Standard III: Student Learning

1. 4^th Grade Math: Measurement and Data Content: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Description: Measure the sizes of feet of parents and convert from feet to inches or centimeters.
Possible barriers and how to overcome: Because this challenge deals with numbers, I think the barriers would be minimal. However, students could use the words for numbers from their L1 and we would convert it in class.

2. 4^th Grade Math: Measurement and Data Content:Express a fraction with denominator.
Description: Express the measured sizes of feet as a fraction with a denominator.
Possible barriers and how to overcome: Because this challenge deals with numbers, I think the barriers would be minimal. However, students could use the words for numbers from their L1 and we would convert it in class.

3. 4^th Grade Math: Number and Operations in Base Ten. Use place value understanding and properties of operations to perform multi-digit arithmetic. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Description: Invite parents or any family members to a race of adding and subtracting multi-digit whole numbers. Family members can create the problems they want as long as all members racing are in agreement. Bring worksheets back to class to compare computing time races with students’ times.
Possible barriers and how to overcome: Because this challenge deals with numbers, I think the barriers would be minimal. However, students could use the words for numbers from their L1 and we would convert it in class.

4. 4^th Grade Science: Predict weather and justify prediction with observable evidence.
Description: Parents and students predict weather and track weather for a week. Students bring in predictions and class analyses which prediction was most accurate. Three parents are given ribbons and three students are given ribbons.
Possible barriers and how to overcome: Language could be a barrier. Conversion words could be sent home from a list created in class for parents to use.

5. 4^th Grade Science: Sort rocks by appearance according to the three basic types.
Description: Students and parents collect one or two rocks from area close to home. They might bring a rock from home, a vacation spot or an outdoor area close to their home. Students bring their rocks to class and sort rocks into three basic groups.
Possible barriers and how to overcome: Barriers for this activity are minimal if any exist.

6. 4^th Grade Language Arts: Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Description: Students interview grandparent about grandparent history or a portion of grandparent history. Students gather information and organize using appropriate facts and relevant descriptive details. After final drafts, students retell stories with classmates. Grandparents are invited.
Possible barriers and how to overcome: If students do not have a grandparent readily assessable, a grandparent can be adopted from the neighborhood, or a parent may substitute.

7. 4^th Grade Language Arts: Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Description: Students interview a family member about one family tradition. The student then researches the tradition on the internet to collect more information about the tradition and where it may have originated. Students write a one page report on the information collected, after collaborating with family member about information collected from research.
Possible barriers and how to overcome: Barriers may include finding a family member to interview in which case they could interview someone about a tradition the student may want to adopt. Another possible barrier is the use of a computer. Students could use a computer during class to collect research about tradition.

8. 4^th Grade Health Education: Demonstrate effective decision making based on positive self-worth. Set goals to enhance personal health.
Description: Students work with one or more family member/s. Together they set a goal for increased cardiovascular exercise. Class sets a target date for goals achieved. After goals are achieved, students and family members come to the school to celebrate and walk laps to raise money for a health promotion foundation. Possible barriers and how to overcome: Communication for families in L1. Translate emails to families’ L1. Use simple language when describing.

9. 4^th Grade Health Education: Nutrition and Fitness: Plan a balanced food intake for one day. Description: Students will plan and record balanced food intake for one day with parental support. Students will compare the types of food everyone ate. We will research to see what similarities and differences exist.
Possible barriers and how to overcome: If language is a barrier, I will have students draw pictures of food for a day. They can bring the name of the food and share it with the class in their L1.

10. 4^th Grade Social Studies: Analyze how human actions modify the physical environment. Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g. reservoirs, irrigation, climate, transportation systems and cities).
Description: Students will look around their environment in their neighborhood/town with their parents and families and determine 5 ways humans have changed the physical environment to meet the needs of the populous. We will compare and contrast the ways families researched.
Possible barriers and how to overcome: Language barriers may cause a challenge with this homework assignment. Families can write changes found in environment and students will return with research to school where ESL specialist will translate if necessary. Student may be able to translate in class, bringing L1 culture to class culture.