Hi, Beal Students and Families!

The schedule below will help you with your daily work. Have fun learning!

Remote Learning Lessons for Grade: Science Grade 4 Week 8

Week of: 5/25

Tasks: Monday

Video https://mysteryscience.com/energy/mystery-1/speed-

energy/304?code=MTY5OTU3MDA&t=student

Questions How is your body similar to a car? In this Mystery, students learn

that we use the energy from food to make our bodies move just like

cars use the energy from gasoline to move. In the activity, Twist-o-

matic Tester, students build paper models of an amusement park ride

called the Twist-o-Matic. The ride stores energy in rubber bands and

spins around when the energy is released. Students compare the speed

of the spins when they use a thin rubber band versus a thick rubber

band.

Activity 1. This week in science we start a review unit that’s all about

energy! We will learn that when something is moving, it has

energy. Your child also will learn how energy can be stored in

food, batteries, gasoline, and even rubber bands. We will build

an amusement park ride that used rubber bands and figured out

how to create the fastest, most exciting ride!

2. You can support learning at home by watching this video of [a car

that is powered in an interesting way]

(http://www.safeyoutube.net/w/ySj) How does this car get the

energy it needs to move?

3. Watch mystery answering questions as you go.

4. Experiment: Do the experiment taking pictures as you go if you

have the equipment. If you need to improvise please do. You

need: crayons, books, ruler, scissors, rubber bands, small binder

clips, handouts, end-of-mystery assessment

5. Students can work on their own, but they will need to make two

models so that they can compare and contrast what happens

when using the thin versus thick rubber band.

6. Student will need to set up two Twist-O-Matic models next to

each other for easier comparison between the thin and thick

rubber bands. Each model takes up the space of about one

student desk.

7. Follow the mystery with the instructions of the activity.

8. Complete end-of-mystery assessment. Tasks: Tuesday

Video https://mysteryscience.com/energy/mystery-2/collisions-energy-

transfer/380?code=MTY5OTU3MDA&t=student

Questions What makes roller coasters go so fast? In this Mystery, students

explore how energy can be stored as height. In the activity, Bumper

Coasters (Part I), students add hills to the paper roller coaster they

built in Mystery 2. Students release marbles down the roller coaster

track to deepen their understanding of height energy and energy

transfer.

Activity 1. This week in science we are learning about how roller coasters

move so fast, all without a motor (the motor is in the track of

the first hill). We are learning about how hills can store energy.

The higher the hill, the more energy, the faster the coaster can

go! We solved the mystery, “How do roller coasters move so

fast?”

2. You can support this week’s learning by watching a video with

your child of the coaster we studied in class, the Goliath

(http://safeYouTube.net/w/BUj) It’s the tallest and fastest

wooden roller coaster in the world! You might also want to share

your experiences riding roller coasters or other amusement park

rides.

3. Watch mystery and answer questions as you go.

4. Experiment: Do the experiment taking pictures as you go if you

have the equipment. If you need to improvise please do. You

need: box, pencil, ruler, scissors, file folder labels (stickers),

paper clips, marbles, handouts, end-of-mystery assessment

5. Students can work on their own, but will need to build all four

pieces of their roller coaster track. Make Sure You Have Enough

Space

6. Each roller coaster extends about 1.2 meters (a little over 4

feet) from the box, stack of books, wall, or other surface that

it’s attached to.

7. Prepare Stickers: Cut enough stickers so that you have two for

each group of students that will build a roller coaster. The

stickers need to be no wider than 2 centimeters so that they

can fit and adhere to the roller coaster track.

8. Follow the mystery with the instructions of the activity.

9. Complete end-of-mystery assessment. Tasks: Wednesday Must Do

Video StemScopes: Content Connections Video-Non-Renewable vs Renewable.

Questions What is the difference between nonrenewable and renewable

resources?

Activity 1. Log onto StemScopes through the Student Applications.

2. Go to Assignments.

3. Click on Content Connections Video-Non Renewable vs Renewable.

4. Watch video and pause when it asks you questions and discuss

the answers.

5. Watch video answering questions as you go.

6. Use video to answer questions.

7. When you finish turn in.

These are the review challenge assignments for this week. Go to STEMscopes and

complete the questions on the following assignments. Let's see how many shout outs I

can give this week. Send me a message when you are finished. If you think you have

finished already check to make sure I have not returned anything to you.

1. Content Connections Video-The Energy Debate

2. Content Connections Video-Resources (2)

3. Content Connections Video-Solar Power

4. Multiple Choice Assessment from Renewable and Non-Renewable Resources using

STEMscopedia for reference

5. Concept Attainment quiz from Renewable and Non-Renewable Resources using

STEMscopedia for reference

I have posted a list of websites on the Alice B. Beal Class Dojo page. Please choose

activities that your child would like to explore. Please pick an activity from the list to

do with your scientist each day that you don’t do an assignment. Have fun and stay

curious.