This is a multi-day culminating activity based on unit 2 of the 4th grade Wonders curriculum. Students will work in groups to research a chosen animal off of a given list. After researching the animal, they will create a visual using four nonfiction text features to describe the animal. Students will connect a Makey Makey to their presentation and record audio describing each section. After projects are complete, students will participate in a gallery walk. A rubric accompanies this activity so teachers have guidelines on how to assess student work.

Students will read as a whole class or small group Extra Credit by Andrew Clements in conjunction with Wonders Unit 3 (4th grade).  Teachers will assign the google slides to each individual as a reading comprehension completion activity.  Students can use these slides as a springboard for book discussions.  Technology enhanced culminating activities are included in google slides 9-10 for transfer of knowledge at the end of the novel study.  

 In this lesson, students will work interactively throughout the reading of Gary the Dreamer from their Wonders Literature Anthology. The lesson will begin with discussion about what a community is and how we do/can contribute to our community. Students will record their responses on a Jamboard for whole group discussion. As you read the “Gary the Dreamer”, students will pause and answer questions on a PearDeck for discussion. After reading the text, students will sequence events of Gary’s life by completing an electronic flow map (different links for scaffolding reasons below). For their formative assessment, students will then put their evidence in their flow map in paragraph form.

This is a multi-day culminating activity based on unit 1 of the 4th grade Wonders curriculum. Students will work individually, or in partners, to brainstorm products or professions that they may be interested in pursuing. They will create a visual (Google Slide or poster) as well as a fact card that outlines the steps of creating/pursuing the chosen product or profession. Then, students will create a Flipgrid that would persuade investors to invest in their product or company. A rubric accompanies this activity so teachers have guidelines on how to assess student work.

 This is a multi-day culminating activity based on Wonders Unit 4 weeks 3-4.  Students will use the Wonders materials provided in the Reading/Writing companion, as well as their Literature Anthology to identify and describe the moon phases. Partners will get a moon phase card.  They will work together to program the robot to reach the appropriate moon phase to match the card on the map.  For an optional extension activity, students can create an audio recording to describe the moon phase that they were assigned.  Encourage students to utilize text for support of identification and description of moon phases.

This is a multi-day culminating activity based on unit 3 of the 4th grade Wonders curriculum. Students will work in groups to research a given landmark in Beaufort County, NC. After researching the landmark, they will record their data in the Google Slides presentation attached in the lesson for each landmark. After recording their research, students will use the DASH Robots to move throughout the Beaufort County, NC map, stopping at their destination. Groups will then use the DASH Robots to record audio of themselves describing the landmark. A rubric accompanies this activity so teachers have guidelines on how to assess student work.

Students will read as a whole class or small group Project Mulberry by Linda Sue Park in conjunction with Wonders Unit 5 (4th grade).  Teachers will assign the google slides to each individual as a reading comprehension completion activity.  Students can use these slides as a springboard for book discussions.  Technology enhanced culminating activities are included in google slides 10-12 for transfer of knowledge at the end of the novel study.  

 This is a multi-day culminating activity for Wonders Unit 6 Weeks 1-2.  Students will use the Wonders materials provided in the Reading/Writing companion, as well as their Literature Anthology to learn about renewable and non-renewable resources. Students will work in pairs to answer the question; Which renewable energy source is best for our NC Region?  Students will develop an interview script to educate classmates about the renewable energy source of choice and provide details to support this throughout the interview script.  Partners will utilize Flipgrid to record themselves as the interview participants.

 This is a multi-day culminating activity for Wonders Unit 5 weeks 1&2.  Students will use the Wonders materials provided in the Reading/Writing Companion, as well as their Literature Anthology to identify and describe the water cycle. Students will work together in small groups to make a diagram of the water cycle on construction paper. Students will then use a Makey Makey kit to record a definition and description of each element of the water cycle. Each student in the group will be responsible for coding and recording their specific water cycle element. Groups will need to have four students each, as there are four elements to the water cycle: evaporation, condensation, precipitation, and collection or transpiration.