Researching about Natural Resources

4HR is beginning our summative assessment for our Where you live impacts how you live unit. We will be sharing our learning about:

Resources: natural, capital, human

Needs & Wants

Trade & Scarcity

Supply & Demand

Consumers & Producers

After choosing a natural resource to investigate, each student will use their Nonfiction reading skills to find important information. Here are our list of resources to use:

Encyclopedia Britannica 

username: panthers 

Choose to read at Elementary level first. You can choose to challenge yourself at the Middle or High school level after getting the important information from the Elementary level. This resource will be the most helpful, so start and stay here!

Big Universe

Username: student panther apps

Password: student panther apps

Group Username: libiskl

Your resource may have its own book on Big Universe. This your second stop for researching. 

Appropriate Google Search

This is the last resort for finding information. You will need to take your time sorting through information, too high, too low reading levels, and unimportant details. Use the other resources first.

-Oil for kids

-Oil - natural resource

Trade Routes

Trade Map

This resource is tricky to use, but gives you great information about the consumers of your country's natural resource. 

Other possibilities -no guarantee of finding anything related to your research.

Natural Resource Maps - website

Country Profile- National Geographic - Can read to find out what natural resources the country has.

Africa Natural Resources - Commodities

CIA Country Fact Book

Natural Resource - World Map

Natural Resource - World Map 2

Our investigations

Sean, Connor & Jamie - diamonds in Canada

Zaaviar & Sissi, Carmen, Emily- gold in China

Miguel - fruit in Spain

Mason - gold in California

Victoria, Eva & Carol - lumber

Ryan & Mihir- diamonds in Botswana

Sarah - Iron in the UK

Caimi - UK

Sarah - cattle

Elin - lumber in Nordic countries

ZY - fishing in Norway

Amaan - diamonds in Russia

 

Nonfiction Reading Strategies

Grade 4 has been working on developing our Nonfiction Reading Strategies. Our big foci have been word attack skills, interpreting visual information, determining main idea and detail, and merging information through synthesizing. 

We have been collecting ThinkMarks aligned with this rubric throughout our Nonfiction reading unit. Now we are going to create a video explaining our thinking about Nonfiction texts and our great strategies with the world.

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Consolidating Our Knowledge of the Rock Cycle

4HR got to experience the rock cycle last week in the Science Lab. This week we are going to review our learning and share it out! Use one (or more) of the resources below. Then pick one way to share your learning.

BrainPop Rock Cycle video

PowerScienceKnowledge

World Book


Options to show your learning

Share a rock cycle demonstration (ideas at PowerScienceKnowledge)

Take the BrainPop quiz (and email Ms. Heather your results)

Make a BrainPop idea map (and take a screenshot and add it your Google Drive)

Partial Quotient and Math games

4HR is learning how to use the Partial Quotient Method to divide large numbers. Here is a tutorial explaining the steps to using the Partial Quotient Method.

In class you will be practicing the Partial Quotient Method, as well as reviewing all operations and pattern finding. Go to this link to practice the Operations and Algebraic Thinking games.

One Day, Many Holidays

Today people of different faiths are celebrating different holidays. Muslims have begun the annual pilgrimage to Mecca called the Hajj. In Malaysia, we celebrate Hari Raya Haji. Jews, who believe in Judaism, are celebrating Yom Kippur. Let's learn more about these important holidays and rituals.

Hajj 360 video

Yom Kippur ceremony and rituals

Sorting Out Information about Beliefs and Values

Yesterday, we found out some key information about the three major religions in Malaysia: Hinduism, Buddhism, and Islam. Today we are going to be using BrainPop to answer our individual questions.

1) It is important to identify your curiosities.

2) Then choose a video that you think will give you more information.

3) Record this new information on your note taking sheet.

What did we learn?
Adam: Does Ravanna control all 10 of his heads? Or do his heads have different souls. Ranvir told me Ravanna controls all his heads.
Jacob: When/where did these religions originate? Hinduism (1,500 BC) and Buddhism (4th or 5th century BC) in India, Islam in Saudi Arabia (610 -632 AD)
Linh: Where does the swatik come from? India, but I am curious about where in India.
Colin: What do Hindus celebrate? Diwali, Deepavali
Beckett: Why is Buddhism one of the largest in numbers? It spread to China from India, so a lot more people believe.
Jack: How many types of thilaks are there? Ranvir showed me two.
Rea: What does Aum or Om mean? It is a Hindu symbol and comes from India.
Juliette: What does the swatik mean? It is connected to __________.
Leila: What is Hinduism? It is a religion that some Indians practice.
Aron: What do we call people who don't believe in gods or supernatural? I found out they are called atheists.
Alicia: Why do we celebrate Deepavali? To remember the return of the ancient king Rama and his defeat of Ravanna.
Mikaela: Why do Hindus wear thilak? Ranvir told me it shows respect to the gods and on praying days and celebrations.
Joshua: Why is Hanuman so important? Is Hanuman the monkey king? I found out Hanuman is the monkey king, and he is important because he helped Rama to defeat Ravanna.

Still curious about:
Linh: Where does the swatik come from?
Tessel: Why do most Hindu gods have an animal?
Jack: I am wondering if there are more than two types of thilaks.
Rea: Where does Om come from in India?
Leila: What is Buddha?
Julie: What animals do Hindu gods have?
Alicia: Why did they chop of Ganesha's head and replace it with an elephant?
Ranvir: Bhaidooj, what is this? I saw it on BrainPop.

What Do Ads Tell Us about Beliefs and Values?

We are inquiring into the beliefs and values of our families, our classroom, and our school. One way to find out about beliefs and values is to look at advertising. What does this advertisement tell us about the beliefs and values of Disney World?

Writing Blog Posts

Today 4HR is reading blog posts and deciding what makes a blog post excellent. We have read three exemplars and compared them. We asked ourselves What information should a blog post have? and What should a blog post look like? In groups, we recorded our ideas on post-its to share with the whole class. Then, we created a blog checklist to help bloggers always write excellent posts.

Soon 4HR will be blogging! It is important that we know what to include and what to avoid. Our purpose for blogging is to attract an audience and share information. If we write posts that are hard to read, understand, or look at, then our audience might not learn from the post. We take our blogging seriously!

In the future, help us by commenting on what we did well and what we can improve on! It takes helpful editors and peer revisers to make sure our blog posts are excellent.

Image source