This test will be about food chains, food webs, producers, primary consumers, secondary consumers, decomposers, physical traits of animals, changes in ecosystem and positive human impact on the environment.

Students have study tools in their science notebooks, websites, internet games, and songs.

Compound Words

paperweight

overhead

backyard

grandparent

waterproof

popcorn

undertake

blindfold

bookcase

yourself

negative

positive

repel

magnetism

attract

force

Contractions

I’ve

would’ve

they’d

he’d

that’ll

you’re

they’re

she’ll

we’d

could’ve

reflection

symmetry

positive numbers

negative numbers

rotation

The ribbon was cut by our PTA president, Mrs. Makled, and the sales began.

There are some great sites the kids have found to practice this science concept.  Please take the time and learn more.

https://www.iknowthat.com/ScienceIllustrations/foodchains/science_desk.swf

https://coolclassroom.org/cool_windows/home.html

https://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.swf

https://cashmancuneo.net//1games/foodchain.swf

https://www.brainpop.com

interactivesites.weebly.com/food-chains.html

https://ecokids.ca/swf-files/gamesPage/chain_reaction.swf

https://schools.bcsd.com/fremont/4th_Sci_Life_food_chains.htm

https://www.cserc.org/sierra-fun/games/build-food-chain/

The students will write an informative text to examine a topic and convey ideas and information clearly. They picked their topic and they need to find an article or book to use for their writing.  Below are the skills that they need to use for this informative piece. We have been working on these all year.

• Collect and organize facts from various sources
• Define content specific words using a glossary, dictionary or bold words in text
• Know how to use direct quotes
• Know how to cite sources
• Know how to paraphrase to avoid plagiarism
• Know how to organize information into paragraphs
• Introduce a topic in a variety of ways (Ex.- fact-based question)
• Use headings and subheadings to introduce and organize information
• Use details and examples to develop points
• Use definitions to develop points within the context of the writing
• Use words and phrases to connect ideas within categories of information
• Provide a concluding statement
• Use voice appropriate to purpose and audience
• Revise to ensure that the type of writing (task) and reason for writing (purpose) are clear to the reader
• Give specific suggestions to peers about their writing
• Revise ideas, word choice, and sentence structure to strengthen writing
• Edit to correct spelling, punctuation, and grammar
• Apply word processing skills to type a minimum of one page in a single sitting

Please make sure your company has made enough products for market day.  You don’t want your company to run out of products. Your poster needs to be completed too.

happier

earlier

greedier

emptier

funnier

prettier

friendlier

cloudier

bouncier

fancier

natural resource

capital resource

human resource

consumer

producer

This week’s words are changing the y to i and adding ed.

accompanied, implied, scurried, varied, replied, studied, hurried, notified, worried, applied

Content Area Words:

evaporation, molecules, states of matter, condensation, freezing, melting

The work continues and they made –

2 hair clips

2 bracelets

earrings

necklace

vest, shirt, skirt doll clothes

10 mini drawings

1 poster

3 group posters

9 decorated pencils

10 bags of slime

4 stress balls

10 sports faces

7 cocoa fragrance