stars |
Students will explore the lives of various jazz musicians. They will become familiar with the social and historical events that were present during the lives of these individuals. They will listen to the music of the artists and become knowledgeable about their styles. This activity will culminate in the production of a news/talk show created and performed by the students highlighting the lives of these musical figures. Meets Arizona State Technology Standards 3 and 4. |
| Is it Primary or Secondary? |
When asked to research, students often gather and read information from secondary sources. This introductory lesson will allow students the opportunity to explore primary sources such as letters, diaries, photographs, maps, and artifacts. By looking closely at the details, students will draw conclusions about the items and formulate their own hypotheses about the time period(s) during which they were created. The students will look at four different primary sources (photograph, letter, rare book, and map). With a partner, they will answer questions about one of the above items they choose to investigate. Students will learn what a primary source is and how it can be a useful part of research. This lesson will take approximately 4 one-hour lessons in the computer lab. Meets Arizona State Technology Standard 5. |
| Mini Mysteries |
“Mini Mysteries” treat students with short, fun, quick-solve mysteries to read on line. Students can even submit their solutions to the mysteries at this on line site. On this launch page, students also get an opportunity to write their own mystery after reading several of the quick-solve stories. The students will then print and share their stories with their classmates on a “Stapleless Book” that they make. “Mini Mysteries” Launch Page #1 meets Technology Standards 3 and 4. |
| Monster Exchange |
Monster Exchange is designed to encourage the development of reading and writing skills while integrating Internet technology into the classroom curriculum. Classrooms from a variety of schools worldwide are paired together; the students in each classroom are split into groups, each of which designs an original picture of a monster. The students must then write a description of the monster. The partnered classes then exchange their descriptions via e-mail and the Internet. These students are then challenged to use reading comprehension skills to read the descriptions and translate them into a monster picture. The true challenge involves creating a redrawn picture as close to the original picture as possible without looking at the original and using only the written description of the monster. Meets Arizona State Technology Standards 3 and 4. |
| Navajo Code Talkers and Primary Sources |
Elementary students often have difficulty telling the difference between a primary source and a secondary source. For instance, if they are watching a movie about the American Revolution they may ask, “Is that really George Washington in that movie?” Teaching about primary sources may help with time lines. Teaching students to recognize primary sources for what they are and understand their value is part of the objective of this lesson. This lesson shows the story behind the movie “Wind Talkers” and in so doing shows the importance of primary source research for writers as well as for the understanding of the individual researcher. This lesson meets Arizona Technology Standards 1, 3, and 5. |
| Pilgrim Life Launch Page |
This launch page is designed for use with fourth/fifth grade students during a Colonization or Pilgrim unit. You may print out a copy of the launch page for students to use to take notes as they conduct the guided research. The launch page guides students through many related topics on the Scholastic web page for the First Thanksgiving. The students use the notes they collect as background information (along with classroom studies) to write a journal entry from the point of view of a child during Colonial Times. This journal may then be submitted to Scholastic.com for publication online. Meets Arizona State Technology Standards 4 and 5. |
| Pop Goes the Poem |
Using picture books is one of the better avenues to have students practice identifying the six traits of writing. This lesson presents one author, one of the writing traits and poetry to help students revise their written work. Meets Arizona Technology Standards 1 and 4. |
| Population Changes in Arizona Counties |
Students will work in groups of two to create an Excel graph that maps the changes in county population based on census results. They will then create a brief document; which will include their graph, explaining the results of their graph. Meets Arizona State Technology Standards 3, 5 and 6. |
| Properties of Light |
There are 5 properties of light in nature. Students will study this physical phenomenon from science books, a video “Mystery of the Senses”-a NOVA miniseries, and through a CD programmed science lesson in “Science Court” by Tom Snyder Productions. Meets Arizona State Technology Standards 1, 3 and 4. |
| Publish your Book Report |
Students read and analyze book reviews completed by students across the nation on www.bookhooks.com . They select a book of their choice appropriate for readers at their grade level. They read the book and when finished the students begin writing the book report on line. These online book reports may be completed in the classroom in the computer lab or for independent homework if students are equipped with an Internet service at home. Meets Arizona State Technology Standard 4. |
| Publishing Poetry |
Knowing that many students often see poetry as “boring”, a unique way to “hook” students is to give them the opportunity to be a published author on the Internet. Seeing other students’ work, and having the opportunity to share theirs with such a large audience, students feel “famous” which can be highly motivating. After reading and analyzing several poetry formats, students will write poems in these different styles. They will then choose the poem they want to work on for submission to an Internet Publishing site. Meets Arizona State Technology Standards 1, 3, and 4. |
| Publishing Stories On-line for a One Computer Classroom |
This lesson gives students an opportunity to write for an audience. The audience includes other students around the world who have also submitted their work to the Story Book web site. This lesson meets Arizona Technology Standards 1, 2, 3, and 4. |
| Publishing Student Stories on Storybook |
Over a period of three days, students will write a creative paragraph and post it to the Internet using the Storybook Website. Students are given a series of pictures that they must use in their writing. Students develop definitions for the pictures and write a story that includes those words. Students publish their workon the Storybook Website, where the website replaces the student-selected words for pictures. Meets Arizona State Technology Standards 3 and 4. |
| Roald Dahl Interview and Photo Album |
This lesson accompanies a Roald Dahl literature unit. Students will work with a partner to access the official Roald Dahl website (www.roalddahl.com) and gather information from the primary source interview and pictures on the site. First, students will read and listen to an interview of Dahl, and then they will view a photograph gallery of events from Dahl’s life. A rubric will be used to assess student learning as students work with a partner to design and present a six-slide PowerPoint presentation about Dahl’s routines and inspirations for writing. The PowerPoint will include a picture downloaded from the Roald Dahl website photograph gallery. Meets Arizona Technology Standards 1, 3, 4, and 5. |
| Sabino Canyon Persuasive Writing |
Students will learn about persuasive writing. They will find information about Sabino Canyon from a University of Arizona website. They will choose a topic to write about and then write a persuasive paragraph trying to enlighten others about the wonders of Sabino Canyon. Meets Arizona State Technology Standards 3 and 5. |
| School Days, School Days |
This lesson uses a Primary Source to compare and contrast an image of a schoolroom from the turn of century with a modern day classroom. Students will discuss the likeness and differences of the two rooms and then draw their prediction of what a classroom in the future might look like. This lesson meets Arizona Technology Standards 2, 3 and 4. |
| School Uniforms? Yes or No? |
This Webquest asks the students to research why some schools and school personnel are leaning toward having the students wear uniforms. The students also produce a questionnaire that they use to interview members of the community to determine feelings and opinions on this issue. As a team, the students then debate the issue for the school administrators and/or governing board. Finally, the students are asked to produce either a persuasive letter, a brochure or a Power Point to present the results of their study. Meets Arizona State Technology Standards 2, 3, 5 and 6. |
| Sequencing with a SMARTBoard |
In this lesson, students will be assembled into groups of three or four. Students will be responsible for reading a selected picture book, identifying six main ideas from the text, and mixing the main events into an unorganized list. Student groups will then record their unorganized lists into the SMARTBoard notebook software. Once all groups have entered their list, student groups will receive a different group’s book and their created list. Students will organize the new list of main events, and using the Smart Ideas Software or concept mapping software, create a concept map of the assigned story and events. This lesson meets Arizona Technology Standard 4. |
| Solve the Mystery: Help Find Lucky ! Launch Page |
This literature-based lesson is designed to accompany a fourth grade mystery unit. Students access scholasticnews.com to read a mystery story. In the story the main character, Ashley, tries to solve the case of her school’s missing hamster, Lucky. As students read the story they use the information to decide what leads Ashley should follow. If they choose successfully, the mystery is solved. Incorrect choices lead to students starting over to solve the mystery. The lesson meets Arizona Technology Standards 4 and 5. It also meets Arizona State Standards Strand 1 in Reading and Strand 3 in Writing. |
| Square of Life |
Telecollaborative projects are an excellent way for your students to share information with other students around the globe. In this collaborative project, classes around the world share environmental information collected from a specified area around their schools. Students participate in collecting and analyzing data gathered from their own school’s “backyard.” This project is run by CIESE, and has starting and ending dates. Be sure to look for these so you don’t miss the window. The entire project takes approximately 5-7 hours over several days. Meets Arizona State Technology Standards 1, 3, and 4. |
| Squiggle Writing |
Students create a picture from a white paper with a random squiggle line. Once the picture is done, a fantasy story is created to go with that drawing. Once the pictures and stories are complete, then the teacher will host them on their school website or find a site to publish them on. Meets Arizona State Technology Standards 1, 3 and 4. |
| Stock Market Challenge |
The demanding Arizona State Standards require students to begin investigating applying the use of positive and negative numbers in math, and economics in Social Studies. What better way to meet these goals than using the Real-Time Data from the Stock Market? After all, students love to talk about making money! Timing is very flexible! You may have your students track their stocks for five or more days. Meets Arizona State Technology Standards 3, 5 and 6. |
| Synonyms and Antonyms |
This lesson will assist the students with the understanding and practice of both synonyms and antonyms. Meets Arizona Technology Standards 1and 2. |
| Tell Me More About Veteran's Day Launch Page |
This lesson launches students off to a play that involves kids trying to define Veterans Day for themselves. Students will answer questions about this play, then visit another site, containing the lyrics to The National Anthem. This page will require students to embark on a syntax hunt. This web page was specifically designed for limited English speakers. Meets Arizona State Technology Standard 5. |
| Vocabulary |
This lesson will assist the students with the ability to take apart words for better understanding with the use of an electronic thesaurus and dictionary. The students will use a vocabulary list from the Stuart Little novel. Meets Arizona Technology Standards 4 and 5. |
| What is the Climate of Sabino Canyon? |
As a precursor to researching using computer-based text, articles or web pages, young students do not critically read for the information they need. Instead they find their topic or subject and print the entire page or article, thereby wasting the resources and their time. This lesson addresses this concern by developing their computer based reading skills. In this lesson, students will learn to use their computer efficiently and effectively to research from primary sources. Using a cloze activity, the students will locate the web page provided, then read the primary source information and identify the missing words by reading from the web page on the computer. The list of terms they generate will guide them to read from the computer screen and take notes. Then once this skill is developed, the note taking skill can be taught in later lessons. Meets Arizona State Technology Standards 4 and 6. |
| What's Cookin'?(What's for Lunch on the ISS?) |
This International Space Station Real Time Data website provides students with answers to their questions concerning the Columbia tragedy. Meets Arizona State Technology Standards 3 and 6. |
| What's that Shape? |
Prior to this lesson students will have studied the properties of geometric shapes, both two-dimensional and three-dimensional. After reviewing geometric shapes with students through the use of websites and models, students will pick one geometric shape for this project. Using the draw tools in Microsoft Word or Microsoft PowerPoint, students will draw the geometric shape they have picked. This lesson should take three to four hours in the computer lab depending on the student’s grade level. Students will then use the digital camera to take a picture(s) of an object(s) on our campus that has the same geometric shape as their drawing. Finally, students will import this image into a Word or PowerPoint document and write a description of both the geometric shape that they drew and the digital picture of an object that represents this shape. This description will justify their choice of objects in their digital pictures by identifying the characteristics that they have in common. Meets Arizona State Technology Standards 1 and 3. |
| Wonderful World of Weather? |
This lesson is geared for students in intermediate grades and for teachers who want to introduce the phenomena of weather predictions to their students. Students will learn about basic elements of weather through hands-on activities and use of real-time data. With the use of the hands-on activities students will be able to make quantitive weather predictions for local and national weather. The lesson plan, which makes up this real-time data on-line module, has been designed to allow teachers to select, within the module, lessons that fit into their curriculum to allow for flexibility in implementation. Meets Arizona State Technology Standards 1, 3, 4 and 5. |
| Write Your Own Tale? |
Prior to this lesson students will have been involved in two-week unit reading/studying folktales. They will have learned the elements of a folktale, and kept track of reading various folktales from around the world on a map. They will also have had experience comparing two similar tales in a Venn diagram. Class discussions and readings will have occurred before we begin this culmination of the folktale unit. For this lesson students will connect to the Internet, read and analyze stories/folktales written by other students from around the world, then write their own short folktale to be published on line. This lesson will take approximately 6-8 one hour lessons. (One lesson to read/record the tales, one-two lessons to web ideas, one-two lessons to write the rough draft, two to revise and edit before final submission takes place). Meets Arizona State Technology Standards 1, 2, 3, 4 and 5. |
