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Language Arts
Grade 4
Standard 1: Students engage in the research process
Standard 2: Students engage in the reading process
Standard 3: Students engage in the writing process
Standard 4: Students engage in the speaking and listening process
Standard 5: Students understand media
Standard 6: Students understand and use principles of language
| Standard 2: Students engage in the reading process | ||
| LITERACY/INFORMATIONAL GENRES AND ELEMENTS | FLP Lessons | Lesson Descriptions |
| 4.2.1 - Read for a variety of purposes, including to gain information, for enjoyment, and to form an opinion; i.e., fiction, non-fiction, multi-cultural | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| Chewsy Choices | Students read and perform a play about the five food groups and the nutrients that they each provide for the student's body. | |
| 4.2.2 - Compare and contrast characteristics of fiction; i.e. historical fiction, realistic fiction, short stories, poetry tall tales | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| 4.2.3 - Compare and contrast texts; i.e. of fiction to fiction, fiction to nonfiction, nonfiction to nonfiction | ||
| 4.2.4 - Determine the elements of a fiction test; i.e., setting, character development, rising action, events, problems, resolution/solution | ||
| 4.2.5 - Determine characteristics of expository test; i.e. headings, subheadings, captions, graphics, tables, conventions of print | Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. |
| WORD RECOGNITION/VOCABULARY | ||
| 4.2.6 - Use word recognition strategies to determine the meaning of unfamiliar words and make sense of text; i.e., synonyms/antonyms, homonyms, prefixes/suffixes, words with multiple meanings, context clues | Fruits and Veggies | Students identify and compare fruits and other edible plant parts through a fast-paced game. When necessary they use word recognition strategies to determine the meaning of unfamiliar words. |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Germ Busters | Students conduct an experiment about microbial growth. When learning new terms, word recognition strategies may be used. | |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word recognition strategies might be used. | |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Word recognition strategies are used to determine the meaning of unfamiliar words. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. Word recognition strategies are used throughout the lessons to help determine the meaning of new words. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Recognition strategies may be used when learning the new words. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Word recognition strategies are used to determine the meanings of unfamiliar words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| 4.2.7 - Use reference resources to determine word meaning; i.e. dictionary, thesaurus, glossary | Fruits and Veggies | Students identify and compare fruits and other edible plant parts through a fast-paced game. When necessary they use a dictionary to determine the meaning of unfamiliar words. |
| Seasons Through the Year | Students select and read books about seasonal changes, then share the stories with the rest of the class. | |
| Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. | |
| Germ Busters | Students conduct an experiment about microbial growth. When learning new terms, reference resources might be used. | |
| From Apple Cores to Healthy Soil | Students perform a composting experiment that reveals how soil organisms, temperature, air and water are able to decompose organic waste and enrich soil. Dictionaries are used to determine the meaning of unfamiliar words. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When necessary, the students use a dictionary or glossary to determine the meaning of unfamiliar words. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Dictionaries may be used when learning the new words. | |
| Tree-mendous | Students play a fast -paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. Reference aids are used to determine the meanings of unfamiliar words. | |
| READING STRATEGIES FOR MEANING | ||
| 4.2.8 - Use a variety of text comprehension strategies to improve and monitor understanding; i.e., building background with connections, main idea/details, fact/opinion, predicting, inferring, questioning, synthesizing, analyzing, visualizing/verbalizing | Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. |
| Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. | |
| 4.2.9 - Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy | Root, Root for Life | Students learn about the importance of roots and identify three ways in which roots help plants. When discussing unfamiliar words, word reference aids might be used. |
| Investigating Insects | Students become entomologists by observing insects in their nearby surroundings. After observing and analyzing, they learn by playing a game how some insect interactions can be helpful | |
| Seasons Through the Year | Students read books about seasons, in order to build awareness of seasonal change. | |
| PURPOSE FOR READING | ||
| 4.2.10 - Use reading to be informed, entertained, and persuaded; e.g., role-playing, journals, diaries | School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. |
| Buzzy, Buzzy Bee | Students review the process and sequence of plant pollination. They then play a game in which they pretend to be honeybees and apple trees to continue to learn about pollination. | |
| Chewsy Choices | Students read and perform a play about the five food groups and the nutrients that they each provide for the student's body. | |
| 4.2.11 - Reflect on and respond to texts from various genres and cultures | ||
| Standard 3: Students engage in the writing process | ||
| PREWRITING | FLP Lessons | Lesson Descriptions |
| 4.3.1 - Determine a message to inform, entertain, persuade a specific audience; i.e., factual and personal persuasive, informational, poetry, fantasy | We're Into Pumpkins | Students explore what they already know about pumpkins and imagine all the possible uses for pumpkins, today and far in the past. |
| Germ Busters | Students share their findings on microbial growth on three potatoes (one that has not been handled, one that has been handled with unwashed hands, and one that has been handled with washed hands) in a variety of ways, ranging from illustrations to narrations, all of which can be displayed in the school and community. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| From Apple Cores to Healthy Soil | Students list reasons for recycling organic waste. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 4.3.2 - Demonstrate planning ideas to organize thoughts before writing; e.g., webbing, listing, graphic organizers, taking notes | School Ground Caretakers | Students find their own special place on school ground and journal thoughts about it. |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| We're Into Pumpkins | Students brainstorm ideas for possible uses of pumpkins. | |
| DRAFTING | ||
| 4.3.3 - Use characteristics of different genres in writing; i.e. factual and personal persuasive, informational, poetry, fantasy | Root, Root for Life | Students observe and explain functions and types of roots. |
| School Ground Caretakers | Students find their own special place on school ground and journal thoughts about it. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| From Apple Cores to Healthy Soil | Students identify organic wastes and identify reasons for recycling it. | |
| Investigating Insects | Students observe and record at least five behaviors of insects. | |
| Seasons Through the Year | Students write about aspects of each season in agricultural communities, urban communities & their own communities. | |
| Your School Ground Through New Eyes | Students observe and describe the diversity of plant and animal life found in the school ground area and choose a private spot on the school ground for quietly observing and reflecting. | |
| Banking on Seeds | Students observe and record characteristics of seeds. | |
| Could It Be Something They Ate? | Students record information from experiment with microbes to learn about importance of safe food handling. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Cleared for Takeoff | Students learn about the important roles aviation plays in agriculture, as well as the requirements for a career in aviation. Students also compose two entries in a pilot log book. | |
| 4.3.4 - Organize and develop ideas by writing at least three paragraphs with topic sentences and supporting details | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| 4.3.5 - Use indentation, capitalization, and punctuation to write a paragraph | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| 4.3.6 - Incorporate vocabulary in writing | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Root, Root for Life | Students observe and explain the function and types of roots. | |
| We're into Pumpkins | Students will describe pumpkins, including their parts, colors, sizes and shapes. They also learn new words for describing pumpkins. Dictionaries may be used when learning the new words. | |
| Let's Celebrate! | Students gather and analyze information about favorite celebrations and describe three or four things people do to celebrate. | |
| From Apple Cores to Healthy Soil | Students keep an observation log of a composting experiment. They incorporate the new vocabulary they have learned into the log. | |
| School Ground Caretakers | Students incorporate vocabulary into their journals as they observe and reflect about their school ground from their own special place. | |
| Germ Busters | Students record observations of a controlled experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| Seasons Through the Year | Students write about aspects of each season in agriculture communities, their communities and urban communities. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| REVISING | ||
| 4.3.7 - Review and monitor a written piece for organization, elaboration, description, clarity, and syntax to improve fluency and meaning | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. |
| 4.3.8 - Revise written text based on feedback from peer and/or teacher conferences | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. |
| EDITING | ||
| 4.3.9 - Use proofreading marks to edit written test for capitalization, punctuation, spelling, sentence structure, paragraph indentation | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| 4.3.10 - Use reference tools to edit writing; i.e., dictionary, thesaurus, word wall, classroom library, and word processor | Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| FINAL DRAFT | ||
| 4.3.11 - Compose written text that demonstrates understanding of purpose and audience using a specific genre of writing; i.e. fantasy, factual, and personal persuasive, poetry, informational | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| PUBLICATION/PRESENTATION | ||
| 4.3.12 - Share a final copy with peers, teachers, and/or family members | ||
| 4.3.13 - Evaluate writing process/product using a variety of assessment tools; e.g., checklist, rubric, conferences | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Seasons Through the Year | Students write and illustrate books with pages representing each seasons unique offerings. The book is graded with a rubric. | |
| Expression Connection | Students write poetry using words and ideas from a word association game about farming. | |
| Standard 4: Students engage in the speaking and listening process | ||
| PLANNING FOR AN AUDIENCE/PURPOSE | FLP Lesson | Lesson Description |
| 4.4.1 - Organize oral presentation to inform, demonstrate, entertain, or persuade from an organized plan; I.e., factual and personal persuasive, informational, poetry | Let's Celebrate | Students discuss the reasons people celebrate and how they celebrate. The students also interview friends and family members about favorite holidays. They then share the stories orally. |
| School Ground Caretakers | Students collect objects from their school ground and then present their object to the class. | |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| Gifts from the Sun | Students role-play the components of photosynthesis and discuss the importance of photosynthesis to plants and other living things. | |
| 4.4.2 - Develop a presentation to inform, demonstrate, persuade or entertain; i.e., factual and personal persuasive, informational, poetry | Let's Celebrate | Students share stories about friends and family members favorite holidays. |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| Gifts from the Sun | Students role-play the components of photosynthesis and discuss the importance of photosynthesis to plants and other living things. | |
| VERBAL AND NONVERBAL COMMUNICATION | ||
| 4.4.3 - Demonstrate appropriate speaking vocabulary | Fruits and Veggies | Students learn to distinguish between fruits and vegetables and use appropriate terms to describe them. |
| Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. | |
| Expression Connection | Students share "farm stories" as an intro to word associations and writing poetry about farming. | |
| From Apple Cores to Healthy Soil | Students discuss their findings in a composting experiment. They use the new vocabulary that they have learned when doing so. | |
| Seasons Through the Year | Students use the appropriate terms when discussing the characteristics of different seasons. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. When discussing the processes, the students use appropriate speaking vocabulary. | |
| We're Into Pumpkins | Students learn and use appropriate terminology regarding pumpkins and vegetables and use the appropriate terms to describe them. | |
| 4.4.4 - Use pitch, volume, and tone appropriate to the speaking situation | Chewsy Choices | Students perform a play about the foods eaten at a family dinner and learn about the nutrients provided by each food. |
| 4.4.5 - Use body language, such as posture or the use of gestures, as a form of communication | Chewsy Choices | Students perform a play about the foods eaten at a family dinner and learn about the nutrients provided by each food. |
| CONVERSATION, GROUP DISCUSSION, AND ORAL PRESENTATION | ||
| 4.4.6 - Participate as an active listener and speaker in group discussions ***(While all Food Land People lesson provide opportunities for group discussions, these are the lessons that best utilize discussion.) | Chewsy Choices | Students discuss the food pyramid. |
| Let's Celebrate | Students discuss their own favorite holidays and the meanings of these holidays. They also discuss harvest celebrations. | |
| Tomatoes to Ketchup, Chickens to Omelettes | Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze and discuss the processes raw foods undergo when processed. | |
| We're Into Pumpkins | Students discuss the origin and uses of pumpkins. During a brainstorming activity they imagine all the possible uses of pumpkins, today and in the distant past. The class then shares their ideas with each other. | |
| School Ground Caretakers | Students discuss the importance of school ground and respecting it. | |
| Seasons Through the Year | Students discuss the characteristics of the four seasons in order to build awareness of seasonal change. | |
| Root, Root for Life | Students discuss ways in which roots help plants, explain how roots help the soil and tell why roots are important to people. | |
| Fruits and Veggies | Students discuss differences between fruits and vegetables | |
| Don't Use It All Up! | Students discuss the many ways in which water is used and the effects that the demands of a large population have on natural resources. Students also discuss how everyone can conserve or give water back to the environment. | |
| Germ Busters | Students discuss the effects of germs in their lives and the role hand washing plays in preventing illness. | |
| Buzzy, Buzzy Bees | Students play a game that teaches them about plant pollination and discuss the important role bees play in the process. | |
| From Apple Cores to Healthy Soil | Students discuss how organic waste is decomposed and enriches the soil. | |
| Perc through the Pores | Students describe and discuss three main types of soil particles. | |
| Banking on Seeds | Students discuss the history and present day importance of seeds. | |
| Could It Be Something They Ate? | Students discuss the importance of safe food handling and analyze their own and others behavior to determine who might get sick from contaminated foods. | |
| Feed the Need | Students discuss all aspects of hunger in groups and report to the class | |
| Gala Fiesta Jamboree | Students discuss and plan their own celebrations in diverse cultures, their class and their local communities. | |
| Investigating Insects | Students discuss ways in which some insects are beneficial to people. | |
| Nail by Nail, Board by Board | Students explore and discuss what shelters are made of, where building materials come from and associated careers. | |
| Step by Step | Students discuss the diversity of occupations involved in the path of production and why they are important to the overall process and the final product. | |
| Standard 5: Students understand media | ||
| MEDIA GENRES | FLP Lesson | Lesson Description |
| 4.5.1 - Recognize existing and developing media | ||
| 4.5.2 - Describe characteristics of common types of media; e.g. books, magazines, newspapers, cartoons, radio, television, films, electronic sources | ||
| USING MEDIA FOR A PURPOSE | ||
| 4.5.3 - Construct samples of different media genres to inform, entertain, advertise, or persuade an audience | ||
| Tomatoes to Ketchup, Chickens to Omelettes | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. They analyze the processes raw foods undergo when processed. | |
| Be Label Able | Students use information obtained from several cereal boxes to design and market a new healthy cereal. | |
| 4.5.4 - Evaluate media products produced by peers or self | Be Label Able | Students use information obtained from several cereal boxes to design and market a new healthy cereal. |
| INTERPRETING MEDIA | ||
| 4.5.5 - Analyze media content for meaning; i.e., main idea, supporting details, fact and opinion, propaganda, and persuasion | Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. |
| 4.5.6 - Describe media production techniques and formats; e.g., images and symbols, basic propaganda and persuasion, poser, slide show, brochures, and newsletters | ||
| Standard 6: Students understand and use principles of language | ||
| LANGUAGE CONVERSIONS/MECHANICS | FLP Lesson | Lesson Description |
| 4.6.1 - Use parts of speech; i.e., regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions | Chewsy Choices | Students learn about the five food groups and then record meals and evaluate whether they need to make changes in their diet. They also perform a play through which they learn what nutrients each food group provides to them. |
| Germ Busters | Students make predictions for a controlled experiment, the record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. | |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 4.6.2 - Use subjects and predicates in simple and compound sentences | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 4.6.3 - Use appropriate verb tenses | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 4.6.4 - Use capitalization; e.g., proper nouns, titles of books, magazines, newspapers, musical compositions | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 4.6.5 - Use conventions of punctuation; i.e., ending punctuation, commas - with a conjunction and contractions, apostrophes in the possessive, underlining, quotation marks, italics for titles of documents, parentheses | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| 4.6.6 - Use principles of spelling; e.g. double final consonant following short vowel, roots, suffixes, prefixes | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |
| FIGURATIVE LANGUAGE | ||
| 4.6.7 - Use and interpret similes, metaphors, alliteration, onomatopoeia, and idioms | Germ Busters | Students make predictions for a controlled experiment, then record observations of the experiment over a period of three weeks. They then write their conclusions and what they have learned from the experiment. |
| School Ground Caretakers | Students observe and collect items on the school ground, choose their own special place, and work with school groundskeepers to be respectful caretakers of their outdoor environment. Students journal about their observations and reflections when in their own special place. | |
| Let's Celebrate! | After studying celebrations from a variety of cultures, students write a description of a celebration that would be meaningful to them. | |