Chapel School

Home-Based Learning Package

Week 1
Third Term
Standard 4
Mrs. Zuri Novelo
 Graded Work to be submitted this week is:
LA: day 2 Shape poem, day 3 video reciting poem, day 5 choice board activity.
Math: Day 2 measuring real objects day 4: work from text book on a folder sheet
Science
HFLE
Spanish

The work for social studies you will keep it as you will add more to it on week 2 and you will
present the information on a video form.

Name:_______________________________

Date received: _________________________

Date returned:________________________
 Language Arts
Date: Week 1 (April 12-16, 2021) Class: Std IV
DAY 1 L.O 35.5  Write poems with a specific form, for example shape poems, limericks or haiku
Objectives:
 After brainstorming ideas about a chosen topic, students will write a shape poem.
Content and one example
Shape Poems

Steps to write a shape poem.

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Day 1 Instructions : Follow the steps to write your very own shape poem.

Can eat it on a cone or a cup its my favorite treat.

It’s nice and cold

I love ice-cream

Its sticky but it’s sweet

Its delicious

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Day 2 Instructions: Follow the steps to write ONE MORE shape poem. Choose ONE shape you like according
to your topic. Here are some suggestions.

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DAY 3 L.O 14.9 Memorize and recite a poem containing several stanzas.
Objectives:
After memorizing a poem with several stanzas, students will be able to recite said poem to at least a 95%
accuracy.
Steps to Memorize a Poem
1. Read through the poem carefully and slowly and out loud.
2. Copy the poem over in your own handwriting, writing on every other line.
3. Read the poem out loud again.
4. Using an index card or a piece of paper, cover up all of the poem except the first line.
5. Repeat this with the rest of the lines in the stanza, saying the lines you have already worked
on, too.

Instructions: Read, memorize and practice the poem on page 70 or the one on page 89, of your CARIBBEAN
JUNIOR READER. Then send me a video via WHATSAPP where you are reciting the poem . Here is what I will
be grading in your video.
Rubric

CATEGORY 5 4 3 2
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often slurs, mumbles
distinctly, enunciates distinctly most of the distinctly some of or cannot be
each word clearly time the time understood or
mispronounces more
than one word.
Enthusiasm Generates and Sometimes Tries to generate a Does not generate
displays a strong generates a strong strong interest or much interest or
interest and interest or enthusiasm, but enthusiasm and has
enthusiasm. enthusiasm and has seems somewhat no emotion.
Emotion is present in some emotion. faked or does not
the presentation. display emotion.
Volume Volume is loud Volume is loud Volume is loud Volume is often too
enough to be heard enough to be heard enough to be heard soft to be heard by
by all audience by all audience by all audience all audience
members during the members most of members some of members
entire presentation. the time. the time.
Preparedness and Completely prepared Somewhat prepared, Somewhat prepared, Does not seem at all
practice and has obviously but may have but it is clear that prepared for the
rehearsed. Student needed a couple rehearsal was presentation.
displays relaxed, self- more rehearsals. lacking. Displays Tension and
confident nature. Makes minor mild tension, has nervousness is
mistakes, but quickly trouble recovering obvious.
recovers from them. from mistakes.

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DAY 4 L.O 3.11 Discuss the purpose, attitude and perspective of a speaker.
Objectives: Students will be able to:
 differentiate among purpose, attitude and perspective of the speaker.
 Identify the purpose, perspective and attitude of a speaker.
Content and one example: Read the information below.
Purpose of Speaker

purpose is his reason for or intent in giving a speech. There are three general purposes for speeches: to persuade, to
inform and to entertain.

Perspective of Speaker

Point of view is the perspective from which a speaker or writer recounts a narrative or presents information. Also
known as a viewpoint.

Depending on the topic, purpose, and audience, writers of nonfiction may rely on the first-person point of view (I,
we), the second-person (you, your, you're), or the third-person (he, she, it, they).

Attitude of Speaker

Tone is the expression of the speaker’s attitude toward the subject or toward the audience. Tone is generally
conveyed through the choice of words or the view point of the speaker on a particular subject. The listener must
“read between the lines” to feel the speaker’s attitude and identify the tone.

Instructions: Based on the video sent, identify the purpose, perspective and attitude of the speaker.

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Third Term Week 1 (April 12-16, 2021)
Day 5 Instructions: Reading /Writing Skills
Introducing “Choice Board” A choice board is a graphic organizer that display a number of activities that
students can choose from. The purpose is to promote active learning. This specific choice board is designed to
help students improve their reading and writing skills.

Instructions: Have your child choose ONE Activity of the “Choice Board ”. Help him or her to do the activity.
The activity can be done on a separate folder sheet. Submit the activity done with the title Choice Board
Activity: and the name of the activity chosen. Example: Choice Board: Vocabulary , Choice Board: Design ,
Choice Board: Comic Strip etc.
Every Friday choose a different activity until all activities have been done. Then we will compile all 8
activities.

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Third Term Week 1 (April 12-16, 2021)
 Mathematics
Date: Week 1 (April 12-16, 2021) Class: Std IV
L.O 8.40 Investigate the relationship between the metric and customary units of measurement by
measuring the length of same line or object using both systems.
Objectives:

 Using a customary unit ruler, students will be able to measure a bar to at least 95% accuracy.
 Using a metric unit ruler, students will be able to measure a bar to at least 95% accuracy.
 Using both units of measure, students will be able to measure objects found at home.
Content and one example

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Day 1 Instructions: Find the length of each bar. Rulers are not actual length. Write your answer on the
lines provided.

Instructions Find the length of each bar. Write your answer in cm.

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Day 2 Measure at home.
Instructions: Use both a cm ruler and a inches ruler to measure the following items found at home. Then
write your measurements in the correct column. Add 2 more items to the list.
ITEM CUSTOMARY (in) METRIC (cm)

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Day 3
Do page 89 SECTION A of your Primary Mathematics (Level 5.) in your notebook.
Do page 90 ALL the page of your Primary Mathematics (Level 5.) in your notebook.
Day 4
Do page 92 ALL the page of your Primary Mathematics (Level 5.) on a folder sheet.
Day 5
Do page 94 SECTION A ONLY of your Primary Mathematics (Level 5.) in your notebook. Instead of using
heights of 5 pupils in class, use the height of 5 persons in your family.

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 Social Studies
Date: Week 1 (April 12-16, 2021) Class: Std IV
LO. 38.1  Explain the origins and purpose of the Constitution as the supreme law of Belize

Objective:.After reading an abstract about “The Road to Independence”, students will be able to create a timeline of
events leading to the creation of the constitution.

Content

What is the constitution?

The written plan of government for the country of Belize is called the constitution.
Constitution is a body of principles on which a state is governed, is a set of rules by which we are governed.
A constitution is meant to establish the rights of everyone, lay out the duties of and limits on government, establish
procedures for an orderly change of government, and provide the means for the enforcement of the constitution and
the laws of the nation. The main purpose of the constitution is to guide the government and the people of our
country in the correct ways of ruling. It is also called the supreme law of Belize. It was made law on 20 September
1981, the day before independence.

Origin of the Constitution

Since 1950, the goal of the Belize nationalist movement was self-government and independence. In 1960 the
United Nations (UN) passed a historic resolution fully supporting independence for colonial territories and
peoples. Many countries were emerging from colonialism to independence, some after years of armed
struggle. Belize however remained a British colony due in large part to the government of Guatemala
insistence on a land claim to Belize. Guatemala threatened to use force against Belize if it became
independent without first settling the claim.

In 1979 the Government under the stewardship of Premier George Price, leader of the Peoples United Party,
decided that it would wage a campaign for Independence, this time on the international front, to gain
support for its claim to full Independence with its territory intact and secure. Then the foundations of the
Constitution began.

The year 1981

On January 31, 1981, the Belize government issued its White Paper on the Proposed Terms for the
Independence Constitution of Belize and requested the Report of a “Joint Select” Committee set up by both
Houses of Representative and the Senate. The Committee was instructed to solicit the opinion of the country
before making this report. Special invitations were sent out to all organizations throughout the country
inviting ideas both written and oral.

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 On March 27, The Committee met and received oral and written evidence in all district towns of Belize. The
Report, which recommended a number of amendments to the proposals in the White Paper, was adopted by
the House of Representatives. Evidence submitted to the Committee was made available to the Conference.

Between April 6-14, the Belize Constitutional Conference was held at Marlborough House, London. The basic
conference document was the White Paper on Proposed Terms of the Independence Constitution prepared
by the Belize government. 

On July 28 the Belize Independence Act received the Royal Assent. This Act provides for: the fully responsible
status of Belize, the power to make a new constitution for Belize, the operation of existing laws, modification
of the British Nationality Act and the retention of citizenship of the U.K. and colonies in certain cases.

On July 31 The Belize Independence Constitution Order was made.

On August 10 The Belize Independence Order was laid before Parliament.

On September 21 Belize became independent, with the Constitution going into effect as of that date.

Instructions: Read the abstract above, SUMMARIZE each event then Create a timeline with the 10 main
events that led towards our Constitution coming to effect. Create your timeline on half of a Bristol board. In
the boxes write the date, on the lines a brief summary of the event that occur on that date. You can use the
following timeline as your guide to draw yours on a Bristol board. Follow the example. Add a title to your
Timeline.

1950

The goal was self government

and independence.

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Third Term Week 1 (April 12-16, 2021)
 Science
Date: Week 1 (April 12-16, 2021) Class: Std IV
L.O: 31.1 Students will be able to recognize features of some plants and animals that enable them to float or fly. (e.g.,
observe animals, plants and plant seeds - ducks, water lilies, seed pods, birds - and identify the features of the plant,
animal or plant seed that help them to float or fly – light weight, feathers, impermeable/water-tight surfaces, air
bubbles or sacs, ability to flatten the body, long wings, body shape)

Objectives:
Students will be able to recognize features of plants that enable them to float.
Content and Examples:

Aquatic plants have adapted in a number of special ways in order to cope with their environments these are called
adaptations. There are many kinds of aquatic plants, each with distinct adaptive characteristics; these plants may be
either entirely floating, submerged or partially submerged, as in the case of many swamp and wetland plant species.

Aquatic plants, also termed as hydrophytes or aquatic macrophytes, live within watery environments. In the ecosystem,
aquatic plants serve as food and habitat for animals living in the sea and prevent shorelines, ponds and lakes from
eroding by providing soil stability.

Characteristics common to aquatic plants:

1. Most aquatic plants do not need cuticles or have thin cuticles as cuticles prevent loss of water.
2. Aquatic plants keep their stomata always open for they do not need to retain water.
3. On each side of their leaves are a number of stomata.
4. Aquatic plants have less rigid structure since water pressure supports them.
5. Since they need to float, leaves on the surface of plants are flat.
6. The presence of air sacs enables them to float.
7. Their roots are smaller so water can spread freely and directly into the leaves.
8. Their roots are light and feathery since they do not need to prop up the plants.
9. Roots are specialized to take in oxygen.

Adaptation of aquatic plants is evident by their structure: deeply dissected and waxy leaves, specialized pollination
mechanism and variation in growth pattern. These are the types of plants based on adaptation:
1. Totally submerged plants – Are considered true water plants or hydrophytes. Example: Water starwort submerged in
a marsh pond.
2. Floating plants – Are rooted in floating water (example: water lily) or not rooted in the sediment just on the surface
(example: duckweed).
3. Swamp plants – Are emergent plants with their lower part submerged. (Example: reed mace).

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Third Term Week 1 (April 12-16, 2021)
Instructions:

Name one aquatic plant and briefly explain what are the characteristics that enable it to float.
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HFLE
Date: Week 1 (April 12-16, 2021) Class: Std IV
L.O: 30.5 Identify safe ways to walk, cycle and use public transport while moving from one place to
another.
Objectives: Through the use of pictures and text, students will be able to identify safety measures while
moving from one place to another.
Content and Example:
Road safety is something important that has to be followed at all times to ensure the safety of the driver of a
vehicle, passengers, pedestrians and cyclists. Here are the main safety rules when moving from one place to
another.

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Instructions: Look at the images below, then on the lines provided write 3 ways to keep safe when riding
such transportation or when you are a pedestrian.

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 Spanish
Date: Week 1 (April 12-16, 2021) Class: Std IV
L.O: 38.1  Categorize animals as either pets or farm animals.
Objectives: Students will be able to categorize animals as either pets or farm animals.
Content and Example:

ANIMALES

Instructions: Classify each animal under the correct column. (Cut and Paste) Label each animal in SPANISH.

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 ANIMALES DE LA GRANJA MASCOTAS

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