4th grade learning packet - amazon web services · complete before reading poll, review vocabulary,...

4th Grade: Learning Packet for the Week of May 18th - 22nd

Minutes Subject Grade 4 Week At Glance

90 min Monday Math: Multiplying Fractions by a whole number. Watch Khan Academy video and/or look at anchor chart Video:https://tinyurl.com/j2efhlv

Reading: Close Reading: The article is "Otzi, the Iceman." Complete Before Reading Poll, review vocabulary, and read the article. Writing: Informative Summaries: Follow the lesson and then write a new conclusion sentence to fit the essay.. Specials: Try to get "Bingo" as you choose activities from the new Music/PE Bingo board.

90 min Tuesday Math: Multiplying Fractions by a whole number Complete worksheet for Tuesday, May 19. Multiplying fractions by a whole number with visual representation. Check answers. Reading: Close Reading: Re-read article, "Otzi, the Iceman." Activity questions, check answers with key, After Reading Poll. Writing: Informative Summaries: Read an article and then complete an outline/graphic organizer. Specials: Try to get "Bingo" as you choose activities from the new Music/PE Bingo board.

90 min Wednesday Math: Multiplying Fractions by a whole number Complete worksheet for Wednesday, May 20. Multiplying fractions by a whole number with visual representation. Check answers. Reading: Cause and Effect: The article is "Good, Bad. Or Ugly." Complete Before Reading Poll, review vocabulary, and read the article. Writing: Informative Summaries: Use a graphic organizer to write a 1-paragraph essay (finish on Thursday) Specials: Try to get "Bingo" as you choose activities from the new Music/PE Bingo board.

90 min Thursday Math: Multiplying Fractions by a whole number Complete worksheet for Thursday, May 21. Multiplying fractions by a whole number- word problems. Check answers. Reading: Cause and Effect: Re-read article, "Good, Bad. Or Ugly." Activity questions, check answers with key, After Reading Poll. Writing:Informative Summaries: Use a graphic organizer to finish writing, then editing and revising a 1-paragraph essay. Specials: Try to get "Bingo" as you choose activities from the new Music/PE Bingo board.

90 min Friday Math: Discuss any misunderstandings/questions with your teacher. Reading: Complete “Weekly Reflections” sheet and send to your teacher. Writing:Turn in work to your teacher for feedback. Specials: Please continue completing 1-2 activities from your BINGO board each week. Did you color your STEP poster yet? Post it somewhere in your home!

ELL See end of packet for resources

https://tinyurl.com/j2efhlv


Monday

Subject Materials Learning Activity

Math Anchor chart/video

Learning Goal: Multiplying Fractions by Whole numbers Activity Instructions: Watch video and/or look at anchor chart to better understand the concept of multiplying fractions by whole numbers.

Reading Anchor Chart

Article

Learning Goal: Close Reading of Complex Texts Activity Instructions:

● Review the vocabulary for "Otzi, the Iceman." ● Complete the Before Reading Poll. ● Read the Article "Otzi, the Iceman." ● Tell someone what the article was about.

Writing Writing

Materials

Learning Goal: Informative Summaries: write a new conclusion sentence Activity Instructions:

1. Read about what a conclusion sentence does. 2. Re-read the paragraph. 3. Pick a phrase to start your conclusion sentence. 4. Write a new conclusion for this paragraph.

Special: Bingo Board

Learning Goal: Try to get "Bingo" as you choose activities from the new Music/PE Bingo board.

••••••••••• •••••••••••••••••••••••••••••••••••••••

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Monday: Step 1 and Step 2

Otzi the Iceman (520L) Step 1: Before Reading Poll (Write Your Answer) /1on..J~'1

MondayReadingPagel

Otzi the Iceman lived about 5,300 years ago. Scientists have been studying Otzi since his body was found in 1991. What do you think?

Otzi should be left alone.

Do you agree or disagree?

Step 2: Article (Read the Article) /11)/ldRU f lutsd.1

Photo credit: Sergio Monti Photography/Shutterstock Otzi the Iceman lives again in this life-size model based on his skeleton.

BOLZANO, Italy Achieve3000, November 21, 2019). It had to have been rough for Otzi the Iceman those last few days of his life some 5,300 years ago. There he was: a 46-ish-year-old man about 5 feet and 2 inches and 110 pounds 157 centimeters and 50 kilograms . He was climbing up a mountain in Italy. And the poor guy was in trouble. He had wounds on his body. Maybe he got them from battling other lateNeolithic men. Making things worse, it was very cold. Luckily, he was wearing warm clothing. It was made of leather, hides, and grass. But would Otzi stay alive between the cold and his wounds?

He would not. Are you wondering how so much is known about a man who died so long ago? Here's one more detail that explains it all: Shortly after his death, Otzi's body was covered and frozen by ice. He remained that way until 1991. That's when two hikers found him. And, surprise. He looked rather well! He was the first well-preserved, fully dressed body from the late-Neolithic period ever found in Europe. This made news all over the world.

Otzi is now the most carefully studied ancient human specimen ever. His remains have been looked over, X-rayed, and more. For this reason, scientists have been able to learn quite a lot about him. He had a narrow face, brown eyes, and tanned skin. He also had long dark hair and a shaggy beard.

Otzi was carrying several things when he died. He had a copper ax, a bow, arrows, a grass net, a wooden backpack, and more. He also carried several small tools in a pouch sewn to his belt. Interestingly, the materials used in Otzi's tools came from different areas hundreds of miles away. This suggests that trade took place. Oh, yes, Otzi had a few snacks on hand, too: a sloe berry, some mushrooms, and a few goat bones.

Alas, poor Otzi is long gone. But he's not forgotten. And there's still a lot to learn from Otzi.

MondayReadingPage2

Dictionary

ancient (adjective) of, coming from, or belonging to a time that was long ago in the past hide (noun) the skin of a usually large animal Neolithic (adjective) of or relating to the time during the Stone Age when people used stone tools and began to grow crops, raise animals, and live together in large groups but did not read or write specimen (noun) something such as an animal or plant collected as an example of a pai1icular kind of thing well-preserved (adjective) kept in good condition over a long period of time

L-- --MAIN IDEA

Supporting Detail 1

Supporting Detail 2

-

Writing work for Monday, May 18th

Focus for this Week This week you will be learning about using a graphic organizer to take your thoughts and make it into a one paragraph informa�onal summary . You will also work on wri�ng a conclusion that �es it all up.

LESSON/EXAMPLE Below you’ll see an example of a completed outline (graphic organizer)for The Storm (a short ar�cle) and then a paragraph that was wri�en from the outline (graphic organizer).

What you want to no�ce in the example. No�ce how the author of the paragraph first put together a simple outline. They took that outline and made it into longer and more detailed sentences, but the basic ideas are s�ll the same. See how the main idea goes from the graphic organizer and serves as the first sentence (or “Topic Sentence”)?

Then, the author just follows that up by doing the same thing with the 3 suppor�ng details, taking the base idea and turning it into a longer and more descrip�ve sentence.

Lastly, the author wraps up the paragraph with a conclusion sentence. This type of sentence restates what the whole paragraph is about, while also leaving the reader with something to think about.

Main Idea: A very strong storm

Supporting Detail #1 The clouds were a dark Purple.

Supporting Detail #2 Thunder became louder and louder

Supporting Detail #3 Raindrops fell over and over

Conclusion: A very big thunderstorm!

The Storm is an article sharing information about how strong a storm was. The first piece of information that gives the impression of a strong storm states “the clouds were dark purple”. Continuing on, the article states that the thunder became louder and louder, which allows for a clear picture of a severe storm. Lastly, the description of the raindrops falling repeatedly make it very clear that this storm was heavy-duty. This article clearly demonstrates what it would be like if you were stuck in a thunderstorm!

Writing work for Monday, May 18th

INSTRUCTIONS: Today you are going to write a new conclusion sentence for the example essay about, The Storm. 1) Read about what a conclusion sentence does. 2) Re-read the paragraph. 3) Pick a phrase to start your conclusion sentence. 3) Write a new conclusion for this paragraph.

What does a conclusion sentence do? - Sums up the whole paragraph in one sentence. - It always connects to everything written before it.

Read this paragraph and think about a possible new conclusion sentence. The Storm is an article sharing information about how strong a storm was. The first piece of information that gives the impression of a strong storm states “the clouds were dark purple”. Continuing on, the article states that the thunder became louder and louder, which allows for a clear picture of a severe storm. Lastly, the description of the raindrops falling repeatedly make it very clear that this storm was heavy-duty. This article clearly demonstrates what it would be like if you were stuck in a thunderstorm!

Pick one of these phrases (or make your own) to start your conclusion sentence.

This shows… In summary… All in all... As a result...

as you can see... In conclusion... To sum it all up... Therefore...

New conclusion sentence (write it here)


Tuesday


Math

Anchor Chart/video

Worksheet for 5/19

Learning Goal: Multiplying Fractions by Whole numbers Activity Instructions: Complete worksheet for 5/19 (visual representation) and check your answers. If needed, revisit video and/or look at anchor chart

Reading Anchor Chart

Article

Learning Goal: Close Reading of Complex Texts Activity Instructions:

● Re-read "Otzi, the Iceman." ● Complete Questions 1-8. Be sure to look at the

passage and FIND your answers in the text. ● Check your answers and record your score. ● Complete the After Reading Poll.

Writing Writing

Materials

Learning Goal: Informative Summaries: Complete an outline/graphic organizer Activity Instructions:

1. Read the paragraph. 2. Pick what the story is mainly about. 3. Write the main idea of the story. 4. Write out the 3 key details that support that main

idea.

Special Bingo Board


Multiplying Fractions by Whole Numbers (visual)

Use the visual model to solve each problem.

2 %i X 3 =

2 %i X 3 =

Name:

2 2 %ix3 = 1%i To solve multiplication

problems with fractions one strategy is to think of them as

addition problems.

If we shade in 2/4 on the fractions below 3 times we

can see a visual representation of the

problem.

After shading it in we can 1.

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

12)

see why 2/4 three times is

equal to 1 whole and %- 2.

For example the problem above is the same as:

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3

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I

/2 X 4=

I

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/2 X 3 =

2 '/2 X 7=

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3 J;0 x2=

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Answers

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Otzi the Iceman Answer key

Question 1

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B The world is learning about the past from a man frozen in ice for more than 5,000 years. Question 2

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A And the poor guy was in trouble. He had wounds on his body. Maybe he got them from battling other late Neolithic men. Question 6

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B Scientists will continue to study Ötzi in hopes of finding new information.

-

-

Main Idea of the Article

Scientists have lookedr:r-1er Otzi's body carefully.

Facts

Otziwore clothes and carriedtools that helped him stay alive.

Writing work for Tuesday, May 19th

INSTRUCTIONS: Read the paragraph and then write the main idea. Next, write out the 3 key details that support that main idea, and a conclusion sentence.

Meerkats: Surviving together Meerkats in Africa live in large groups of 20 to 50 members. The group works together to survive. All members of the group care for the baby meerkats. They take turns babysitting and will protect the young ones from danger. Members of the group also take turns watching out for threats from other animals while the group finds food. If any dangerous animal comes towards the group, the meerkat will bark a warning.

Main Idea:

Key Detail #1

Key Detail #2

Key Detail #3

Conclusion:

Writing work for Tuesday, May 19th

How a good outline might look

Main Idea: Meerkats’ survival strategies. Or….. Meerkats work together to survive. Or…..Meerkats have great teamwork.

Key Detail Possibilities: - Live in groups of 20-50 - All take care of the babies - All help protect babies - Take turns as danger look outs - Make a warning sound when danger comes.

Conclusion: Will vary based on Main Idea.


Wednesday


Math Anchor Chart/video

Worksheet for 5/20

Learning Goal: Multiplying Fractions by Whole numbers Activity Instructions: Complete worksheet for 5/20 (visual representation) and check your answers. If needed, revisit the video and/or look at the anchor chart.

Reading

Anchor Chart

Article

Learning Goal: Determine Cause and EffectActivity Instructions:

● Review vocabulary for "Good, Bad. Or Ugly." ● Complete the Before Reading Poll. ● Read the article "Good, Bad. Or Ugly." ● Tell someone what the article was about.

Writing Writing

Materials

Learning Goal:Informative Summaries: Use a graphic organizer to write a 1-paragraph essay (finish on Thursday) Activity Instructions:

1. Get your graphic organizer/outline from Tuesday 2. Use a graphic organizer to write a 1-paragraph

essay 3. You will finish, edit, and revise on Thursday

Special Bingo Board


Use the visual models to solve.

l) ½ X 3 =

3) ~0 X 9 =

7) ~ x 9 =

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ll) 1/c X 4 = 8

Fractions & Whole Numbers

2) ;; X 4 =

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Supporting Detai I 1

Supporting Detail 2

-

Writing work for Wednesday, May 20th

What you will do: Use your graphic organizer from Tuesday to start making your 1 paragraph informa�onal summary (finish this on Thursday).

LESSON/EXAMPLE Look at the sample graphic organizer (outline) below and how they took their ideas from the outline and made it into fully expressed thoughts in sentence forms. It’s important to note that the order of the graphic organizer and the paragraph are exactly the same.

Also, take note of the highlighted phrases to start many of the sentences. These are called Transi�on Phrases, they help to go from example to example, as well as transi�oning into the conclusion sentence.

EXAMPLE: Graphic Organizer (outline)

Main Idea: A very strong storm

Supporting Detail #1 The clouds were a dark Purple.

Supporting Detail #2 Thunder became louder and louder

Supporting Detail #3 Raindrops fell over and over

Conclusion: A very big thunderstorm!

EXAMPLE: Informa�on Summary Paragraph

The Storm is an article sharing information about how strong a storm was. The first piece of information that gives the impression of a strong storm states “the clouds were dark purple”. Continuing on, the article states that the thunder became louder and louder, which allows for a clear picture of a severe storm. Lastly, the description of the raindrops falling repeatedly make it very clear that this storm was heavy-duty. This article clearly demonstrates what it would be like if you were stuck in a thunderstorm!

Writing work for Wednesday, May 20th

INSTRUCTIONS: Use your graphic organizer from Tuesday to start making your 1 paragraph informational summary (finish this on Thursday).

1) Get your graphic organizer (outline) from Tuesday. 2) Use the outline to write full ideas and sentences to create a paragraph on a blank

piece of paper. 3) Use the “Transition Phrase Bank” below to help with the start of your supporting

detail sentences and your conclusion sentence. 4) Finish this paragraph on Thursday.

TRANSITION PHRASE BANK

Phrases for Suppor�ng Details Addi�onally Another reason In fact First Second Specifically

Also For example Then

Along with For instance

In addi�on Next

Phrases for Conclusions This shows… As you can see...

In summary… In conclusion...

All in all... To sum it all up...

As a result... Therefore...


Thursday


Math

Anchor Chart/video

Worksheet for 5/21

Learning Goal: Multiplying Fractions by Whole numbers Activity Instructions:Complete worksheet for 5/21 (word problems) and check your answers. If needed, revisit the video and/or look at the anchor chart.

Reading

Anchor Chart

Article

Learning Goal: Determine Cause and Effect Activity Instructions:

● Re-read "Good, Bad. Or Ugly." ● Complete Questions 1-8. Be sure to look at the

passage and FIND your answers in the text. ● Check your answers and record your score. ● Complete the After Reading Poll.

Writing

Writing Materials

Learning Goal:Informative Summaries: Finish writing, editing, and revising a 1-paragraph essay Activity Instructions:

1. Get your graphic organizer/outline from Tuesday and essay from Wednesday

2. FINISH writing a 1-paragraph essay 3. Finish, edit, and revise on Thursday

Special Bingo Board


Thursday, May 16, 2020

Multiplying fractions by whole numbers- Word Problems

Grade 4

Read and answer each question:

1. Ashley and four friends went trick-or-treating. Each of them got 4/5 of a bag of treats. How many bags of treats did they have in total?

2. Ken drinks 2/7 of a carton of milk each day. How much milk does he drink in 3 days?

3. There are 8 water bottles and each bottle is 3/4 filled with water. If we pour all the water together, how many water bottles can be filled up?

4. At a birthday party, there are 15 children. Each child will eat 3/16 of a pizza. How many pizzas should the host order?

5. If each dozen cookies needs 3/4 of a bag of flour to make, how many bags of flour does grandma need to buy if she is making 10 dozen cookies?

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Ugly produce start-ups want to prevent imperfect produce from going to waste.

Effect

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Ugly produce start-ups say their mission is to prevent billions of pounds of imperfect produce from going to waste.

Some imperfect fruits can be fed to animals on farms, and rotted fruit is plowed back into the soil to add nutrients.

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Now, be honest. Would you put these peculiar fruits and veggies in your shopping cart? Your answer might be "heck no." And that's why many supermarkets put only the most appealing choices in front of customers.�

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Writing work for Thursday, May 21st

What you will do:

1. Finish your work from Wednesday on writing 1 informational summary paragraph.

2. Revise and edit. a. If you have additional supporting evidence you could add that in too.

MY EDITING CHECKLIST

1. Did I re-read my wri�ng to check for mistakes? _____

2. Did I start each sentence with a capital le�er? _____

3. Did I end each sentence with a PERIOD, QUESTION MARK or an EXCLAMATION MARK? _____

4. Did I space my words and write neatly? _____

5. Did I indent at the beginning of each paragraph? _____

6. Did I circle any words that I think are misspelled? _____

7. Did I use a DICTIONARY or ask for help to spell words? _____

8. Did I use ADJECTIVES in every paragraph to add details in my wri�ng? _____

9. Did I ask someone else to read my wri�ng to check for mistakes I might have made? _____


Friday

Subject Learning Activity

Math How did you do this week? If there was any part of your work

you did not understand, ask your teacher. Or, if it was easy for you, let your teacher know that too.

Reading Reflection: Fill out the reflection paper and share with your

teacher.

Writing Turn in your work to your teacher for feedback.

Social-Emo tional

Learning

Please continue completing 1-2 activities from your BINGO

board each week.

Did you color your STEP poster yet? Post it somewhere in your

home!

Multiplying Fractions by Whole Numbers (visual) Name: Answer Key Use the visual model to solve each problem.

2 %i X 3 =

To solve multiplication

problems with fractions one

strategy is to think of them as addition problems.

1)

2)

3)

4)

6)

7)

8)

9)

10)

12)

For example the problem

above is the same as: 2 2 2 %i+%i+%i

3 1/s x 6=

I ~ X 4 =

I /g X 6=

I ~ X 3=

3 i,i X 3 =

\ 2 X 3 =

I '/ X 7-/4 -

I '/4 x 7 =

3 lio X 2 =

4 1/s x 6=

2 %i X 3 =

Ifwe shade in 2/4 on the

fractions below 3 times we can see a visual

representation of the problem.

EBEB

1

2 2 %i x 3 = 1 %i

After shading it in we can

see why 2/4 three times is 2

equal to 1 whole and %i-

EBEB

1.

2.

3.

4.

5.

6.

7.

8.

9.

11.

12.

Answers

6 01/s 1 6

1 1/s 1

2 1/..

3 1 %.

1 1 ;;,

0 /22 ------

1-10 92 83 75 67 58 50 42 33 25 17

11-12 8 0


Use the visual models to solve.

l) ½ X 3 =

J) \o X 9 =

5) ½ x 6=

7) %ix9 =

9) /2 X 3 =

ll) 1/c X 4 = 8

Fractions & Whole Numbers

2) 1/s X 4 =

6) \0 X 2 =

S) 1/s X 2 =

lO) ½ X 2=

12) 1/c X 8 = 8

1

Name: Answer Key

1.

2.

3.

4.

5.

6.

7.

8.

9.

Answers

72/ /10

16/ /10

1/. 8

10. ½ -------11. ½ -------

12. 4½ ------------

1-10 92 83 75 67 58 50 42 33 25 17 11-12 8 0


Answer Key: Thursday, May 16, 2020

Multiplying fractions by whole numbers Grade 4 Word Problems Worksheets

1) 4/5 × 5 = 20/5= 4. They had 4 bags of treats in total.

2) 2/7 × 3 = 6/7. He drinks 6/7 carton of milk each day.

3) 3/4 × 8 = 24/4= 6. 6 water bottles can be filled up.

4) 3/16 × 15 = 45/16 = 2 and 13/16. 2 and 13/16 is between 2 and 3. So, the host should order 3 pizzas.

5) 3/4 ×10 =30/4 = 7 2/4 =7 ½. 7 ½ is between 7 and 8. So, grandma needs to buy 8 bags of flour.

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Name ____________________________ Classroom Teacher _____________________

K-5 Music & PE BingoWeek of: May 18-22

Here are some music and PE activities you can do with your family.

Try to get a Bingo (5 in a row) or even a Black Out (all squares)!

Have fun being active and creative together!

Freeze Dance: Turn Create a concert

Workout 60 or more

minutes a day for all

5 days this week.

Create new lyrics to

go with the song "Itsy

Bitsy Spider".

on some music &

dance. Have

someone else control

when you stop and

start.

Challenge someone

at home to see who

can hold the wall sit

the longest.

about spring that

includes at least 3

different songs.

Create artwork to

match your concert.

Listen to a song

without words. Use

playdough, paint, or

crayons to create art

that matches the

mood of the music.

Do the 100 push-ups

in 1 minute

challenge.

Tell someone how

composers are

different from

conductors.

See if you can

improve your V sit

throughout the day

(sit on bottom, torso

and legs create a V).

Do 5 sets of tuck

jumps throughout

the day.

Play "Hot Cross Buns"

on any instrument,

including homemade

instruments.

Drink only milk or

water today. FREE SPACE

Watch a musical (a

movie that uses

singing to tell the

story).

Dance to your

favorite song.

Take a family

member (this

includes your dog!)

on a walk or bike ride

for 30 or more

minutes.

Explain how music

can change the mood

of a scene in a movie

or video game.

Make a hop scotch

grid using sidewalk

chalk, tape, or string.

Call a friend or

relative. Ask them to

tell you about the

first concert they

attended.

Eat 4 different fruits

and/or veggies today.

Create a list of 3

songs that make you

feel calm. Write a

sentence about why

they make you feel

calm.

Do a 30 second

stretch each on legs,

arms, and core

followed by a bridge

for 30 seconds.

Tally your families'

glasses of water for

the day.

Play leap frog with as

many family

members as you can.

Use clapping, patting,

stomping, &

snapping in an 8 beat

or 16 beat pattern.

3rd-5th Grade Social Emotional Learning Challenge

We challenge you students to complete 1-2 activities per week during our closure! Parent/Guardian, I challenge you with the task of coming up with a feasible reward for

completing this entire page (ex: free chore day, a treat, pick a movie to watch, etc.).

Thanks for ALL that you do!!!!

Call someone you love who doesn’t live with you and

have a conversation using

kind words.

After washing your hands, create a friendly card to

send to an elderly person you live near. Deliver to

their mailbox with a trusted adult.

Work with your family to think of all the things you can do and say to make your home a

happier place!

Practice when it’s appropriate to be

silly versus serious while

playing Freeze Dance!

Surprise a family member by

making them a snack or meal!

Think of a time Create a piece of Call a friend and While you watch a Practice being you made a art to give a friend tell them how you TV show notice mindful. Sit quietly

mistake with how once we are back are feeling about how the outside and notice you handled your at school. school being characters feel. all that is going on

feelings. How closed. Make sure How many around you. could you have to listen AND emotions can you Journal or draw

handled that share. find? what you see. differently?

Practice having a growth mindset. Try something

new and don’t give up!

It’s okay to be mad but it’s not

okay to be mean. Make a list of ways to calm

down when you are angry without hurting anyone.

Create a children’s book about

kindness and anti-bullying. Include

your own characters and ideas on how to

stop bullying!

Invite everyone you live with to

play a game with you! Make sure to be a good sport.

Ask a loved one to tell you about a

time they felt a big emotion. Make

sure to ask them questions!

Write or draw about what you hope for this time at home, and for

when we are back at school.

Tell a loved one about a time you felt a big emotion. How did you deal

with it?

Go outside and write an

encouraging message for

people either in chalk or on paper.

Go for a walk outside and think of all the things you are grateful

for. How many can you think of?

Practice deep breathing for 3

minutes.(In through your nose, out through your

mouth slowly)

Color your Calm Down poster and post in the room you’re spending the most time.

Complete 1 Home link with a parent or older sibling.

Remind a family member

(respectfully) to choose a calm

down strategy – practice it with

them!

Choose 1 problem causing conflict in

your home and discuss 2

solutions during a meal.

Color the Problem Solving STEP

poster and post in a common space

in your home.

I I

committee_f{) 'children-

Problem-Solving Steps

Say the problem

Think of

solutions

Explore consequences

what could happen if...

Pick the best

solution

make your

safe andwithout planrespectfulblame

ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

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Cause & Effect Match Up CAUSE

This happens first. I dropped the banana peel.

EFFECT Because I dropped the

banana peel, this man slipped and fell.

Article: Otzi The Iceman (Achieve 3000)

and match the CAUSE and EFFECT cards.

EFFECT

Otzi wore warm clothes of leather, hides, and grass.

EFFECT

His body was well preserved.

EFFECT

Otzi was able to secure a variety of tools from many places that helped him survive.

EFFECT

Scientists have been able to learn quite a lot about him and the way he lived.

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.. ••• • • • . . . . .

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Cause & Effect Match Up CAUSE

This happens first. I dropped the banana peel.




and match the CAUSE and EFFECT cards.

CAUSE

It was very cold on a mountain in Italy where Otzi lived.

CAUSE

His body was covered an frozen with ice for hundreds of years.

CAUSE

Otzi was able to walk and could travel long distances.

CAUSE

His remains have been studied, x-rayed, and analyzed.

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. ·=--------------------------~

.. ••• • • • . . . . .

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• • • •

• • •••

• • •

• •

• •

• • •

•

•• •

Cause & Effect Match Up


Answers for CAUSE and EFFECT Match Up

CAUSE This happens first.

I dropped the banana peel.



CAUSE It was very cold on a mountain in Italy where Otzi lived.

CAUSE His body was covered and frozen with ice for hundreds of years.

CAUSE Otzi was able to walk and could travel long distances.

CAUSE His remains have been studied, x-rayed, and analyzed.

EFFECT Otzi wore warm clothes of leather, hides, and grass.

EFFECT His body was well preserved.

EFFECT Otzi was able to secure a variety of tools from many places that helped him survive.

EFFECT Scientists have been able to learn quite a lot about him and the way he lived.

• • ••

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• •

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•

• • . . • •

. ·=--------------------------~

.. •••

..

• • • . . . . . • •

• • . ..

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• • •••

• • •

• •

• •

• • •

•

• • • • ••

•• • . . ..

Causa yefecto coinciden

Respuestas para CAUSA y EFECTO Match Up

Artículo: Otzi The Iceman (Achieve 3000)

CAUSA Esto sucede primero.

Se me cayó la cáscara de plátan

EFECTO Como se me cayó la cáscara de plátano, este hombre

resbaló y cayó.

CAUSA/PORQUE Hacía mucho frío en una montaña en Italia donde vivía Otzi .

CAUSA/PORQUE Su cuerpo estuvo cubierto y congelado con hielo durante cientos de años.

CAUSA/PORQUE Otzi podía caminar y podía viajar largas distancias.

CAUSA/PORQUE Sus restos han sido estudiados, radiografiados y analizados.

EFECTO Otzi llevaba ropa abrigada de cuero, pieles y hierba.

EFECTO Su cuerpo estaba bien conservado.

EFECTO Otzi pudo asegurar una variedad de herramientas de muchos lugares que lo ayudaron a sobrevivir.

EFECTO Los científicos han podido aprender mucho sobre él y la forma en que vivió.

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