We’ve started equivalent fractions! On day one, we created number lines and art showing the equivalent fractions with halves, fourths, eights and sixteenths. After folding paper and cutting it, we’ve created some pretty cool pieces. I spy a snail and a dog with its own house!
“Kinder than is necessary. Because it’s not enough to be kind. One should be kinder than needed.”
We read the novel Wonder, and we all would agree that the book and movie was WONDERful. I think we will always carry Auggie in our hearts.
Over the past few weeks, the students have been learning the process of the digestive system. Students studied the different styles of the famous artist, Van Gogh, Dali, and Picasso and then created the parts of the digestive system. Look carefully- Do you notice which style is whose? Can you find the liver, pancreas, large intestine or any other parts of the digestive system?
Students created a dance, but not just any dance! A dance that showcased particular muscles! Students learned about leading as a dance term and discussed what movement would look like if you were to lead with a particular bone. (We have previously learned all about the skeletal system. We’re pros at that now.) Students then created a dance in groups to jazz music while showcasing four muscles. The audience determined what muscle they were leading with!
While learning between incomplete and complete stages of metamorphosis, students compared it with the evolution of music. Students watched the video, Evolution of Music by Pentatonix, and looked for ways that music has changed since the beginning of time. From the beginning years of humming and chants, to adding additional voices and then instruments, the students saw and heard the evolution of music. Then in small groups, the students watched a quick metamorphosis video of either a grasshopper, salmon fly, or butterfly where they had to identify if the insect uses complete or incomplete metamorphosis. Students then presented their insect through the progression of music. The presentations started as the reader chanted the reading of the story of their insects’ life cycle. Students added voices and instruments as the progression of the stages deepened as the cycle continued along with showing their knowledge of the evolution of music.
I think that it was a good lesson! It was also a creative lesson! My favorite part was when she let us do the music with the instruments. I loved watching the video too. – Laila
My favorite part about this task is that we learned metamorphosis through music. – Arberney
I liked the part when we played our insects metamorphic cycle with music.- Kaylen
We have started our year learning about us….as in MISSISSIPPI! Did you know that our state can be broken into TEN geological regions? Our fourth graders do! We know their location, and why each region is grouped by that REGION! We have made personal watercolor maps using inspiration from Walter Anderson, a famous artist from our state, using his seven motifs design. We have even used dance to help us remember the geological regions. And we have partnered with Mr. Bryant, our visual art specialist, to create a permanent display for our campus! Look at this amazingly huge meaningful piece of work! Students used materials from each region to create a special textural design for its own representation, and its correct location. It’s the GEOLOGICAL REGIONS of Mississippi, y’all!
Listed below are a few important dates that you need to know!
Writing State Testing-
4/26 Ivy, Watts and Schipke
Math State Testing-
5/1 Watts and Schipke
Math Performance Based State Testing-
5/10 Watts and Schipke
4th Grade Famous Artist Wax Museum
5/10 at 1:00
3rd and 4th Grade Awards Day
Mr. Bell, our visual art teacher, taught us about a style of abstract painting called Color Field that was made popular by Barnett Newman in the 1950’s which lead to the style of the term Abstract Expression. We looked at some of his works and realized that some of his works seemed to have tints and sharp angles. The students were then given a degree of an angle. They had to find their missing angle by subtracting from their total. For example, 90 degrees was their total measurement of their paper, and they might have been given 75 degrees. The students then used their protractor to find their answer and draw the angle. In this case, the student would draw 15 degrees angle using the protractor. The students when created their own example of the style of Color Field by making tints with the color of their choice.
We have been studying equivalent fractions for the past few days. We wanted to challenged the students to make something artistic while using fractions. We learned about different ways that you could use trash and make it into art. We looked at works of art from real artist from all over the world, and we found it very interesting. So we complied a load of trash and wrote fractions on them. We had boxes, plastic bottles, and other goodies. Then the students were given a sheet where they had to find equivalent fractions by multiplying or dividing. Their answers to the problems were specific body parts they needed in order to make their robot. If they couldn’t find the equivalent fraction, then they wouldn’t be able to find their trash part that had their fraction written on it. As they did their math, they found their parts, and we glued them together. We chose to spray paint the final pieces so they looked a little more uniformed and not so much like trash.