4th Grade - Day 8 Name: Room# 

Lesson Title:​ ​Living Things

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Science 4-LS1-1 Construct an argument that plants and animals have internal and external  ATES
structures that function to support survival, growth, behavior, and reproduction. 
Disciplinary Core Idea (Content): ​ Plants and animals have both internal and external 
structures that serve various functions in survival, growth, behavior, and reproduction.

Objective SWBAT…
1. Identify features of plants with seeds.
2. Give some examples of plants that have seeds.

I Can statement I can identify features of plants with seeds.

I can give some examples of plants that have seeds.

Materials paper/notebook, pencil, pen, crayons, color pencils or markers

Vocabulary embryo, flower, fruit

INTRODUCTION:
1. In the box below, write a list of foods with seeds.

2. Look at the pictures in your science textbook Chapter 1 Lesson 3 “What Are Plants With
Seeds?” on pages A20-A23.
TEACH & PRACTICE:
A. Introduce the following vocabulary words:
embryo: ​a young plant

flower​: reproductive structures in flowering plants

fruit:​ the part of a flowering plant that surrounds and protects the seeds
B. Read pages A20-A23 in the science textbook.
C. Complete the questions below.

1. Name the two kinds of plants that make seeds. 

_________________________________ and _________________________________ 
 
2. Look at the picture of the parts of a seed. Use the diagram to label the parts of a 
seed: ​embryo, seed coat, and cotyledon or food storage​. 

3. Circle the correct answer. The main job of a fruit is to _____. 

a. protect the seeds inside.
b. provide food for the people.
c. form pollen cells.
d. grow into a new plant.

4. What do you call the young plant? _________________________________________ 

 

5. True or False. Cone-bearing plants produce unprotected seeds. Flowering  

plants produce seeds that are protected by a fruit. 
 6. Read the paragraph below.  
Most plants you are familiar with form seeds in flowers. Flowers 
are reproductive structures. The male part of a flower forms pollen. The 
female part forms eggs. As in cone-bearing plants, seeds form in a 
flower after part of a pollen grain and an egg join. As the seed forms, 
the part of the flower holding the seed changes and becomes a fruit. A 
fruit is part of a flowering plant that contains and protects seeds. 
 
7. Now write the numbers 1, 2, 3, and 4 in the blanks to put in sequence of events the 
events of flowers forming seeds. 
​ ​ The seeds form and grow.
​ ​ Pollen parts and egg cells join.
​ ​ Fruit grows around each seed to protect it.
​ ​ Male parts of the flower form pollen. Female parts of the
flower form egg cells.

INDEPENDENT PRACTICE:
A. Be a Seed detective and complete the activity below.
B. For homework, complete the Fruit or Vegetable? Activity.
Lesson Title:​ Homophones

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

​ orrectly use frequently confused words ​(e.g., ​to, too, two; there, their)​
Spelling 4.L.1g C ATES

Objective Students will be able to...

● Explain what homophones are and give examples.
● Use frequently confused words correctly in a sentence.

I Can statement I can use frequently confused words correctly in a sentence.

Materials Spelling glossary

Vocabulary homophones

INTRODUCTION
1. Review your Spelling Word List 1: Homophones below.
wait/weight creak/creek heal/heel peak/peek

heard /herd scent/cent/sent ring/wring vain/vane/vein

to/too/two your/you’re their/there/they’re rays/raise

Inform students that they will be taking their Spelling quiz on their Homophones list. Remind them
to do their best and to triple check their work.

Spelling Quiz
Part 1. ​Write the homophone word that completes each sentence. Be sure to spell it correctly.

1. Is that __________________ bag on the floor?

2. I hope __________________ going to do your best on this quiz.
3. Please __________________ until everyone has had their turn.
4. We measured the __________________ of the two bottles.
5. Have you __________________ the latest school announcement?
6. The __________________ of deers ran down the hill.
7. My __________________ has a blister from my shoes.
8. The medicine will __________________ your infection.
9. The mountain __________________ was covered with snow.
10. May I take a __________________ at your painting now?
11. My mom has a diamond __________________ on her finger.
12. I need to __________________ out the water in my wet clothes.
13. He shows he is __________________ by always looking at himself in the mirror.
14. The weather __________________ fell off the roof during the storm.
15. The nurse drew a blood sample from my __________________.
Part 2. ​Match the homophone word on the left ​by drawing a line​ to its picture on the right.

● cent

● creak

● creek

● raise

● rays

● scent

● sent

Part 3. ​Write each word in a complete sentence.

1. their → ________________________________________________________

2. there → ________________________________________________________

3. they’re → ______________________________________________________

4. to → __________________________________________________________

5. too → _________________________________________________________

6. two → _________________________________________________________
Lesson Title:​ Auxiliaries

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

ELA 4.L.1c ​Use modal auxiliaries (can, may, must) to convey various conditions. ATES

Objective SWBAT identify modal auxiliaries.

SWBAT use modal auxiliaries to convey various conditions.

I Can statement I can identify modal auxiliaries in a sentence.

I can use modal auxiliaries in a sentence correctly. .

Materials Worksheet, pencil

Vocabulary Modal auxiliaries

INTRODUCTION​: ​Which modal auxiliary (can,may,must) should you use for each sentence? Explain.
1. I ________ juggle, but I’m not very good at it.
2. Ms. Smith said I _______ go to the library when I finish my work.
3. I ________ keep my promise to my friend.
TEACH & PRACTICE:
1. Review the answers to the questions above.
2. Have students review the table below to remind them when to use each modal auxiliary.

Modal auxiliaries When to use it: Examples

Can Show ability Sara can play the guitar.

Must Obligation/Necessity I must finish my homework

before I play outside.

May Asking permission May I go to the movies with

my friends tonight?

3. Remind students that can, must, and may are examples of modal auxiliaries - words that are
usually used with another verb to indicate modality such as possibility, necessity, and
permission.
4. Answer the following questions.

​ ​Write the correct modal auxiliary (can, may or must) to complete each sentence.
a. ________________ I sharpen my pencil, Ms. Smith?

b. Sara _____________ play chess, but she doesn’t like it very much.

c. I _____________ take a nap when I get home today. I am really tired!

d. Mrs. Doubtfire said that Sally ___________ go to my house when she is done with
her homework.

5. Review the answers to the questions above.

INDEPENDENT PRACTICE:​ ​Complete the worksheet below.

Homework Journal: ​Write three qualities that you love about yourself. Explain why it is important to have
these three qualities in your life.
_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
Lesson Title:​ Drawing Conclusions

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Reading 4.RL.1 ​Refer to details and examples in a text when explaining what ATES
the text says explicitly and when drawing inferences from the text.

Objective SWBAT…
Refer to details and examples in a text to draw inferences.

I Can statement I can refer to details and examples in a text to draw inferences.

Materials Pencil, worksheet

Vocabulary Drawing conclusions, clues, details

INTRODUCTION:
Suppose that your mother was preparing dinner when she cried. “Oh no! I’m out of hamburger meat.
I have just enough time to run out before my guests arrive.” Where do you think your mother is
“running out” to? How do you know that?

TEACH & PRACTICE:

1. Inform students that today they will focus on drawing conclusions. Ask them what it means
to draw conclusions. Remind them that authors don’t always explain everything that happens
in a story. As a reader, you can use clues to figure out what is happening. This is called
drawing conclusions​. Drawing conclusions helps us to understand the story better.
2. Have students read each paragraph and answer the following questions.
a. Julie looked at the piece of paper. “I need one cup of flour, one cup of sugar, one stick
of butter, a cup of milk, and a can of peaches. This will be yummy for dessert
tonight!”
What dessert is Julie making?
A. Apple pie
B. Peach cobbler
C. Chocolate chip cookies
D. Brownies
How can you tell? ______________________________________________________

b. Joe checked to make sure he had everything he needed to make homemade spaghetti
sauce. He pulled items out of the cabinets and put them on the counter. What is Joe
doing?
A. Following a recipe
B. Cleaning out his cabinets
C. Making a grocery list
D. Donating cans to charity
How can you tell? ______________________________________________________

c. “I need more apples, a dozen eggs, and a box of pasta. That should be it!” Stephanie
grabbed her piece of paper and headed out the door.
Where is Stephanie going?
A. Shopping for clothes
B. Mailing a letter
C. Grocery shopping
D. Coming home from work
How can you tell? ______________________________________________________
 d. Jacob looked up at the sky. It was not blue, but gray. He could not see the sun. He
said, “I wonder if it will rain today.”
What is the weather? ___________________________________________________
How can you tell?
_____________________________________________________________________
_____________________________________________________________________

e. Sam cried, “Oh no! My papers are blowing out of my hands! Help me catch them!”
Sam and his friends chased the worksheets blowing down the sidewalk.
What is the weather? __________________________________________________
How can you tell?
_____________________________________________________________________
_____________________________________________________________________

3. Review the answers of the questions above.

TEACH & PRACTICE:​ ​Complete the worksheet below.

Lesson Title:​ Addition

Subject: PSST (Priority Standard, Skill, or Topic) SLOs:

Math 4.NBT.2 ​Read and write multi-digit whole numbers using base-ten numerals, ATES
number names, and expanded form. Compare two multi-digit numbers based
on meanings of the digits in each place, using >, =, and < symbols to record
the results of comparisons.
4.NBT.4 Number And Operations in Base Ten
Use Place Value Understanding and Properties of Operations to Perform
Multi-Digit Arithmetic.
Fluently Add and Subtract Multi-Digit Whole Numbers Using the Standard
Algorithm

Objective SWBAT…
● Read and write whole numbers up to the thousands period using
standard, expanded, and word form.
● Identify numbers that are greater than, less than, or equal to any given
number.
● Round whole numbers to the nearest place value up to the thousands
period.
● Fluently add and subtract multi-digit whole numbers using the
standard algorithm.

I Can statement I can add multi-digit whole numbers without regrouping.

Materials

Vocabulary Place value, digit, add, addition, addend, sum

INTRODUCTION:
I went to the grocery store this morning and purchased a drink and
sandwich. The drink cost $2 and the sandwich cost $5. What do I
need to do to figure out how much I need to give the cashier?

Yes, I need to add! I would have to give the cashier $7 because

$2 + $5 = 7. In life, you will need to use addition in many things
such as buying groceries.

Today, you will be learning how to add multi-digit whole numbers

without regrouping. Here are some vocabulary words that will help
you with today’s lesson.

Vocabulary Words
addition (add)- uniting or combining two or more numbers.
addend- the numbers you will be adding to form a sum.
sum- amount or answer of an addition problem
TEACH & PRACTICE OF ADDING MULTI-DIGIT WHOLE NUMBERS:
1.​To add multi-digit whole numbers, make sure to align the
numbers from the lowest place value which is the ones.

2. Then add the numbers starting from the ones place value to the
greatest place value.

Example:
INDEPENDENT PRACTICE:
MORE INDEPENDENT PRACTICE:

Use the space below to work out the problems if needed.