To do January 31st

1. Reading Log- Due Monday with three reflections
2. Get signed- Math-Time and Money, Health, Gym, Social Studies
3. Summary Planning Page (Dog Article Grade 4 and Sniff Sniff Grade 5)
4. P.A. day Tomorrow

To do January 29th

1. Read
2. Grade 5 Sci- Types of energy
3. Music Composition- Tomorrow
4. Art warm and cold with questions- Thursday

Grade 4 Rocks and Minerals Study Guide

To do

1. Read- Reading Log Monday ( 3 reflections)
2. Warm and Cold Art with Reflection Tomorrow
3. P.A. Day Friday

Have a Great Night

How to use the MOHS scale

To do January 28th

1. Math Money Check for Knowledge Tomorrow

2. Sci- 3 types of rock page Grade 4

3. Art- Warm and cold with questions answered - Thursday

4. Music Composition- Wed

5. Read
6. Bring a new fruit or vegi for tomorrow for healthy snack day

Keep your eye on the buses for tomorrow

Art Review Questions

Art Review:

What warm colours did you choose? (list the colours)

Why did you choose them? (What did they make you feel and why did you choose them) (APEC)

What do you want others to feel who look at your art and why? (APEC)

What cool colours did you choose? (list the colours)

Why did you choose them? (What did they make you feel and why did you choose them)(APEC)

What do you want others to feel who look at your art and why?(APEC)

Healthy Eating Posters

Please make sure your healthy eating poster has your name on it on poster my wall under Class Healthy Eating Plan as I am marking them today.

Mr. Hussey

To do January 25th

1. Read
2. Math Gr. 4 pg 218-219 Q 1,2,4,6 Gr 5. 207 Q 2-5
3. Exit card info-graphics
4. Kindness Assembly Monday- Please wear your kindness shirts. (or black and pink)
5. Presentations Monday- Maia, Julia, Nicholas, Marcus


Have a great weekend and see you all Monday! 

Math HW pages

Sorry for the late post here are the pages.

Summary Articles: Grade 4 and 5

we will be working on these on monday

Grade 4

Dogs send messages with their tail-wagging

Published: November 4, 2013

The way Fido wags his tail might reveal more about him than you know. Just ask another dog.

A few years ago, researchers discovered a difference in how dogs wag their tails. When a dog sees something positive, such as its owner, it tends to wags its tail more to its right. The wagging tends to go left when it sees something negative, like an unfamiliar dominant dog.

Now, the same Italian researchers report that other dogs pick up on that difference, and it’s reflected in their behavior and even their heart rates.

Experts say the tail-wagging difference appears to be one way that dogs figure out how other dogs will respond to them.

“It’s just fascinating that dogs pick up on it,” said Evan MacLean, co-director of Duke University’s Canine Cognition Center. For humans, he said, “it’s a difficult thing to see.”

MacLean was not involved with the study, reported Thursday in the journal Current Biology.

Giorgio Vallortigara of the University of Trento in Italy, an author of the study, said Fido is not deliberately sending a message. Instead, he said, the tail-wagging behavior comes from how different emotional cues activate different parts of the brain.

For the study, Vallortigara and co-authors used videos of a dog or its silhouette (that’s like a shadow) wagging its tail mostly to one side or the other, or not wagging at all. They showed the videos to 43 dogs, including such breeds as Rottweilers, beagles, boxers, border collies and German shepherds as well as mutts.

When the dog in the video wagged mostly to its left, the sign of a negative response, observer dogs tended to have faster heartbeats than when it wagged the other way or not at all. Their behavior also indicated a higher degree of stress.

Alexandra Horowitz, who studies mental abilities of dogs at Barnard College in New York, said that the wagging difference is probably not a primary signal between Fido and Rover in daily life, but it may play a minor role.

Grade 5 Article

Sniff, sniff: New form of animal communication discovered

Date: March 7, 2013

Sniffing, a common behavior in dogs, cats and other animals, has been observed to also serve as a method for rats to communicate -- a fundamental discovery that may help scientists identify brain regions critical for interpreting communications cues and what brain malfunctions may cause some complex social disorders.

Researchers have long observed how animals vigorously sniff when they interact, a habit usually passed off as simply smelling each other. But Daniel W. Wesson, PhD, of Case Western Reserve University School of Medicine, whose research is published today in Current Biology, found that rats sniff each other to signal a social hierarchy and prevent aggressive behavior.

Wesson, who drew upon previous work showing that, similar to humans, rodents naturally form complex social hierarchies, used wireless methods to record and observe rats as they interacted. He found that, when two rats approach each other, one communicates dominance by sniffing more frequently, while the subordinate signals its role by sniffing less. Wesson found that if the subordinate didn't do so, the dominant rat was more likely to become aggressive to the other.

Wesson theorized the dominant rat was displaying a "conflict avoidance signal," similar to a large monkey walking into a room and banging its chest. In response, the subordinate animal might cower and look away, or in the case of the rats, decrease its sniffing.

"These novel and exciting findings show that how one animal sniffs another greatly matters within their social network," said Wesson, an associate professor of neurosciences. "This sniffing behavior might reflect a common mechanism of communication behavior across many types of animals and in a variety of social contexts. It is highly likely that our pets use similar communication strategies in front of our eyes each day, but because we do not use this ourselves, it isn't recognizable as 'communication'."

Wesson's findings represent the first new form of communication behavior in rats since it was discovered in the 1970s that they communicate through vocal ultrasonic frequencies. The research provides a basis for understanding how neurological disorders might impact the brain's ability to conduct normal, appropriate social behaviors.

Wesson's laboratory will use these findings to better understand how certain behaviors go awry. Ultimately, the hope is to learn whether this new form of communication can help explain how the brain controls complex social behaviors and how these neural centers might inappropriately deal with social cues.

Wesson's research is supported by grants from the National Science Foundation, #IOS-1121471, the Mount Sinai Health Care Foundation and the University Hospitals Case Medical Center Spitz Brain Health Fund.

Geometric Shape Picture

Rock Types

Watch these videos and then fill in the question page.- This is For Monday January 28th

Analysis Infographic

We will look at these on Monday

To do January 23rd

1. Read
2. Math- Grade 4 pg 215 Q-1,3,4,5 Grade 5- Pg 204 Q 4,5,7, 8
3. Jersey Day Friday
4. Shirts off Their Backs- Tomorrow

Music Composition Assignment

Composition Assignment

Task:

In this assignment, students will be asked to create a short composition using bucket drums.  Students will be asked to hand write their composition. A minimum of two periods of class time will be given to review proper notation, rhythm, and to answer questions students may have.  The goal of the assignment is to appreciate their own musical skills using both critical and creative thinking.

Process:

1. Compose a piece of music that is at least 4 bars in length for bucket drumming;
2. Write a  time signature, instrument, title, and your name;
3. Whole, Half, Quarter, Eighth Notes, Sticks, and equivalent Rests may be used;
4. Be sure rhythm matches the appropriate time signature;
5. Label what hand you would like the player to hit the drum with

Rubric:

Category	Level 4	Level 3	Level 2	Level 1
Knowledge & Understanding	All notes are written neatly using proper notation. All measures have the correct # of beats and a variety of notes and rhythms are used.	Most notes are written neatly using proper notation. 75% of measures have the correct # of beats and a couple notes and rhythms are used.	Some notes are written neatly using proper notation. 60% of measures have the correct # of beats and a couple different notes are used.	Very few notes are written neatly using proper notation. 0-50% of measures have the correct # of beats and 1 or 2 different notes are used.
Thinking	The composition was very creative, clean/ easy to read, and included all required elements.	The composition was creative, clean/easy to read, and included most of the required elements.	The composition was somewhat creative, somewhat easy to read, and included some of the required elements.	The composition was somewhat creative, difficult to read, and included little of the required elements.
Communication	Score is very neat and all required elements are included: Title, Composer, Instrument, and Time Signature. Striking hand is included	Score is neat and most of the required elements are included. Striking hand is often included	Score is somewhat neat and some of the required elements are included. Striking hand is sometimes included	Score is messy and little of the required elements are included. Striking hand is not included
Application	Knowledge and skills (concepts, strategies, process, and techniques) can be transferred to new contexts.	Most knowledge and skills can be transferred to new contexts.	Some knowledge and skills can be transferred to new contexts.	Little knowledge and skills can be transferred to new contexts.

Bucket Drumming Rubric- Playing

	Level 1	Level 2	Level 3	Level 4
Tempo	Lacked consistent tempo.	Tempo difficulties throughout performance.	Slight tempo imbalance during performance.	Steady tempo throughout entire performance.
Rhythm	Performance has many errors.	Several errors causing a disruption to the rhythmic flow.	Very few rhythmic inaccuracies; mistakes were not distracting to the overall composition.	All rhythm patterns were played without mistake and with confidence.
Notation (rhythmic notation, time signature, beats per measure)	Off time with music	Off time with some music	On correct time most of the time	Correct throughout the entire piece of music
Use of Class time	Has trouble focusing in class and rehearsing respecting others and the instruments	Focuses sometimes. Needs reminders to listen	On tasks and rehearses well most of the time	On task all the time uses rehearsal time well.

Comment:

Sci Rocks and Minerals: Day 1

Definitions of Rocks and Minerals

Minerals: Made up of one pure substance

Rocks: Made up of two or more minerals 

Rocks and Minerals Game

Rocks and Minerals Game

Infographic: Example

What Makes a Good Summary

What Makes a Good Summary

Math Homework pages- Jan 23rd

Grade 4

Grade 5

Rules for Rounding Money

Non Fiction Lesson 5

Please answer the following in your writing notebooks ( we will be completing this on Wed and Thurs)

Check Comprehension of the nonfiction text "Stopping a Toppling Tower":

1. Why is the Leaning Tower of Pisa so famous?
2. What was the problem with the tower?
3. How did the engineers solve the problem?
4. Which text features did you find most helpful?
5. What clues in the article helped you figure out the text structure?

Write two or three sentences about the article: Include the following

What happened to make the Learning Tower of Pisa dangerous?

What was done to make the tower safe again?

To do January 21st

1. Read
2. Shirts off their backs- Due Thursday
3. Social Studies Quiz- Tomorrow

Have a Great Night!

Hints for Social Studies Quiz

Substance Abuse: Day 1 Health

Hooked on Me

“The truth is, you need me. You can’t even make it through a single day without me. You take me everywhere you go. If you forget me, you feel nervous and worried until you find me again. When you wake up in the morning, the first thing you think about isn’t breakfast or what you are going to do after breakfast. You think about me. You want me. You have to have me. Because you want me so much, you don’t notice or care that I am also making you sick. You don’t mind that I make you cough and that I hurt your throat, your lungs and the rest of your body. You just want to have me around, close by, all through the day. Who am I?”

Presentations Monday

Reminder to those presenting Monday for My Love of Reading! Have a great weekend!

William, Joelle, Anderson, Paige

Social Studies: Brain storming to study from

To do January 17th

1. Read
2. Shirts off their backs- Wednesday 
3. Study for social studies- Quiz Tuesday
4. P.A. day tomorrow
5. Scholastic due by lunchtime tomorrow online (12:10 pm)
6. Jersey day January 25th
7. Signed work for Monday- Math, Social Studies, Letter
8. Math work page Grade 4 and Grade 5 (Do not have to do show what you know)

Bucket Drumming; Black Belt

Math: January 17th

Your job is to make a schedule of your day. It needs to have at least 5 things you do and have at least 10 min of travel time between activities. One example has been included for you. Grade 4’s need to use am and pm grade 5’s need to use 24 hr time.

Activity	Start Time	End Time	Travel Time
Have Breakfast	7:00 am /07:00	7:30 am /07:30	10 min
Go's to the bus stop	7:40 am /07:40	7:45 am/07:45	15 min
Arriving to school	8:00 am/08:00	8:30am/08:30	5 min
Math	8:35am/08:35	9:30 am/09:30	10 min
Library	9:40am/09:40	10:10am	5 min
Snack Recess	10:15am

1. Read
2.  Shirts off their backs good copy- Monday
3. Health- Thursday (Poster my wall)
4. Grade 4 Social Studies unit 10, 16,17- Thursday (we will also work on this in class)
5. Scholastic due Friday
6. Jersey Day January 25th
7. P.A. day Friday
8. Signed work- Math, Social Studies and Letter

To do: January 15th

1. Read
2.  Shirts off their backs good copy- Monday
3. Health- Thursday (Poster my wall)
4. Grade 4 Social Studies unit 10, 16,17- Thursday (we will also work on this in class)
5. Scholastic due Friday
6. Jersey Day January 25th

Bucket Drumming Red Belt

To do January 14th

1. Read
2.  Shirts off their backs rough copy- Tuesday
3. Health- Thursday (Poster my wall)

Non Fiction Lesson #4