Language Arts/Digital Literacy Gr. 4 @ Monmouth Junction

Cycle 3 focused on Language Arts & Digital Literacy.  Fourth Grade students studied myths.  They read and viewed myths from many cultures, analyzed their structure and defined the genre.  A myth is a story with a purpose that was told to explain how something came to be or to caution against something.

Students were then challenged to think of ways to write myths about 21st-century technology.  They brainstormed lists of technology that they use on a daily basis. Working in groups, they wrote myths explaining how a chosen piece of 21st-century technology came to be.  Students then published their myths as a comic using Bitstrips for Schools. We hope you enjoy their myths!

How_the_SMARTBOARD_came_to_be_by_MJGR1 (1)

How_Eels_And_Tesla_Were_Formed_by_MJGR2

The_Origin_Of_YouTube_by_MJGR3

Myth_of_Electric_Instruments_by_MJGR4

Revenge_Of_Cukclock__by_MJGR5

Engineering Grade 4 @ Brunswick Acres

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Engineering Grade 4 @ Monmouth Junction

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Engineering Grade 4 @ Greenbrook

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard


After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Engineering Grade 4 @ Brooks Crossing

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Engineering Grade 4 @ Indian Fields

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard


After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Engineering Grade 4 @ Constable

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboardAfter completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

 

Engineering Grade 4 @ Cambridge

During this cycle, students learned about Engineering and the Engineering Design Process.  They learned that Engineers think creatively about solving problems and responding to challenges that exist in our world.  Students also learned that engineers follow the steps of the Design Process to solve these problems:  Ask, Imagine, Plan, Create, and Improve.

Students began the cycle with a quick challenge:  The Racecar Challenge

Mission:  To build a ramp that will send your racecar the furthest distance across the room.

Materials:  1 miniature racecar, building blocks, cardboard

After completing the challenge, they analyzed the steps they took to respond to it and the character traits they needed to be successful engineers.

They were then presented with another challenge:  The Zip Line Challenge

Mission:  To work in teams to build a device that can safely carry a plastic golf ball from the top of a zip line to the bottom in less than four seconds.
Materials:  Cardboard, 4 small paper cups, plastic golf ball, 4 straws, scissors, hole punch, tape, 4 washers, 4 craft sticks

 

 

Using the steps of the Engineering Design Process, they worked in groups to complete the challenge.

On the last day, students presented their solutions and reflected on their work.  As a group, they defined what it means to be an engineer, and the character traits needed to be successful.

Greenbrook Cycle 4 – 21st Century Fables

Cycle 4 focused on Language Arts & Communication.  Fourth Grade students studied fables.  They read some fables, analyzed their structure and defined the genre:  a fable is a short story that is used to teach morals/lessons to kids using talking animals.

Students were then challenged to think of ways to take fables into the 21st century.  They brainstormed technology skills and lessons that kids today need to learn.  Working in groups, they brought fables into the 21st century by creating new stories that address the needs of the 21st century student.  The audience they hope to reach are students younger than them, those in 1st, 2nd and 3rd grade.  Check out the amazing and creative work of our 4th Grade students!  We hope you enjoy their fables!

Brunswick Acres Cycle 4 – 21st Century Fables

Cycle 4 focused on Language Arts & Communication.  Fourth Grade students studied fables.  They read some fables, analyzed their structure and defined the genre:  a fable is a short story that is used to teach morals/lessons to kids using talking animals.

Students were then challenged to think of ways to take fables into the 21st century.  They brainstormed technology skills and lessons that kids today need to learn.  Working in groups, they brought fables into the 21st century by creating new stories that address the needs of the 21st century student.  The audience they hope to reach are students younger than them, those in 1st, 2nd and 3rd grade.  Check out the amazing and creative work of our 4th Grade students!  We hope you enjoy their fables!