what are we going to study the week of august 22 to august 26

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**Students will differentiate between the states of water and how they relate to the water cycle and weather.**a.

**Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas. c. Investigate how clouds are formed. d. Explain the water cycle (evaporation, condensation, and precipitation). e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).**

**ESSENTIAL QUESTIONS**

1. Do we drink the same water that was on earth a million years ago?

2. What form does water take on our earth?

3. What happens daily to the water on earth?

4. How does water change from a solid to a liquid to a gas?

5. How does water change from a gas to a liquid to a solid?

6. How are clouds formed? What is the water cycle?

7. What are forms of precipitation?

8. Why do we use the following weather instruments: rain gauge, thermometer, anemometer, barometer, and wind vane?

9. How do we distinguish between weather and climate?

10. Why do we use symbols on a weather map and what do they mean?

11. How do we know a weather forecast is accurate? Where does water go in a drought?

**VOCABULARY TO KNOW**

**water cycle, solid, liquid, gas, evaporation, condensation, precipitation, anemometer, barometer, high pressure, low pressure, humidity, rain gauge, thermometer, temperature, wind vane, weather, climate, clouds, cumulus, nimbus, cirrus, stratus, hail, rain, snow, sleet, dew, fog, meteorologist, front, weather map, weather symbols.**

**WEBSITES**

www.mbgnet.net/fresh/cycle/clouds.htm

water.usgs.gov/edu/watercycle-kids-adv.html

scied.ucar.edu/webweather/clouds/cloud-types

interactivesites.weebly.com/clouds--water-cycle.html

https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html

__MATH__**Fluently add and subtract multi-digit whole numbers using the standard algorithm.**

**I know basic addition facts.****I know basic subtraction facts.****I know how to add with regrouping.****I know how to subtract with regrouping.****I understand how the base ten system works.****I can check my answer for reasonableness.**

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

**I know place value positions to the millions place.****I can tell the value of a digit in a given number up to one million.****I understand and can correctly read the symbols <, >, and =.****I can use the symbols <, >, and = to record the correct relationship between two numbers up to one million.****I can read whole numbers up to one million in base-ten numerals, expanded, and word form.****I can write whole numbers up to one million in base-ten numerals, expanded, and word form.****How does the value of a digit help us compare numbers?****How does comparing numbers assist with problem solving?****Looking at the value of digits in numbers allows us to compare numbers. Knowing the relationship between two numbers helps us to organize, classify, and interpret numbers and data.**

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

**I know place value positions of whole numbers to one million.****I know the value of each digit in a given number to one million.****I know multiplying by 10 increases a number's value and shifts its place one position to the left.****I know strategies for multiplying by 10.****I can explain the relationship of the place value positions in whole numbers to one million.****I can explain that a digit in one place represents 10 times what it represents in the place to its right.**__What is the relationship between the base ten number system and place value? How does the value of a digit change depending on where it is located in a number?__

The value of a digit changes depending on where it is located in a number. In a base ten system, multiplying or dividing a number by 10 changes the value of the digit by one whole place value position.

life_in_the_13_colonies__4_.ppt | |

File Size: | 847 kb |

File Type: | ppt |