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Eagle Creek Elementary 1216 East 5th Street - Arlington, WA 98223 Office: 360.618.6270 - Fax: 360.618.6275
4th Grade Learning Menu Information: May 11th – May 21st
Please find the attached Learning Menu for May 11th - May 21st. A few notes about the menu (changes from last menu are bolded):
- This menu includes two-weeks of learning material and supports instruction through May 21st. Please note: Friday, May 22nd and Tuesday, May 26th have been designated “No School Days” to stay within the 180 school day calendar.
- Consider working with your child to plan out how they will work through the menu over the two-week period of time.
- Students are asked to submit their work to an assignment or two- we would love to see what your children are doing so we can assess their understanding of material and plan next steps. Directions for this are provided on the menu.
- The Specialist Menu is grade level specific. Your kids can pick one Specialist area every day or so to work with.
Washington State’s Superintendent’s Office is recommending the following for daily learning times:
- Kindergarten/1st Grade: 45 minutes a day - 2nd and 3rd Grade: 60 minutes a day - 4th and 5th Grade: 90 minutes a day
We are taking weekly attendance and our goal is to check in with students at least once a week. Please be sure to connect with your teacher via e-mail, phone, Zoom, Google Classroom, or by submitting assignments. If you are looking for more learning, consider looking back at previous menus and doing an assignment you may not have gotten to OR check out the many websites listed under “Helpful Websites”. If you have questions or concerns, please reach out to your child’s teacher. Teacher e-mails are listed at the bottom of each menu and teachers are establishing Office Hours to provide additional supports as needed. Your teacher will communicate the Office Hour information with you via e-mail.
Eagle Creek 4th Grade Menu
May 11 - May 21 *Remember to read and journal each day!
You can submit any work that you are proud of or want to share with your teacher by email or google classroom.
Math (Area and Perimeter)
My Math Chapter 13
Lesson 1 Pages 825-830
“Measure Perimeter”
A digital version of this
chapter can be found on Google Classroom.
Modification: Use a multiplication
chart
My Math Chapter 13
Lesson 3 Pages 839-844 “ Model Area”
A digital version of this chapter can be found on Google Classroom.
Modification: Use a multiplication
chart
My Math Chapter 13
Lesson 4 Pages 845-850
“Measure Area”
A digital version of this chapter can be found on
Google Classroom.
Modification: Use a multiplication
chart
My Math Chapter 13
Lesson 5 Pages 851-856
“Relate Area and Perimeter”
A digital version of this chapter can be found on Google Classroom.
*Please submit
the independent practice pages to your teacher for
feedback.*
ELA
Read “The Oregon Trail” article and
take the quiz.
This is NOT a ReadWorks article.
A video version of the article and an online
version of the quiz are also available on Google
Classroom.
Modification: Have someone read to you including the quiz
Read the ReadWorks article
“The Paper Airplane Contest”
and answer the questions.
A link to the online
version of the article is on Google Classroom.
* Please submit the ReadWorks
quiz to your teacher for feedback.*
Modification: Have someone read to you including the question
Read the story “Apples to Oregon,”
and answer and take the quiz.
(An AR quiz is also available
for Apples to Oregon, by Deborah Hopkinson)
This is NOT a
ReadWorks article.
A video version of the article and an online
version of the quiz are also available on Google
Classroom.
Modification: Have someone read to you including the quiz
Read the ReadWorks article “How do Airplanes
Fly?” and answer the
questions.
A link to the online version of the article is on Google Classroom.
Modification: Have someone read to you including the questions
Sci/SS Sound/ Energy
Oregon trail
Should you go on the Oregon Trail
writing:
Instructions: 1. Read the two pages of editorials showing the pros and cons for going to the Oregon
Country. 2. Discuss these pros and cons. Where do you feel your family
would stand on going to the Oregon
Country? Would they go? Why or why not?
What would your reaction be to their
decisions?
*Make sure to use
RACE when answering the
question.*
Paper airplane STEM challenge (Let’s practice your measurement skills
from the last menu’s math learning. Your task is to build two
different paper airplanes, make a
hypothesis about which one will fly farther and measure and chart the
results. Happy building!)
“Which Paper
Airplane Design Will Fly
Farthest?” Step 1 ---------
Step One: Choose TWO
designs to build. The paper
directions for multiple airplanes are in this packet. For help choosing
a good design, read the 2-page
article titled “Science
Background: Paper Airplanes”.
Paper airplane STEM challenge
“Which Paper
Airplane Design Will Fly
Farthest?” Step 2 ---------
Step Two: Make a
hypothesis (educated guess).
(For more information on
what a hypothesis is watch these
videos: https://www.yout ube.com/watch?v =HZ9xZHWY0mw
https://www.yout ube.com/watch?v
=bUa-ilQqEv0
Which paper airplane do you predict will fly farther? What
details make you believe that particular
airplane will fly the farthest?
Paper airplane STEM challenge
“Which Paper
Airplane Design Will Fly
Farthest?” Step 3 --------- Step 3:
Test your airplanes!
Use the recording page with
“Create” at the top to record the
data in feet & inches.
Answer the “Improve” and
“Reflect” Questions.
CIA Oregon Trail
Quadrant 2
** Additional Opportunity** If you would like to travel along the Oregon Trail through a read aloud with Mrs. Polkinghorn, you can find the links
to the quadrant two videos in Google Classroom. The activities for quadrant two of this journey are in your
packet or in google classroom.
Health & Wellness:
Believe in Yourself ○ Find something you love to do ○ Do it everyday ○ Use your imagination ○ Declare your intentions (write down your Goals) ○ Set small goals – knock them off – set more goals ○ You must become disciplined – it builds confidence ○ Out work others around you ○ The secret is to enjoy the journey – the highs and lows – be patient ○ Never stop reaching for your goals till you get there
Please watch these videos! https://youtu.be/3CQusoJSh0E https://youtu.be/HLBDPUdckQs https://youtu.be/IWLZ2b158HI
Library/Tech: Library : After reading a book, fill out the book report that is attached. Technology : Big exciting news: we are beta-testing a virtual coding program that allows our students to complete coding challenges online. If you are interested in trying this with your student, go to code-beta.makewonder.com. The teacher code is pc8gm. Look under “4th grade” then scroll until you find your child’s name. Your child can try to complete puzzles and have some fun exploring this site! If you run into any glitches, please email me (see Ms. Arnold’s email below) and I will forward your comments and questions to the company, since this is a beta test, there may be some! Also, this only works with ChromeBooks and laptops and is not compatible with iPads or phones, yet! Also, create a Dash & Dot comic strip (see attached comic strips with blank talk bubbles).
Music: SpotLight On Percussion! [Week 6] and Woodwind Instruments [Week 7]. Listen to and Learn about Instruments by clicking on the links. Make a “Music Dynamic Paddle” to practice switching from very quiet (Piano) to very loud (Forte) during a song. Keep Singing and send us a pic or recording, I would L-o-v-e to hear from you! Spotlight on Percussion! Piano/Forte Paddle Project (5/11-15) Spotlight on Instruments - Woodwinds (5/18-22)
PE: Baseball / Softball Skills This week you will be working on your underhand tossing and overhand throwing. Check out the attached posters to see the correct form for tossing and throwing. Equipment: Any ‘soft’ ball that can fit in your hand or a “sock ball” (a couple of socks balled into each other) - use whatever you can find to replicate a ball. We recommend Baseball/Softball skills be practiced outdoors whenever possible. Underhand Toss: Practice tossing to a target on the floor. Your target can be a laundry basket or any “ground area” you designate as your target. See if you can toss accurately into your target 10 times. Overhand Throw: Practice throwing to a target ona wall or even to a partner. See if you can throw accurately to your target 10 times. Extension(s) of the Week: How many times IN A ROW can you accurately throw to your target. Try to beat your last record.
General Wellness: How to lift your spirits! Students make a list or a poster of 10 to15 things that: make them happy; they can do by themselves; doesn't require adult assistance; costs any money; or requires a screen. Hang the list or poster in their room. When they are feeling bored, upset or lonely go to their list for ideas to find fun and healthy activities. Examples: Create a 3-D animal out of recycled materials; write a poem or a song; work on a puzzle or make your own if you don't have one; paint your nails; try an experiment you learned about in school; take a dog for a walk, climb a tree... Try something you may have never done before but wanted to try. Have fun with this!! For more social emotional skills, lessons and helpful stories visit our Google Classroom. Log in to Google, Open Google Classroom, click the “+”; join the class Social Emotional Support During School Closure; enter in the code kyufbxn
Helpful Websites: All Education https://www.brainpop.com/
http://education.com
Math ixl.com/signin/aps
https://mathantics.com/
https://www.commoncoresheets.com/
https://www.khanacademy.org/
https://nrich.maths.org/8283
ELA https://www.getepic.com/
https://www.readworks.org/
https://newsela.com/join/#/teach-or-read
https://shopping.lwtears.com/category/handwriting?m=Retail
https://typing.com
https://hosted260.renlearn.com/705657/default.aspx
Science / Social Studies https://americanindian.si.edu/nk360/pnw-history-culture/pnw1-salmon/index.html
http://www.pbs.org/lewisandclark/
https://www.blm.gov/sites/blm.gov/files/learn_interp_nhotic_kidstrail.pdf
https://mysteryscience.com/mini-lessons/rainbows?code=6dd9389e30329ac8f8f 3e74b5d5c5821 Learn at Home with Scholastic Teacher Emails: jpolkinghorn @asd.wednet.edu [email protected] [email protected] [email protected] [email protected]
Specialist Emails: Ms. Arnold : [email protected] (Library/Technology) Ms. Hallanger : [email protected] (Music) Mr. Mclaughlin : [email protected] (Health and Wellness) Mr. Robison : [email protected] (PE) Ms. Jablonski: [email protected] (School Counselor) Office Hr Fri. 9-10AM
“The Oregon Trail” (16 min. video)
The following text is an exact transcript from the video. You can read along as the video plays, or you can use this text to help you find the answers to the questions on the quiz. (BTW, a transcript is a written version of a video.)
Man’s Voice: We formed a company of wagons, and I have been elected captain. Now a
wagon train that is not organized lasts about as long as water in a hot skillet. Mr. Williams, I’d like you to be my lieutenant. Your skills and your trade as a blacksmith should come in real handy. We also voted not to travel on the Sabbath. May 2nd. We leave Independence, Missouri, for the frontier. Our company numbers about 40 wagons, and I believe we will have sufficient manpower for whatever may lie before us. Our spirits are high.
Narrator: When Thomas Jefferson was president, he wanted to buy the port city of New Orleans from the French. The French sold him the entire Louisiana Territory. After the Louisiana Purchase of 1803, the United States covered the land from the Atlantic Ocean to the Rocky Mountains. Politicians claimed it was our Manifest Destiny to govern ocean to ocean. They wanted the people of the United States to populate the area west of the Rocky Mountains before England did. Few white people had gone west of the Mississippi River before the 1840’s. Those who did were mostly fur traders and missionaries. The migration over the Oregon Trail began in the 1840’s and lasted into the 1860’s. After that, the railroad crossed the continent and wagon trains stopped rolling. The immigrants who went west across the plains and deserts did so for many reasons. Some went looking for adventure. Others went to find their fortune. Some went for religious freedom. And after the drop in farm prices in the late 1830’s and early 1840’s,
farmers also followed the call west. They went for cheap, fertile land. Stories were heard all over the east of unlimited land and bountiful crops in the Oregon Territory.
Woman’s Voice: Far away, over deserts and mountains, so wild in our wearisome journey,
we’ve strayed toward a far, distant land. A bright home in the west where many fond hopes have been laid.
Narrator: Along with the farmers were doctors, blacksmiths, tailors, store keepers, prospectors, criminals, ministers, and just about any other type of person who lived in the east. They were all going to a better life.
Man’s Voice: Having concluded from the best information I was able to obtain, the Oregon
Territory offers great inducements to immigrants. So I determined to visit it.
Narrator: They would cross over 2000 miles of unchartered territory to make a new life in the promised land. This was the first wagon road to span the continent. Not only were people going to Oregon, there were trail branches that went south to Utah and California. From the 1840’s to the 1860’s one half million immigrants packed up wagons and handcarts and set out on the 5 to 6 month journey. The wagons were usually 4 feet wide and 2 feet deep and 10 to 11 feet long. A good wagon costs about $85. It needed to be sturdy enough to carry food, tools, equipment, and family treasures.
Man’s Voice: “These wagons, they’re a piece of work. Fine oak and maple, mine is. I forged the iron fittings myself last February. Made them pretty light, too. Caulked it up with tar and crossed many a river this trip.”
Narrator: Oxen were the best animal to pull the wagon. They were strong and could work long hours, but some people chose to use mules or horses to pull their wagons. What was packed in the wagons was very important. There were guide books with instructions about what was needed on the trip.
Woman’s Voice: The guide book says very few cooking utensils should be taken as they much increase the load which is always a consideration of paramount importance. A baking kettle, frying pan, tea kettle, teapot are all that are essential. Tin plates, tin cups, ordinary knives, forks and a coffee mill. It says bedding should consist of nothing more than blankets, sheets, coverlets, and pillows which could then be spread upon a buffalo robe or an oilcloth. According to the guidebook, feather beds are sometimes taken, but in many instances they find them burdensome and useless and leave them by the way. A holster of good pistols, at least five pounds of gunpowder and 20 pounds of lead, and
we have to take my chest with my books and my good calico dress for when we get to Oregon.
Narrator: They left from Independence, Missouri. The time to leave was when the winter grass turned green and was four inches long, long enough for livestock to graze. That was some time in April or early May. The goal was to make it to Oregon before the winter snow fell.
Man’s Voice: We take good care of our stock, even made moccasins for their sore feet over rocky terrain. If they were to be lost or hurt, we wouldn’t make it.
Narrator: There were many jobs on a wagon train, like tending livestock, fixing wagons, hunting, standing guard, finding fuel, hauling water, cooking, cleaning, and tending children. Children for the most part were expected to act like adults. They were expected to stay close and not get lost. They had many chores that were required of them, like collecting fuel for fires and tending the livestock. Those who were not driving the wagons walked alongside or behind them. Most of the time, nobody rode in the wagon.
Woman’s Voice: When we left home, I often rode in the wagon. But a few days of hard bouncing cured me of that. Once our little one was struck in the head with some of our possessions. Now we walk most of the time.
Narrator: The wagon trains tried to cover 20 miles a day. They traveled at about 2 miles an hour. It was a very long journey. The prairies could be dangerous places. The immigrants faced violent thunderstorms. They also encountered choking dust. There were deaths along the trail. Thousands died of cholera, a quick and deadly disease. Some died from accidental gunshots, drowning, and rattlesnake bites.
Man’s Voice: Now remember, this river bed lies like snow drifts and we chance encounter deep water. It hides unseen currents and whirlpools, so take caution. Now you may be obliged to cut your animals loose from their harnesses. Let’s get these wagons caulked up and turn ‘em into ships.
Woman’s Voice: This is the last of our caulking tar and we must soon find pine tree pitch to waterproof our wagons.
Man’s Voice: This great body of water is swifter than anticipated. We have had difficulty in swimming our animals across. We lost young Hansen who got into trouble with his horse.
Narrator: We must remember that the immigrants were not crossing and settling in unoccupied lands. Indians had called these lands home for thousands of years. At first, as the white people came across the continent, the Indians stood back and watched. At times they even helped immigrants who were in trouble. There were many things that made the Indians angry. They needed buffalo for food and clothing, but the immigrants began killing the buffalo for food and sport, and eventually destroyed the herds.
Man’s Voice: The Valley of the Platte, for over two hundred miles, represents the aspects of the slaughter yard. Such waste in the creature seems wicked. But every immigrant seems to wish to signalize himself by killing buffalo. Pioneers seem to enjoy killing them for sport.
Narrator: The white people brought diseases that killed some of the Indians. And over time they began settling on the Indian’s land, forcing them out. This land was all Indian land. As white settlers took land from the Indians, they signed treaties that said the rest of the land remained with the Indians. But the white people continually broke these agreements and took more land away from the Indians. Most of the Indian attacks took place near the end of the emmigration because of all the damage done by the settlers. Of the one-half million emmigrants that traveled the Oregon Trail, only about four hundred were killed by Indians. On this land that used to belong to the Indians, the emmigrants found many landmarks to help them along their way. These landmarks told them they were going in the right direction and just how far they had come. They provided some entertainment, a break in an otherwise boring and repetitive trail.
Woman’s Voice: I am very weary of this journey, weary of myself and all around me. I long for the quiet of home where I can be at peace once more.
Narrator: Among the landmarks along the way, the emmigrants saw Chimney Rock. It was used for target practice and some of its top was shot away. Scott’s Bluff is a landmark that the Indians refer to as the Hill That is Hard to Go Around. There was Register Cliff where many people carved their names into the rock. The emmigrants were encouraged to reach another landmark, Independence Rock, by the 4th of July in order to avoid the snowstorms in the Cascade Mountains. When the Indians went through Devil’s Gate, they noted that nothing much grew any more.
Woman’s Voice: There are some of the largest rattlesnakes in this region I ever saw,
being 8 to 12 feet long and about as large as a man’s knee.
Narrator: South Pass was the halfway point. The emmigrants had come 1,000 miles and they had about 1,000 more to go. When people saw the water in the Rocky Mountains flowing west, they knew they had passed the Continental Divide. There were several forts along the trail. These forts were welcomed sights of civilization. Also, they were places to buy more supplies. Food, of course, was more important than personal items. As the animals became tired and the hills turned into mountains, the immigrants had to lighten their load. So they threw out the heavy items like stoves, dressers, and chests, keeping only the essentials. The Dalles marked a stop in the wagon trail. From here, the wagons were floated down the Columbia River on rafts. They would unload the wagons at Fort Vancouver. This was a British owned trading post for the Hudson’s Bay Company. Some people paid a toll and traveled the Barlow Road. This road went around Mount Hood instead of going down the dangerous Columbia River.
Man’s Voice: I’ve decided that my family will follow the Barlow Road as we have witnessed many a death at the hands of the treacherous water.
Woman’s Voice: Rain all day. I froze or chilled my feet so that I cannot wear a shoe, so I have to go around in the cold water in my bare feet. And there was not one dry thread on one of us, not even on the babe.
Man’s Voice: Five long months and 13 days from Independence, Missouri. We have reached our destination, Oregon City. Civilization’s a welcome sight. Once my family is rested from descending the steep southern slope of Mount Hood, we will embark upon another journey, the search for our new home.
Woman’s Voice: Dear Brother and Sister, I suppose you’d like to hear how we like this country and how we prosper in the first of our living here. I did not like it very well, but after we had taken our plain and become settled once more, I began to like it better.
Narrator: From Fort Vancouver and Oregon City, the new settlers spread out to find their place in the Oregon Territory.
1 point
1800s - 1840s
1940s - 1960s
1840s - 1860s
1800s - 1860s
1 point
for religious freedom
to escape slavery
to find cheap and fertile farm land
to find adventure
to find their fortune
"The Oregon Trail"Comprehension Questions based on the Video
* Required
1. During which years did people travel on the Oregon Trail? *
2. Why did people chose to leave their homes and travel the long journeyto the Oregon Territory? Check all that apply. *
1 point
Horses were too expensive.
Oxen were strong and could work long hours.
Mules were stubborn and often refused to pull.
Oxen were cheaper to buy.
1 point
frying pan
blankets
rocking chair
pistol
rifle
table
gunpowder
hay for the oxen
3. Why were oxen the best choice for pulling the wagons? *
4. Click on the items the pioneers packed in their wagons. Check all thatapply. *
2 points
Ride in the wagon.
Tend the livestock.
Collect fuel for the fire.
Take care of smaller brothers and sisters.
Hunt for food
1 point
10 days
100 days
200 days
1,000 days
2,000 days
4 points
5. According to the video, what chores were children expected to doeach day? Click on two choices. *
6. The Oregon Trail was a journey of approximately 2,000 miles. If thepioneers traveled 20 miles per day, how many total days did they travel? *
7. Many pioneers died or were injured along the journey. Using the RACEstrategy, write a short paragraph about some of the dangers they faced. *
Your answer
4 points
1 point
Scott's Bluff
Independence Rock
Chimney Rock
Hansen's Valley
Register Cliff
4 points
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8. Using the RACE strategy, describe how the pioneers were able to gettheir wagons across large rivers. *
Your answer
9. Which of the following was NOT a landmark that helped the pioneersfind their way along the Oregon Trail. *
10. If you lived in during the mid-1800's, would you volunteer to travel onthe Oregon Trail? Using RACE, write a paragraph to tell why or why not. *
Your answer
Submit
Forms
My daddy loved growing apples, and
when he got ready to pull up roots and leave Iowa for Oregon, he couldn’t bear to leave his apple trees behind. So Daddy built two of the biggest boxes you could ever hope to see. He set them into a sturdy wagon and shoveled in good, wormy dirt. Then he filled every inch with little plants and trees. Hundreds of them. Daddy was ready for the most daring adventure in the history of fruit. “Apples, ho!” he cried.
Along with apples, my daddy took peaches, pears, plums, grapes, and cherries. Oh, and by the way, he took us along, too.
We all had lots to do on the journey. Each morning I helped Mama bake biscuits while
Daddy prepared for another long day on the trail. At night, Mama and I tucked in the little ones and Daddy fiddled lullabies under the stars. Why, I can still hear him crooning to the Gravensteins.
“Hush, little babies, don’t you cry. Mama’s gonna bake you in an apple pie. If that apple pie ain’t sweet, Daddy’s gonna munch you for his own special treat.” We rolled along just fine til we came to the Platte River. It was wider than Texas, thicker
than Momma’s muskrat stew, and muddier than a cowboy’s toenails. Just looking at it made my insides shrivel.
The riverbank was crowded with folks in prairie schooners trying to get up the nerve to
cross. When they saw us and all our little fruit trees fluttering in the breeze, they burst out laughing.
“Those leaves will be brown as dirt before you hit the plains,” declared one old geezer. “Plains?” scoffs someone else. “That nursery wagon won’t make it halfway across the
river.” But Daddy didn’t let their talk worry him. He just looked me square in the eye and said,
“Delicious, I’m gonna need your help.” Right then and there we built a raft for his tiny trees. Then Daddy loaded me and my little sisters and brothers onto the edges.
“Now make sure my precious plants don’t topple into the water,” Daddy warned. Well, we hadn’t gone far when the muddy drink started to pull us down. “The peaches are plummeting!” my sister shouted.
“The plums are plunging!” boomed my brother. “Don’t let my babies go belly-up!” howled Daddy.
I had to think quick. We’re too heavy. If we don’t go faster, we’ll sink. We gotta take our shoes off and kick and so we kicked. Course we’re all being raised on apples and everyone knows young’uns raised on apples are strong, mighty strong. Before you could say Johnny Apple Seed , we kicked ourselves clear to the other shore.
But no sooner had we got every last tree loaded back in the wagon, then I spied a foul
looking bunch of clouds thumping around the sun just fit to be tied. The wind began to throw around everything that wasn’t lashed down.
Our boots, baby Albert’s diapers, every pot and pan Mama had, even our own little wagon.
Next, hailstones, big as plums, came hurtling out of the sky. “Guard the grapes! Protect the peaches!” Daddy howled. So we all started tearing off
our clothes and holding them over Daddy’s darlings. Bonnets, petticoats, trousers, hats, even Daddy’s drawers.
Phew! At last the storm passed and Daddy’s dainties were safe. After all that
excitement, it felt good to hit the trail again. But before long, we came to an endless sandy desert. Now remember, us young’uns didn’t have our wagon or our boots. In no time, our feet were redder than the poison apple that old witch gave to Snow White.
“Delicious, this is our toughest challenge,” said Daddy wiping his brow as I followed him on tippy-toes. “We got to find the waterhole or my babies are done for.”
Sure enough, by noon the fruit trees began to droop. By 3:00, their itty bitty tender
leaves were getting crispy. By nightfall, Daddy was crying, a handful of dead branches pressed against his heart. I couldn’t bear to see my Daddy suffer, so early next morning I took off to look for water. But although I searched and searched, I couldn’t even find a splash or a puddle.
After a while, I got so tuckered out, I plopped down under an old sagebrush. “Ouch!” I yelled landing on something hard. But when I saw what it was, I whooped for joy. My very own boot. What’s more, it still had some water in it from all those melted hailstones. That was our lucky day, let me tell you. We found every one of Mama’s pots and pans spread out across the sand. They all had a
few drops of water in them, too. Just enough to get Daddy’s trees to the next water hole before they all keeled over.
My, that first sip of water sure tasted good. Even if I did have to wait my turn behind
some Baldwin apples. Oh, and I’m pleased to say our wagon and all the boots turned up, too. All except one. I reckon that nasty wind blew my left boot clear to the other side of the moon. And if it should happen to drop out of the sky on your head one of these days, I’d sure appreciate you sending it along to me.
Well, we kept on going, past Courthouse Rock and Chimney Rock and Independence
Rock and lots of other rocks that didn’t have names. We climbed up rocks and down rocks, and at last we reached Columbia River. “Just a hundred miles to go,” declared Daddy.
But time was running out. Our little trees had almost drowned in the river, got pounded
by hailstones, and got withered by drought. How much more could they take? And now we were set for a showdown with the most ornery varmint of all, Jack Frost.
Oh, I’d already spied him sneaking around our campsite,
brushing the cottonwoods with his cold white tongue. But I wasn’t about to let him get close to my Daddy’s apples, so that night I made a big fire and set by it waiting for Jack Frost to show himself. Sure enough, as soon as the moon came up, I spotted the old good-for-nothing slinking across the meadow heading straight for the Sweet Junes.
I got ready to fight. Jack Frost came at me turning the ground so cold my toes went
numb, but I didn’t give up. I grabbed the flaming stick and threw it right at him before you could say Peter Piper picked a peck of pretty Pippins, that lowdown scoundrel was hightailing out there heading straight for Walla Walla, Washington.
“I’m mighty grateful, Delicious,” said Daddy as he scrutinized his sweeties the next morning. “Thanks to you, even the Sweets stayed snug.”
“We were nice and cozy, too,” added Mama checking the children.
Sure enough, all Daddy's trees survived. Just as if they’d come across the plains in a swanky carriage. We floated them on boats down the mighty Columbia to a pretty place near Portland. Then we planted them in the sweet Oregon dirt at last. Gold was discovered in California not long after, and thousands of people rushed there to seek their fortunes. But not us. We already had our fortune. Those apples, peaches, pears, plums,
grapes and cherries made us richer than any prospector. We were happier, too. After all, apple taste a whole lot better than gold.
As for my Daddy, he was always sweet as a peach. He
and Mama lived happily to a ripe old age. Daddy never forgot my brave deeds on the trail. Why, as soon as he sold his first bushel of apples, he bought me the prettiest pair of boots you ever saw.
“Delicious,” said Daddy, “you’ll always be the apple of my
eye.”
3 points
. . . folks in prairie schooners trying to get up the nerve to cross.
Our little fruit trees were fluttering in the breeze
The muddy drink started to pull us down.
Then I spied a foul looking bunch of clouds just fit to be tied.
After all that excitement, it felt good to hit the trail again.
Apples to OregonQuiz Topics: Figurative Language, Cause and Effect, Using Context to Determine Word Meaning
* Required
1. An idiom is a word or phrase which means something different from itsliteral meaning. For example, Delicious says, "Daddy got ready to pull uproots and move to Oregon." Daddy didn't really go out to the garden andpull up the plants. The idiom "pull up roots" means to leave your home andmove somewhere else. Which THREE sentences from the story containother examples of idioms? *
4 points
The Platte River was muddier than a cowboy's toenails.
That nasty wind blew my left boot clear to the other side of the moon.
The Platte River was wider than Texas.
The riverbank was crowded with folks in prairie schooners.
Young'uns raised on apples are strong.
Our feet were redder than the poison apple the old witch gave to Snow White.
4 points
I'd already spied him sneaking around our camp site.
. . . brushing the cottonwoods with his cold white tongue.
I spotted the old good-for-nothing slinking across the meadow.
I wasn't about to let him get close to Daddy's apples.
That lowdown scoundrel was hightailing it out of there heading straight for WallaWalla, Washington.
I grabbed the flaming stick and threw it right at him.
2. Hyperbole is a figure of speech that uses exaggeration oroverstatement for emphasis or humor. Exaggeration means claimingsomething is more than it really is. For example: "I’m so hungry that I couldeat a horse." "I can run faster than the speed of light." Check FOURsentences that are examples of hyperbole. *
3. Personification is a figure of speech in which a thing or idea isrepresented as a person, or has human characteristics. In Apples toOregon, Delicious talks about the varmint Jack Frost as if he (frost) werea person. People sometimes refer to a visit from Jack Frost when theymean that the ground has developed a layer of frost during the night.Check all the descriptions of Jack Frost from the story that make it soundlike he is a person. There are FOUR. *
1 point
idiom
hyperbole
personification
simile
1 point
idiom
hyperbole
personification
simile
1 point
idiom
hyperbole
personification
simile
4. Which type of figurative language is used in the following sentence?"The wind began to throw around everything that wasn’t lashed down." *
5. Which type of figurative language is used in the following sentence?“Delicious,” said Daddy, “you’ll always be the apple of my eye.” *
6. Which type of figurative language is used in the following sentence? "[There was] Just enough [water] to get Daddy’s trees to the next waterhole before they all keeled over." *
1 point
Daddy couldn't bear to leave his apple trees behind in Iowa,
so he built two large boxes and filled them with wormy dirt and filled every inch withlittle plants and trees.
1 point
They unloaded the trees and left them behind.
They built a tiny raft to float the trees to the other side of the river.
They kept traveling down the river to find an easier place to cross.
They turned around and went back to Iowa.
1 point
Hailstones as big as plums were falling from the sky.
The wind had whipped up a fierce storm.
Jack Frost was threatening to freeze the trees.
The trees were in need of water.
7. Cause and Effect: A cause tells WHY something happens, and an effecttells WHAT happened. In the sentence "Daddy couldn't bear to leave hisapple trees behind in Iowa, so he built two large boxes and filled them withwormy dirt and filled every inch with little plants and trees," which partcontains the cause? *
8. Cause and Effect: When the family reached the Platte River, theydiscovered that their wagon was too heavy. What was the effect of thisdiscovery? *
9. Cause and Effect: After crossing the river, the children had to removetheir clothes and protect the trees. What caused them to do this?
1 point
old
fancy
worn out
small
1 point
to sing softly
to chant
to tap your feet
to yell
1 point
silly
angry
friendly
stubborn
10. Use the context of the sentence to determine the meaning of the wordswanky. "Sure enough, all Daddy's trees survived. Just as if they’d comeacross the plains in a swanky carriage." *
11. Use the context of the sentence to determine the meaning of the wordcrooning. "At night ... Daddy fiddled lullabies under the stars. Why, I can stillhear him crooning to the Gravensteins." *
12. Use the context of the sentence to determine the meaning of the wordornery. "And now we were set for a showdown with the most orneryvarmint of all, Jack Frost." *
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17
Editorials saying “Go to Oregon!”
The Rocky Mountains can be crossed by wagons
and families. There is no obstruction the
whole route that any person would dare call a
mountain. Even delicate missionary women have
crossed the mountains with no ill effects.
St. LouiS Gazette
The Indians are hostile, true, but overlanders traveling together in large wagon trains are safe. In all probability they would not meet with an Indian to interrupt their progress. The army has forts and soldiers to protect travelers and more will be provided.
Missouri Gazette
Those bound for Oregon are Pioneers, like
those of Israel that followed Moses through the
wilderness. Going to Oregon is also patriotic.
It is our manifest destiny to settle the west.
New Orleans Daily Picayune
In Oregon, there are spacious, fertile valleys where good crops can be grown, and free land is available. Although there is still land to be had back east, prices are rising and economic conditions are poor. No one need starve on the overland journey if they plan carefully. Provisions can be taken to last for months and game is plentiful. In fact, the health of overlanders should improve in the great outdoors.
St. LouiS Gazette
18
Editorials saying “Don’t Go to Oregon!”
The Indians in the west are hostile. The wagon trains would be in constant jeopardy.
New Orleans Weekly Bulletin
Families with wagons will never be able to cross
the mountains. Men should not subject their wives
and children to all degrees of suffering.
Daily Missouri
Republican
The country is expanding too fast. Besides, the Oregon Country is claimed by the British. If war comes it would be impossible to defend it.
LiverpooL timeS
Why go to Oregon to get land? An Illinois farm of
the finest land would be far superior.
North americaN review
Most of the overlanders and their animals will die
of starvation and exposure in the vast desert areas of
the west. It is madness and a folly to attempt a trip to
Oregon.
The New York Aurora
19
I think my family ____ would ____ would not have gone to Oregon because:
B) Decision-Making
Instructions:
1. Read the previous two pages of editorials showing the pros and cons for going to the Oregon Country.
2. Discuss these pros and cons. Where do you feel your family would stand on going to the Oregon Country? Would they go? Why or why not? What would your reaction be to their decisions?
My reaction to this decision would be:
The Paper Airplane Contest
The Paper Airplane Contestby ReadWorks
One time, the teachers at a school wanted to teach the students about airplanes. While all airplanes can fly, some are able to fly farther than others. This is because not all airplanes are built the same. For example, a fighter plane looks very different from a plane that people fly in when they want to go on a holiday. The teachers wondered how they could make students understand this.
Then, the science teacher, Mr. Moose, decided that the school should have a paper airplane contest. Every student would design a paper airplane. They would stand in a line in the playground behind the school. The students would take turns throwing their airplanes. The student whose airplane went the farthest would win.
When Mr. Moose announced the paper airplane contest to the students, they were very excited. A student named Paul, who was on the wrestling team, bragged to everyone else that his airplane would win. "I am the strongest," Paul said. "So I will be able to throw my airplane the farthest."
However, while Paul was saying this, another student, Brian, was thinking how he could win. Brian did not play any sports and was not very strong. But he loved airplanes and really wanted to win the contest.
Brian realized what he had to do. He went to the store and bought a big stack of paper. When he got home, he took the paper into his backyard. He took a piece of paper and folded an airplane. It didn't go very far, so Brian took another sheet and folded another airplane and threw it. This airplane went a little farther. Brian kept folding different kinds of airplanes and throwing them. Some went very far and some did not. Finally, when Brian had used all the paper, he walked up to the airplane that had flown the farthest and picked it up.
The next day was the contest. All the students lined up. Everyone took turns. After a while, everyone had ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.
The Paper Airplane Contest
thrown except Paul and Brian. Paul went first. With a mighty yell, he launched the airplane into the sky. It went farther than every other airplane. Everyone clapped.
Finally, it was Brian's turn. Brian took the airplane that he had picked up the day before. He walked up to the line and, with all his strength, he threw the plane. It went flying, farther and farther, until finally it landed - 10 feet past Paul's plane! The whole school cheered. Brian was the winner. Mr. Moose gave him a prize: a toy airplane.
Brian won because he tried out many solutions to the problem of how to make an airplane fly very far. He did this by testing out many different designs and comparing the results. When he found the design that worked best - the paper airplane that flew the farthest - he used it. Because Brian tried a lot of designs, he was able to make up for his lack of strength and beat Paul.
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The Paper Airplane Contest - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What is the paper airplane contest?
A. a contest to see which student is the strongest
B. a contest to see which paper airplane flies the farthest
C. a contest to see which student can build a fighter plane
2. A problem in this passage is how to make a paper airplane that flies far. What is
Brian's solution to this problem?
A. testing different paper airplane designs to figure out which one works best
B. letting out a mighty yell as he walks up to the line and launches his paper airplane
C. asking his science teacher for help before he starts building his paper airplane
3. Paul is stronger than Brian, but his paper airplane does not fly as far Brian's airplane.
What can be concluded from this information?
A. Paul built a paper airplane with a better design than Brian's airplane.
B. If Paul had thrown his paper airplane earlier in the contest, it would have flown farther.
C. How far a paper airplane flies depends on more than just strength.
4. Based on the events of the story, what has a big effect on how far a paper airplane
flies?
A. the design of a paper airplane
B. the color of a paper airplane
C. the kind of paper the airplane is made out of
5. What is a theme of the story?
A. the importance of building strength through sports like wrestling
B. the importance of trying different ways to solve a problem
C. the importance of always paying attention in science class
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The Paper Airplane Contest - Comprehension Questions
6. Read these sentences: "Brian won because he tried out many solutions to the
problem of how to make an airplane fly very far. He did this by testing out many different
designs and comparing the results. When he found the design that worked best - the
paper airplane that flew the farthest - he used it."
What does the word design mean above?
A. the way something has been built
B. the distance that something can travel
C. the amount of time it takes to do something
7. Choose the answer that best completes the sentence below.
Brian wins the paper airplane contest _______ he tried out different kinds of planes.
A. because
B. before
C. so
8. Who expects to win the paper airplane contest because he is strong?
9. What do the teachers want to make students understand about airplanes?
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The Paper Airplane Contest - Comprehension Questions
10. Does the paper airplane contest teach students anything about how real airplanes
fly? Explain why or why not, using evidence from the story.
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Do Airplanes Fly?
How Do Airplanes Fly?by Dr. Hany Farid
When an airplane is in flight, there is a downward force (gravity) and an upward force (lift) acting on the airplane. As an airplane moves through the air, the shape of the wings causes there to be less air pressure pushing down on the wings than pushing up on the wings. This difference in pressure yields the upward lift. If the downward gravitational force is less than the upward lift, then the airplane stays in the air. Read on for a more detailed explanation.
Fact 1. As an airplane's propellers spin, they give the airplane a forward force (thrust). As the airplane moves forward there is a backward force (drag) caused by the resistance of the air.
Fact 2. An airplane is attracted downward due to gravity. This force increases with the mass (weight) of the object.
Fact 3. As an airplane moves forward, the shape of its wing creates lower pressure above the wing than below, yielding a net upward force known as lift.
As an airplane speeds along the runway, the airplane's wings disrupt the flow of the air. This disruption causes the air above the wings to move faster than below the wings. As a result, the air pressure above the wing is less than below the wing. As the airplane speeds up, this pressure difference increases until the lift is stronger than the gravitational force, and the airplane takes off. In order to remain in flight, the thrust must be greater than the drag, and lift must be greater than the force of gravity.
There is still some debate as to the exact cause of the difference in the air's speed around the wings. The basic concept described here, however, seems to explain why an airplane can fly.
ReadWorks.org© 2015 Dr. Hany Farid. All rights reserved. Used by Permission
How Do Airplanes Fly? - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What is the downward force that acts on an airplane in flight?
A. lift
B. drag
C. thrust
D. gravity
2. As an airplane moves forward, the shape of its wings causes a difference in pressure
below and above the wings. What is the effect of this difference in pressure?
A. a downward force is created
B. the airplane speeds up
C. an upward force is created
D. the airplane slows down
3. Read these sentences from the text.
"As an airplane's propellers spin, they give the airplane a forward force (thrust). [...] As
an airplane moves forward, the shape of its wing creates lower pressure above the wing
than below, yielding a net upward force known as lift."
Based on this evidence, what conclusion can be drawn about thrust and lift?
A. Airplanes do not need lift to fly, as long as they have thrust.
B. Airplanes need lift in order to create thrust.
C. Airplanes can create lift without any thrust.
D. Airplanes need thrust in order to create lift.
4. Which of the following would probably help an airplane to take off and remain in
flight?
A. having a large body and small wings
B. moving at a slow speed while on the ground
C. being made from a lightweight material
D. carrying heavy luggage inside the plane
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How Do Airplanes Fly? - Comprehension Questions
5. What is the main idea of this text?
A. Airplanes fly as a result of the forward force of thrust being greater than the backward force of drag.
B. The upward force called lift is caused by a difference in air pressure above and below an airplane's wings.
C. Four different forces called thrust, drag, lift, and gravity, all prevent airplanes from being able to fly.
D. Airplanes fly as a result of the upward force of lift being greater than the downward force of gravity.
6. Why might the author have chosen to include three diagrams in this text?
A. to illustrate the forces being discussed
B. to introduce new information into the text
C. to give examples of how different planes fly
D. to provide an alternate explanation of how planes fly
7. Choose the answer that best completes the sentence below.
As an airplane speeds along the runway, the airplane's wings disrupt the flow of the air.
____, the air above the wings moves faster than below the wings.
A. However
B. As a result
C. For instance
D. Previously
8. What gives an airplane a forward force?
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Do Airplanes Fly? - Comprehension Questions
9. An airplane takes off when the upward force beneath its wings is greater than the
downward force of gravity. Starting from when the airplane is standing still, describe the
sequence of events that has to happen for the upward force to become greater than the
downward force of gravity.
10. An airplane would not be able to fly if it did not have a propeller. Why not? Support
your answer with evidence from the text.
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My Book Report Book title:
Author:
3 Characters:
Name _______________________
Week 6 4-5 (5/11-15)
Spotlight on PERCUSSION ! Timbre : “The unique quality of sound” of an instrument or voice.
How is Percussion sound produced? By striking, shaking, or scraping. How do you play these instruments? Hint: most percussion is hit or struck to make a sound.
snare drum maracas
timpani cymbals
Musical Expression “Dynamic Conducting Paddle” Project:
(1) Print out the dynamic markings below, and cut into four squares.
(2) Use a popsicle stick, pencil, or stick as the base. Tape or use a glue stick to stick the letters together, face out on either side of the stick to make a Conductor’s “paddle”. Put about 2 inches of the stick in between the papers (trim as needed).
(3) Get another person (Sibling, Parent, Friend) to sing or play a song you know, or use the composition you created using the rhythm cards from previous weeks activities, while you hold up one side to face them, then flip (rotate) the other side of each paddle. Explain what the letters mean:
f = Loud, p = Quiet, ff = Very Loud, pp = Very Quiet [Practice each one first]
Place one paddle in each hand. Raise one hand to start song ( only one hand can be up at a time ). “Conduct” the dynamic changes by twisting your wrist back and forth (to show the other side), and raising/ lowering your hands, to get 4 different markings. The musician has to change their volume level to match, but don’t switch too fast! Have fun taking turns “Dynamic Conducting” and “Performing”!
Percussion Artist:
Ernesto Antonio "Tito" Puente was an American musician, songwriter and record producer. He was a native Puerto Rican living in New York City's Spanish Harlem. He is often credited as being the "The King of Latin Music". Listen to him playing on a Jazz Classic “Take Five” below.
Tito Puente
Do you remember these great songs from Music Class? Click on the button, or sing along from memory to your parents and others.
Forte Piano
Forte! Forte! Pi-a—no.
Forte! Forte! Pi -a -a no.
FORTISSIMO! Pianissimo.
Big Crescendo - Forte! Forte!
Pi-a-a-a-no, FORTE!
Presto Largo From MusicK8.com
Presto, Presto Presto, Presto, Presto! (Repeat)
Really, really really really super mondo fast,
Presto Presto!
Really, really really really super mondo fast,
Presto Presto!
Largo, Largo, Very Slow Largo,
Largo, Largo, Very Slow, Whoah! (ending: Largo, Presto! )
Journey Along the
Oregon Trail Quadrant 2 Journal and Activities
May 11-22 Watch the Read Aloud Videos in Google Classroom
for Quadrant 2 of our Journey: Danger at the Haunted Gate, by Jesse Wiley
Vocab and Background Information Quadrant 2:
Courthouse Rock and Jail Rock, Nebraska: A 400 foot tall rock formations that settlers thought resembled an ancient castle or government building. These rocks were some of the first geological markers along the Oregon Trail that emigrants looked for.
Scott’s Bluff, Nebraska: An 800 foot tall rock formation that pioneers passed while heading west.
Fort Laramie, Wyoming Originally established as a private fur trading fort in 1834, Fort Laramie evolved into the largest and best known military post on the Northern Plains before its abandonment in 1890. It was an important trading post for emigrants, Native Americans, miners, and fur traders.
Fort Laramie 1850’s Fort Laramie Now
Independence Rock: The windblown and eroded remains of an ancient mountain top. More than a mile in circumference, the rock is 700 feet wide and 1,900 feet long. Its highest point, 136 feet above the rolling prairie, stands as tall as a twelve-story building. Reaching this landmark by July 4th gave emigrants hope of getting across the Rocky Mountains before winter.
Devils Gate, Wyoming There are many stories about this important landmark for westward travelers. The rock formation is about 400 feet across at the top and only 30 feet across at the bottom. The Oregon Trail did not actually pass through the gate, but emigrants stopped to explore here and at one time French traders with Shoshone wives ran a trading post near the site.
Native Americans in the region believed that the gate was formed by an evil beast. The legend tells of an evil beast with enormous tusks that once roamed the valley, preventing the Indians from hunting and camping. Eventually, the Indians became disgusted and decided to kill the beast. From the passes and ravines, the warriors shot the beast with a multitude of arrows. The beast, enraged, tore the cleft in the mountains with his large tusks and escaped.
What folklore story could you invent to explain the creation of the other rock formations emigrants used as landmarks on the Oregon Trail?
Check out this drone video of the Devil’s Gate and Independence Rock formations:
https://www.youtube.com/watch?v=QIWjxsUlG6s
Frontier: The l imit of settled land beyond which lies wilderness Migration: Movement of people or animals to a new area or country in order to find work or better living conditions. Emigrant: A person who leaves their own country in order to settle permanently in another.
Quadrant 2 Comparing Landmarks Writing: Using information you have learned from the video/transcript, the read aloud text, this packet, or research you have done on your own, choose two landmarks on the Oregon Trail to compare. Write paragraphs telling how they are similar and how they are different. Don’t forget to include a topic sentence, transition words and a conclusion for each paragraph. Also, in each paragraph, please site one source for your information (In the text…it says…).
Music – 4th & 5th grade – Week 7 Spotlight on Woodwinds Listening Lesson Timbre – (pronounced tam ber) The unique quality of sound an instrument (or voice) makes. Woodwinds – Generally made of wood. Sound is made by blowing (wind). Most use single or double reeds made of cane. The size of the instrument determines how high or low sounds it produces.
The flute is one of the highest pitched instruments in the orchestra. Originally, it was made of
wood. Now it is made from silver or gold and it is about 2 feet long. It is played by blowing air
across the top of the mouthpiece hole. (This is like blowing across the top of a pop bottle.) It has
a light and airy sound. You can change pitch (high and low sounds) by pushing the buttons on
the instrument.
*Experiment: Find a Coke bottle and try to create sound by blowing across the top. For even
more fun, put water inside and see how the pitch changes. (for fun – not required)
Listen to the flute – from our textbook’s sound bank. Flute - Soundbank
Listen to “Aviary” from Carnival of the Animals by Camille Saint-Saens. Click on this icon – to
hear the music. If you are unable to hear the music, go to you-tube and search for this or other
flute music. Make sure your parent is present.
The Aviary - Camille Saint-Saens
The clarinet is made of wood or plastic. Sound is made by the vibrating of the reed – which is a
piece of cane that is fastened to the mouthpiece. It has a full, open and rich sound. The clarinet
has a wide range of high and low notes. There are holes to cover and buttons to push to change
the pitch.
Listen to the clarinet – as found in our textbooks. Clarinet Sound Bank
Listen to “The Bee” – by Schubert
The Bee - Schubert
The saxophone has a single reed plus holes to cover and buttons to push. It has a single reed like
the clarinet but the body of a saxophone is made of brass – giving it a bright, rich sound. They
come in four sizes: soprano, alto, tenor and baritone sax. The saxophone is usually not part of
the orchestra but it usually is a big part of a jazz band.
Listen to B. B’s Blues - Saxophone
B.B's Blues
The oboe is similar to the clarinet in that it has holes to cover and buttons to push to change the
pitch of the instrument. The big difference is that the oboe has a double reed which is the
mouthpiece. The double reed vibrates when you blow into it. It has a nasal sound – much like
when you pinch your nose to sing or talk. It is small – so the pitch is high.
*Experiment : Take a drinking straw and cut a rounded edge on one end and blow into it. This
is very much like blowing into a double reed.
Listen to Serenata from Pulcinella by Stravinsky Serenata - Pulcinella by Stravinsky
The bassoon is much like an oboe only much larger. Because it is so much larger, the sound is a
lot lower than the oboe. The reed fits on the end of curved metal pipe, called a ‘bocal’.
Listen to Sonata in F minor for bassoon by Telemann
Bassoon Sonata - Telemann
Listen to the Quartet (4 instruments). Can you distinguish between the flute, clarinet, oboe and
bassoon?
Quartet - Allegro Molto
