Homework
November,
19th, 2014
FOOD CHAINS AND LINKS IN THE FOOD CHAIN
FOOD CHAINS AND LINKS IN THE FOOD CHAIN
Please
answer the following questions regarding the documentary that we watched today:
Food Chains. This is an official QUIZ, so please take your time to get these
answers correct. We are providing a link to the documentary, so that if you
cannot remember the information that you need to answer the question, you will
be able to go back and watch the documentary again in order to find the answer
that you are looking for.
You must
answer the questions in words, but you must also draw a small illustration to
accompany your answers. If the answer to a question was 'duck,' you would need to
write the word 'duck' and then draw a picture of a duck.
1.
Where
does all energy originate? Hint: it is big, yellow and only available during
the day time… Please write the word, and then illustrate it.
2.
Please
write one example of the link in the food chain called FOOD PRODUCERS, and draw
a picture of it.
3.
Please
write one example of the link in the food chain called PRIMARY CONSUMERS, and
draw a picture of it.
4.
Please
write one example of the link in the food chain called SECONDARY CONSUMERS, and
draw a picture of it.
5.
Please
write one example of the link in the food chain called Tertiary CONSUMERS, and
draw a picture of it.
6.
Please
write one example of the link in the food chain called DECOMPOSER, and draw a
picture of it.
Daily Dose
Dear Grade
Four Friends,
We are
planning to have our information session next Wednesday, November, 26th
after our teachers meeting. This will be at about 3:30 depending on the length
of our teachers meeting. We will host it in Mr. Derick’s room.
We will go over our first, Inquiry Unit “Production Culture and Economics” by examining
the Understanding by Design (UbD) curriculum framework and the pedagogy including
the standards that we used to build the unit and to assess the students.
We will show many different kinds of assessments that we engaged the children with
during the Inquiry Unit “Production Culture and Economics.” We will share a wide range of the assessments that we utilized in order to measure student ability and comprehension of the various skills, knowledge
and deep-understandings. These assessments will be both traditional as well as nontraditional
and they will be differentiated in order to provide as much personalization for each child as possible.
We also have a lot of wonderful assessments and activities that we have engaged that will be shown via pictures and video.
We will also try to answer any questions or concerns regarding the ‘Production Culture and Economics’ inquiry-unit and the grade four curriculum and instructional practices as taught via the Understanding by Design framework and inquiry pedagogy including highly personalized (student centered) differentiated assessments: formative and summative.
We also have a lot of wonderful assessments and activities that we have engaged that will be shown via pictures and video.
We will also try to answer any questions or concerns regarding the ‘Production Culture and Economics’ inquiry-unit and the grade four curriculum and instructional practices as taught via the Understanding by Design framework and inquiry pedagogy including highly personalized (student centered) differentiated assessments: formative and summative.
We will provide a brief introduction to the next Inquiry Unit titled, “Life Cycles.”
We hope that you can all make it.
We hope that you can all make it.
In the
future, we will plan a big, end-of-unit party (BBQ or something) to celebrate the
children’s learning, and to build meaningful relationships and an overall positive culture-of-learning within our grade four
learning community. In December, we are planning to have a play to perform for you all,
and we are working on a Christmas Song and poetry reading… This will be good!
POETRY READING
November, 20th
@ 1:30
NIS Auditorium
No comments:
Post a Comment