Ms. Arcenas' Class TRANSFORMS their Thinking!

Inspire. Challenge. Succeed. 

Every Student... Every Heart... Every Mind... We have begun our new science unit, Transformations! Through our participation in investigations, research and shared reading of different science texts, we will push our thinking further about concepts related to energy and matter. 

As we go deeper into our science learning, add new understandings to our Transformations Chalk Talks.

Grade 4, make your note-taking visible... We are using a note-taking see-think-wonder to collect information from the different science videos we watch in class. I wonder, how could we organize the new learning into our Transformations Chalk Talks?

Use a STW to gather information:

• Add key ideas to your SEE
• Provide examples of the key ideas in your THINK
• Write down questions to explore in your WONDER

Our class transformations STW is updated regularly!

Grade 4 practices the Scientific Method...

We are scientists! We are putting what we know about the scientific method into action! During our science block, we introduced the Bottle Rocket Experiment. Using our understanding of energy transformations, we set out to solve the following problem: 

Can potential energy be transformed into kinetic energy?

Lab partners, Jiho and Vincent, work together to practice the scientific method!

Grade 4 unpacked our Transformations Science Experiment Rubric to make sure they have followed the steps of the scientific method during the procedure, but also they have communicated their observations clearly using our expert science vocabulary. 

Grade 4 focuses on procedure and observations

Take a look at Jiho and Vincent's observations. Have they met Grade 4 level for observations? Provide evidence. 

I wonder, what connections could you make to your observations? In what ways is the writing similar? In what ways is the writing different? 

Grade 4 takes on the DESIGN PROCESS... We will use what we know about the design process to make changes to the Bottle Rocket Experiment.

Think back to your observations during Friday's Bottle Rocket Experiment and consider the following questions:

• In what ways did you see Ms. Niru and Ms. Arcenas go through the design process during the experiment? Provide evidence.
• What connections could you make to your participation in STEAM? Provide evidence.

Take a look at the student examples that show the design process in action! I wonder, in what ways have they carefully followed the scientific method?

Applying our Reading and Writing Skills

Grade 4 writes introductions... Now that we have been drafting our chapters for our informations books, we are ready to develop our writing further in order to HOOK our readers!

Teaching Point: Information writers use what they know about narrative and expository writing to hook their readers in their introduction.

Use this anchor chart to identify elements of a hybrid text when reading or writing.

Creating a movie in our readers' minds... We have learned that our introductions should look like a movie trailer - it should include our hook (narrative lens) and preview (expository lens) of what we will be teaching our readers.

Using Ms. Gregory's information book about China, as well as our Bulldog mentor text as a writing examplar, Grade 4 worked in writing partnerships to draft an introduction for her book. 

Read carefully the writing examples below and answer the following questions:

• Could you identify the hook and preview in the different writing examples? 
• Does the writing meet Grade 4 level for LEAD in the information writing rubric? How do you know? Provide examples.
• What writing tools were used to help develop the writing further?

Madalena and Valentina Lima:

Get ready! You are about to travel back in time into China where dynasties ruled over the huge country and millions of people. While you're there, you're going to learn about China's history, communism, and how it impacts the people.

Isabella and Duda:

Imagine ruling over the biggest country in the world, a country where royal families ruled for thousands of years! In the following chapters, you will travel back in time to meet the Chinese government. We will learn about the history of the government, communism, and how it impacts the Chinese people.

Antoine and Jiho:

Did you ever wonder when China's government started? It was centuries ago when Christopher Columbus wasn't even born. It started in 1766 BC (Before Christ). We will learn all about China's government, and also how it started. Secondly, we will learn about China's history. Third and lastly, we will learn about communism and how it impacts China's people.

Same skills, different context... Take a look at how Grade 4 applied the same skills as above and drafted their own introductions to their information books. It what ways does their writing look like a movie trailer? Could you identify the hook (narrative lens) and preview (expository lens) of what they will be teaching their readers?

Nico:

In this book, you will be introduced to a brand new sport where risks always take place. We call it, skateboard. In addition, you will be learning about how to skate, tricks, safety, and last, but not least, half pipe riding, and trust me, that includes risks!

Duda:

Imagine you are in Master Chef Junior. You are nervous and without techniques, and most of all, you don't know how to cook! Pause there, and read this book. You will learn about techniques, how to remember the recipes, and most importantly, to cook with your heart. Now get ready to learn about all of these things in the following chapters!

Grade 4 writes conclusions... Now that we have drafted our chapters and introduction for our book, we are ready to develop to our writing further in order to bring our information writing to an end. 

Teaching Point: Information writers use what they know about hybrid texts to hook their readers in their conclusion for their book. 

Using our mentor text, English Bulldogs, as a writing examplar, Grade 4 worked in writing partnerships to draft a revised conclusion for the same text. Students reread the text, and used text features to add information to their revised conclusion.

The writer wrote an ending that reminded readers of his topic, suggested a follow-up action, and added his thoughts, feelings and questions about the topic at the end.

Students use text features to add interesting information to their revised conclusion.

Read carefully the writing examples below and answer the following questions:

• Could you identify what makes the writing a hybrid text?
• Does the writing meet Grade 4 level for ENDING in the information writing rubric? How do you know? Provide examples.
• What writing tools were used to help develop the writing further?

Sarah and Valentina Livore:

In conclusion, now do you think English Bulldogs make perfect pets? To start, they do not shed a lot or smell too much. In addition, they're not aggressive so they don't bite. Lastly, when you get an English Bulldog, I'm sure you will play with him for hours and hours! Additionally, you can go to bulldoginfor.com for more information.

Arthur and Lara:

English Bulldogs are amazing for many reasons. To start, they live a long time, but, to live, they need special nutrients. Bulldogs can entertain your child for hours and hours! They are also angels in the car. In addition, buying a bulldog is almost like winning a golden ticket because, guess what?... Bulldogs don't bark! Everyone should consider having a bulldog. Last, but not least, if you want more information go to bulldoginfor.com.

Vincent and Gabi:
English Bulldogs are amazing for many reasons. To explain, bulldogs make great pets. For example, they are wonderful with babies, like to travel in cars, don't bark a lot and are fun to be around. In addition, make sure they get proper nutrition and rest so they can live a long time. Plus, they are loyal and relaxed, they don't shed on your clean floor and with just a few walks, he'll be tired. If you want more information you can go to a marvellous site called, bulldoginfor.com.

Ana Claudia and Nico:
I believe the English Bulldog is a great pet. The first reason is that he is brave enough to fight a bull! He does not bark a lot and he likes to travel in cars. He is also a great pet because he is not very active and when he is, his energy ends really quickly. Furthermore, you will love the English Bulldog! In addition, the English Bulldog does not shed a lot. For more information, you shall go to bulldoginfor.com.

João and Luiza:
English Bulldogs are amazing animals for many reasons. For example, with good care, they can live a long time. I believe that in order to help your bulldog to live longer, make sure they get proper nutrition and rest. To add on, bulldogs make amazing pets! An example is that they are wonderful with babies and they like to travel in cars. They also don't bark a lot and are fun to be around. You should consider getting a bulldog. If you want to know more information about bulldogs, go to bulldoginfor.com.

Same skills, different context... Take a look at how Grade 4 applied the same skills as above and drafted their own conclusions for their information books. It what ways is the writing a hybrid text? Could you identify the type or genre of writing that the student used to create his conclusion?

Antoine:
The sport of surfing is the best because of many reasons. For example, its enormous waves, amazing boards and its records of 30 meter waves being surfed, wonderful right?! Oh! I almost forgot about its fabulous history and the amazing evolution of the boards. In my opinion, everybody in the universe should try this wonderful sport. For more information go to: surfscience.com.

Grade 4 gets ready to write their final draft! Take a look at the the English Bulldogs presentation example. I wonder, how could you use the same structure to create your information book presentation? Follow the instructions carefully and be sure to use your time in class and at home efficiently.

The Overall: The writer taught readers different things about a subject. She put facts, details, quotes, and ideas into each part of her writing.

One School. One Community. One Graded.

May-June READING challenge... As we approach the end of the school year, let's continue to persevere and strengthen our reading skills! Below is our last reading challenge for Grade 4! Be inspired... Be challenged, and... Be successful!

Grade 4 is Maracujá... Take a look at Grant's Heart Map below. I wonder, what did he do to create a meaningful heart map of his Maracujá? Use a see-think-wonder to help you make connections.

• SEE - What people, places and/or memories do see that helps you make connections to his Maracujá?
• THINK - What do you think is most powerful about his heart map? What makes you say that?
• WONDER - I wonder, what connections could you make to his Maracujá?

During our Maracujá work sessions, Grade 4 has the opportunity to research and document what they have learned about their passion. The following is Grant's Maracujá process so far!

Grant's research about woodworking 

Grant uses a see-think-wonder to reflect on his Maracujá learning

Grade 4 is STEAM! Grade 4, Our STEAM challenge, Straw Bridge Challenge, has begun! Review our STEAM presentation below in preparation for next session. In teams, you will complete the building of your bridge!

Ask yourself the following questions:

• In what ways could I connect STEAM to The Eagle Way?
• Can I identify specific actions that help us build our classroom community?
• In what ways could my participation in STEAM help me grow as a learner?