distance learning weekly activities - amazon s3 · 2020-04-15 · distance learning weekly...

Distance Learning Weekly ActivitiesFourth GradeApril 13-April 17

Subject Activity/Task

READING/SS

Monday: 4/13 Holiday

Tuesday: 4/14Wonders Companion Unit 5/6: Read, annotate using THIEVES, answer the side bar questions/provide text evidence pg. 98-105.

Wednesday: 4/15 Wonders Companion Unit 5/6: Ask Questions & Analyze Text Features - Use pg. 98-103 to complete pg. 106-107.

(45 min) Thursday: 4/16 Wonders Companion Unit 5/6: Main Idea & Details - Use pg. 98-103 to complete pg. 108-109.

Friday: 4/17 Wonders Companion Unit 5/6: Respond to Reading - Use pg. 98-103 to complete p.110.

LANGUAGE ARTS


Tuesday: 4/14 Grammar: Wonders Practice Book - Adverbs pg. 301-303.

Wednesday: 4/15 Spelling: Wonders Practice Book - Words with /en/ pg. 306-308.

(45 min)Thursday: 4/16

Social Studies-NEWSELA: Why everything is closing for coronavirus?...it's called, "flattening the curve." Read the article and answer the questions.

Friday: 4/17

Journal Entry#2: Through the eyes of a city official, what are some of the restrictions you have seen put in place, in your city, to help “flatten the curve?” What other restrictions would you add?

MATH/ SCIENCE


Tuesday: 4/14IXL Math - Convert Mixed Numbers to Improper Fractions/Improper Fractions to Mixed Numbers; Picture Voc (4.5A) STEMscopedia: Classifying Matter Handout

Wednesday: 4/15 Sirius Lesson 5: Add/Subt Fractions p. 75-81 (odd #s only)

(45 min) Thursday: 4/16 IXL Math - Simplifying Fractions; Reading Science Passage - Read and answer the questions.

Friday: 4/17 Sirius Lesson 5: Adding and Subtracting Fractions p. 75-81 (even #s only)

UISD Symbaloo Website Links

https://www.uisd.net/476209_3

Name: ______________ School: _____________

Teacher: ___________ April 14-17, 2020

Fourth Grade

Unit 6 Genre Study 1 NARRATIVE NONFICTION

Essential Question

98

Essential QuestionHow have our energy resources changed over the years?

Talk About It

Unit 6 • Narrative Nonfiction

SCIENCE

Energy Resources

The building in the photo has three wind turbines that help produce electricity. Wind energy is a renewable energy source. Oil and gas are nonrenewable energy sources. Once they are used up, they are gone forever.

Talk with a partner about what you can do to help conserve energy. In the word web below, write words you have learned about energy resources.

Go online to my.mheducation.com and read the "Fueling the Future" Blast. Think about how our resources have changed over the years. Then blast back your response.

COLLABORATE

TEKS 4.1(A), 4.6(E) Science TEKS 4.7(C)

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my.mheducation.com

SHARED READ

Essential Question

TAKES NOTESRead the title. Then write one thing you already know about the topic and one thing you would like to learn about it. This will help you establish your purpose for reading the selection.

As you read, make note of:

Interesting Words

Key Details

How have our energy resources changed over the years?

Read about a classroom debate over energy resources.

TEKS 4.6(A), 4.7(E) Science TEKS 4.7(C) Unit 6 • Narrative Nonfiction100

NARRATIVE NONFICTION

Reread

FIND TEXT EVIDENCERead

Paragraph 1

Latin PrefixesFind the word that means "to prepare before." Circle the prefix of the word.

Paragraph 2

Main Idea and Key DetailsDraw a box around the main idea of the debate. Write it here.

Underline two key details about the debate.

Our energy debate will be an incredible event, but I need to study. Our teacher won’t tell us which side of the debate we’ll be on until the day before it happens, which means we’ll have to preplan arguments for both sides.

The debate will be next Tuesday and will include a discussion about different energy sources. Each team will have a microphone. One team will talk about the benefits of an energy source, and the other team will talk about its drawbacks. We’ll have to learn about the environmental consequences related to each resource, as well as the costs.

Author's CraftWhat words does the author use to help you understand the main idea of the second paragraph?

TEKS 4.3(C), 4.6(G), 4.7(E) Science TEKS 4.7(C)

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Unit 6 • Narrative Nonfiction 101

Reread

SHARED READ What Is Energy?Energy is the ability to do

work or make a change. It also is a source of power for making electricity or doing mechanical work. We use the wind, the sun, fossil fuels, and biofuels to produce energy. Burning coal produces heat energy that is converted into electrical energy. We use that energy to light our houses. Solar energy comes from the sun. Solar panels convert sunlight into electrical energy.

We may be asked to debate the future of gasoline as an energy source. If so, I would say that gasoline is made from oil, a fossil fuel. According to geologists, fossil fuels formed over hundreds of millions of years from ancient plant and animal remains. But here’s the problem: we use these fuels far faster than it takes them to form. Because fossil fuels are nonrenewable resources, if we keep using them, eventually there will be none left. Plus burning these fuels pollutes the air!

It is easy to be hypercritical of fossil fuels. However, most of our cars and factories use this type of fuel, and therefore changing everything would be a huge undertaking.


Paragraphs 1-2

Greek PrefixesThe prefix geo- means "earth." Underline the word that has this prefix. Look up the meaning of the word and write it here.

Ask and Answer QuestionsCircle the answer to the question, "What will happen if we keep using fossil fuels at the same rate?"

SidebarLook at the sidebar. Draw a box around the sentence that identifies which resources are used to produce energy.

Author's CraftWhat details does the author present about the future of fossil fuels as an energy source?

TEKS 4.3(C), 4.6(G), 4.7(F) Science TEKS 4.7(C) Unit 6 • Narrative Nonfiction102

Reread



Paragraphs 1-2

Main Idea and Key DetailsUnderline at least two key details about wind energy.

Ask and Answer QuestionsWrite a question you would ask at the debate.

If we are asked to debate the use of wind energy, we would have to know that this is a renewable energy source. For example, unlike fossil fuels, wind will never run out. One large wind turbine could produce enough energy for a whole city! In addition, this method doesn’t damage the environment. Turbines can be placed all over the world to capture wind energy. Then the energy from the turbines is converted into electrical energy. But there is a drawback. Wind may not be as efficient as other energy sources. Only about 30 or 40 percent of all wind energy is changed into electricity. It would be very expensive to have wind turbines installed all over the world.

This debate is important for people in the United States. Our country makes up only about 5 percent of the entire world’s population. Yet we consume about 30 percent of the world’s energy. It is not a coincidence that students are asked to take part in these debates. We will probably have to make these decisions when we are adults. The debate will be difficult, but I will be ready!

Use your notes and the photos to orally summarize the key details in "The Great Energy Debate."

SummarizeAuthor's CraftHow does the author show you that the narrator will be ready for the debate?

Fluency

With a partner, read aloud the first paragraph on page 103. Make sure you speak clearly and at a steady speed. This will help you read accurately.

TEKS 4.4, 4.6(B), 4.6(G), 4.7(D) Science TEKS 4.1(B), 4.7(C)

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SHARED READReread

Build Your Word List Pick an interesting word that you noted on page 100. Look up the meaning of the word in a print or digital dictionary. Then write a sentence using the word.

VocabularyUse the example sentences to talk with a partner about each word. Then answer the questions.

coincidenceIt was a coincidence that both Eric and Tarik were at the store yesterday.

What kind of coincidence have you experienced?

consequencesThe consequences of too much rain can be flooded roads.

What are some consequences of not doing your homework?

consumeSmall cars consume less fuel than large trucks.

What do people consume?

convertedWe converted the classroom into a science lab.

What is a synonym for converted ?

efficientThe efficient plumber got the job done quickly and easily.

What is an efficient way for you to get to school?

TEKS 4.3(A), 4.3(B), 4.7(F) Unit 6 • Narrative Nonfiction 104

Latin and Greek Prefixes


A prefix is a word part added to the front of a word to change its meaning. Some prefixes come from Latin, such as: non- = not pre- = before

Other prefixes come from Greek, such as:hyper- = excessively bio- = life

FIND TEXT EVIDENCEIn “The Great Energy Debate,” I see the word biofuels on page 102. Bio- is a Greek prefix that means “life.” So biofuels are fuels made from living things.

Your Turn Use your knowledge of prefixes and context clues to find the meanings of the following words in “The Great Energy Debate.”

nonrenewable, page 102

hypercritical, page 102

incredibleWe saw an incredible thunderstorm.

What have you seen that is incredible?

installedThe town installed a new monument in the park.

What is a synonym for installed ?

renewableWhen my library card expired, the librarian told me it was renewable.

What is something that is not renewable?

We use the wind, the sun, fossil fuels, and biofuels to produce energy.

TEKS 4.3(B), 4.3(C)

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Grammar • Adverbs

Read each sentence and underline the adverb. Write it on the line provided.

1. She slept late on Tuesday morning.

2. We leaned carefully over the fence.

3. My dad and I tried hard to fix the car.

4. The baby loudly cried for her mother.

5. He always wanted to see the national park.

• An adverb tells more about a verb, such as how, when, or where.Most end in -l y and usually tell how. Some adverbs describe how oftenor how intensely something happens, such as annually or enough.

• Adverbs can be written before or after the verbs they describe. Wenicely asked if we could stay. We asked nicely if we could stay.

Read this sentence from “The Great Energy Debate.” Underline the adverb. Using the sentences above as a model, write three sentences about a time you got into an argument with someone. Then check your work to make sure that you have used the adverbs correctly.

Because fossil fuels are non-renewable resources, if

we keep using them, eventually there will be none left.

Grade 4 • Unit 6 • Week 1 301

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NameGrammar • Adverbs that Tell Where, When, and How

Circle the adverb in each sentence. On the line, write if the adverb tells where, when, or how the action takes place.

1. The little bird flew away.

2. The student clearly wrote her name.

3. That man entered the room last

4. We joyfully sang our favorite song.

5. Remember to not look down!

6. I never see my cousins in Europe.

7. She spoke angrily to the naughty children.

8. I will get ready for bed now.

• An adverb is a word that tells more about a verb. It can be writtenbefore or after the verb it describes. Some adverbs tell where anaction takes place. There are birds everywhere.

• Some adverbs tell when an action takes place. These adverbs maydescribe how often an action takes place. I’m going to school now.

• Some adverbs tell how an action takes place. These adverbs maydescribe how frequently or how completely an action is performed.The man walked his dog daily. / The man briskly walked his dog.

• Relative adverbs (where, when, how) begin adjective clauses thatmodify nouns.

In your writer’s notebook, write a paragraph about the last time someone surprised you. Include at least five adverbs that tell how often and how completely and then check that you have used them correctly.

302 Grade 4 • Unit 6 • Week 1

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Grammar • Mechanics: Good vs. Well

Complete each sentence by writing good or well on the line.

1. You completed that task very .

2. Do you know him ?

3. This is a example of what I mean.

4. You have written a very book review.

5. The girl spoke even though she was tired.

6. You have received a score.

• Good is an adjective and is used only to modify a noun. She is a gooddog.

• Well is an adverb when it is used to modify a verb. It tells how abouta verb. The woman has always done her job well.

• Do not confuse the adjective good with the adverb well.

Write two sentences about something good. Then write two sentences about something you do well. Include the words good and well in your sentences. Then check your work.

Writing Connection


4th Grade Mathematics

Date

Assigned

IXL

Shortcut

Date

Completed Grade

Convert between improper fractions and mixed numbers

https://www.ixl.com/math/grade-4/convert-between-improper-fractions-and-mixed-numbers

Add and subtract fractions with like denominators: pick the area model

https://www.ixl.com/math/grade-4/add-and-subtract-fractions-with-like-denominators-pick-the-area-model

Student:

Lesson

14-Apr

JFE 4-P.24

99N4th

TEKS

https://www.ixl.com/math/grade-4/convert-between-improper-fractions-and-mixed-numbers

https://www.ixl.com/math/grade-4/add-and-subtract-fractions-with-like-denominators-pick-the-area-model

COLLABORATE

Ask and Answer QuestionsWhen you read an informational text, you may come across new information. Asking questions about the text and reading to find the answer can help you understand new information. As you reread “The Great Energy Debate,” ask and answer questions about the text.

FIND TEXT EVIDENCEWhen you first read “The Great Energy Debate,” you may have asked yourself why the narrator said on page 101 that the students had to “preplan arguments for both sides.”

Quick Tip

Make a list of questions you have about the text before, during, and after reading. As you reread, some of your questions may be answered. If not, discuss those questions with your partner or teacher. This will help you better understand the text and gain more information.

Our energy debate will be an incredible event, but I need to study. Our teacher won’t tell us which side of the debate we’ll be on until the day before it happens, which means we’ll have to preplan arguments for both sides.

Page 101

The text says the teacher wouldn’t tell which side of the issue students would be debating. I wonder how the students will get ready for the debate. The narrator says that they will have to preplan arguments for both sides. This is the answer to my question.

Your Turn Reread “The Great Energy Debate” to ask and answer questions of your own using the Ask and Answer Questions strategy.

SHARED READReread

TEKS 4.6(B), 4.6(I) Unit 6 • Narrative Nonfiction 106


Readers to Writers

Writers use sidebars to include additional information. The extra information should relate to the topic of the article. Sometimes photographs, illustrations, maps, or diagrams are included in a sidebar. How can you use sidebars in your own writing?

COLLABORATE

SidebarsThe selection “The Great Energy Debate” is narrative nonfiction.A narrative nonfiction

• tells a story• presents facts and information about a topic• uses a text structure to organize information• includes text features, such as sidebars

FIND TEXT EVIDENCEI can tell that “The Great Energy Debate” is narrative nonfiction. It tells a story about students preparing for a debate while providing facts about energy sources. It also has text features, such as a sidebar.

Your Turn Find and reread the sidebar in “The Great Energy Debate.” Explain what you learned from it. How is this additional information helpful?

Reread

SHARED READ What Is Energy?Energy is the ability to do

work or make a change. It also is a source of power for making electricity or doing mechanical work. We use the wind, the sun, fossil fuels, and biofuels to produce energy. Burning coal produces heat energy that is converted into electrical energy. We use that energy to light our houses. Solar energy comes from the sun. Solar panels convert sunlight into electrical energy.

We may be asked to debate the future of gasoline as an energy source. If so, I would say that gasoline is made from oil, a fossil fuel. According to geologists, fossil fuels formed over hundreds of millions of years from ancient plant and animal remains. But here’s the problem: we use these fuels far faster than it takes them to form. Because fossil fuels are nonrenewable resources, if we keep using them, eventually there will be none left. Plus burning these fuels pollutes the air!

It is easy to be hypercritical of fossil fuels. However, most of our cars and factories use this type of fuel, and therefore changing everything would be a huge undertaking.


Paragraphs 1-2

Greek PrefixesThe prefix geo- means "earth." Underline the word that has this prefix. Look up the meaning of the word and write it here.

Ask and Answer QuestionsCircle the answer to the question, "What will happen if we keep using fossil fuels at the same rate?"

SidebarLook at the sidebar. Draw a box around the sentence that identifies which resources are used to produce energy.

Author's CraftWhat details does the author present about the future of fossil fuels as an energy source?

Unit 6 • Narrative Nonfiction102

Sidebars Sidebars provide more information to help explain the topic. Sidebars are read after the main part of the text.

Page 102

TEKS 4.9(D)(ii), 4.10(B) Unit 6 • Narrative Nonfiction 107

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NameSpelling • Words with /ən/

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.


1. 1. shaken

2. 2. sunken

3. 3. eleven

4. 4. woven

5. 5. widen

6. 6. ridden

7. 7. proven

8. 8. often

9. 9. robin

10. 10. cousin

11. 11. raisin

12. 12. muffin

13. 13. penguin

14. 14. button

15. 15. reason

16. 16. cotton

17. 17. wagon

18. 18. dragon

19. 19. common

20. 20. skeleton

21. 21. uncle

22. 22. double

23. 23. paddle

24. 24. toughen

25. 25. vitamin

Review Words

Challenge Words

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Phonics/Spelling • Word Sort

Some words end with a vowel + n. The final syllable in these words is not accented. These word endings sound like on in person. The spelling of the word ending may differ, but the /ən/ pronunciation does not change.

Possible spellings for vowel + n endings include -i n, -a n, -e n, and -o n.

SPELLING TIP

shaken widen often penguin ridden

robin wagon cousin raisin muffin

skeleton proven reason button common

woven sunken dragon cotton eleven

Read aloud and write the spelling words with the following spelling patterns.

-i n

1.

2.

3.

4.

5.

-o n

6.

7.

8.

9.

10.

11.

12.

-e n

13.

14.

15.

16.

17.

18.

19.

20.

Use words with the spelling patterns above to write a short rhyming poem. Include four words from the spelling list. Check your work for errors.


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5. lowered, buried,

6. rarely, sometimes,

7. stirred, blended,

8. cupcake, pastry,

1. prune, date,

2. zipper, buckle,

3. whale, seal,

4. knight, fire,

B. Write the spelling word that best completes each sentence.

9. The they went shopping was to buy milk.

10. She had never on a train before today.

11. Is this shirt made out of ?

12. It was that the man was innocent.

13. My older brother is years old.

14. We put the puppies in a and pulled it.

15. The basket was made of straw.

16. It is to see a lot of cars on the highway.

17. The made a nest in the oak tree.

18. They need to the opening for the truck to fit.

19. My is my aunt’s son.

20. The human has many bones.

A. Write the spelling word that belongs with the other words in the group.

shaken widen robin penguin wagonsunken ridden cousin button dragoneleven proven raisin reason commonwoven often muffin cotton skeleton

Spelling • Word Meaning



15-Apr-20Date Assigned:

Sirius

Lesson 5 p. 75-81

odd #s only

http://www.siriuseducationsolutions.com/ebook/Sirius_Grade4_Math_2018_SE_7083/index.html

COLLABORATE

SHARED READReread

Main Idea and Key DetailsThe main idea is the most important idea or point that an author makes in a paragraph or section of text. Key details give important information to support the main idea.

FIND TEXT EVIDENCEWhen I reread the first paragraph of “The Great Energy Debate” on page 102, I can identify the key details about fossil fuels. Next, I can think about what those details have in common. This text evidence helps me figure out the main idea of the selection.

Main Idea

If we keep using fossil fuels, eventually there will be none left.

Detail

Fossil fuels take hundreds of millions of years to form.

Detail

We use fossil fuels faster than it takes them to form.

Detail

Fossil fuels are nonrenewable resources.

Quick Tip

To help you find the main idea, think about the question, “What is this paragraph mostly about?”

Then look for key details that tell about the main idea.

Your Turn Reread the first paragraph on page 103. Find the key details and list them in the graphic organizer on page 109. Use the details to determine the main idea.

TEKS 4.6(G), 4.7(C), 4.9(D)(i) Unit 6 • Narrative Nonfiction 108


Main Idea

Detail

Detail

Detail

TEKS 4.6(G), 4.7(C), 4.9(D)(i) Unit 6 • Narrative Nonfiction 109

This article is available at 5 reading levels at https://newsela.com.

Why everything is closing for coronavirus: It’scalled "flattening the curve"

Image 1. Authorities control a line of motorists waiting to be tested for coronavirus at Glen Island Park in New Rochelle, New York, March13, 2020. Closing areas such as parks is an essential part of the social distancing needed to slow the COVID-19 outbreak. Photo: JohnMinchillo/AP Photo

Schools have recently been shutting down all over the country. They are moving instruction

online. Some sporting events are being canceled. Other sporting events are being delayed.

The 2020 Summer Olympics are supposed to happen in Japan. The Olympics' future is not clear.

Some festivals and conferences are also being canceled. Others are being delayed.

The cause for all these closures is COVID-19. It is a flu-like illness. COVID-19 is short for

coronavirus disease 2019. It began in China. It has been spreading across the globe since

December 2019.

There have been around 1,660 cases of COVID-19 diagnosed in the United States. There have been

fewer than 50 deaths because of it.

Serious Spread

By Forbes, adapted by Newsela staff on 03.17.20Word Count 624Level 570L


All the closures are costing money. So are the delayed events. Still, sporting events and businesses

are being canceled. This shows how serious the spread of coronavirus is.

Health officials are telling people to not gather in groups. This helps prevent the spread of the

virus.

Many people talk about the flu. Every year the flu makes millions of people sick. It kills tens of

thousands of people. The flu is expected to make 50 million people sick this year. That is just in the

United States. It is expected to kill as many as 52,000 people.

So why is everyone making such a big deal about coronavirus? Why are events being canceled?

Why are classes being moved online? Especially when there are so few cases right now.

Making Sure Sick People Can Get Treated

There's a good reason to "cancel everything." The goal is to slow down the spread of the virus. This

will also make sure people who do get sick can get treated. If someone gets coronavirus, they have

to go to the hospital. If a lot of people get sick at the same time, the hospital will get full quickly.

Too many people can't get sick. There is not enough space in hospitals. This is happening in Italy.

If people only get sick a little at a time it's better. That way hospitals can take care of them. It is

more manageable. This is called "flattening the curve." And that is how it looks when you draw it

out.

Epidemiologists study diseases. They try to predict

how diseases spread. They look at how the disease

behaves. If everyone acted like normal and did not

limit social interaction the number of cases would

increase. The number of people infected would grow

quickly. They would overwhelm hospitals. This will

result in more people dying. This is happening in

Italy. There are not enough hospital beds or medicine

for everyone who is sick. There aren't even enough

healthy doctors and nurses to take care of everyone at

once.

But are we really headed for that many cases?

Yes.

So what do we do to prevent disaster? We have to flatten the curve. Fortunately, people are

listening.

Clearly, public officials and businesses are listening to the warnings of public health officials. This

shows in all the closings and cancellations. But to be effective, ordinary people need to do their

part by avoiding as much as possible any crowds and places where large numbers of people

congregate. This includes movie theaters, malls and events that haven't been canceled.


Quiz

1 Which sentence from the section "Serious Spread" explains WHY so many events are being canceled?

(A) Still, sporting events and businesses are being canceled.

(B) This helps prevent the spread of the virus.

(C) Every year the flu makes millions of people sick.

(D) So why is everyone making such a big deal about coronavirus?

2 Read the section "Making Sure Sick People Can Get Treated."

Select the sentence from the section that explains WHY epidemiologists want to "flatten the curve."

(A) If someone gets coronavirus, they have to go to the hospital.

(B) If people only get sick a little at a time it's better.

(C) They try to predict how diseases spread.

(D) The number of people infected would grow quickly.

3 WHY does the author want people to avoid crowds and public places?

(A) to spend more time with their family and friends

(B) to make people feel afraid of getting the coronavirus

(C) to protest school closures

(D) to help limit the spread of coronavirus

4 Why does the United States need to "flatten the curve"?

(A) to make sure that no more people get the coronavirus

(B) to help businesses make up some of the money they have lost

(C) to make sure everyone who is sick can be treated

(D) to help doctors find out who has coronavirus and who does not


Date

Assigned

IXL

Shortcut

Date

Completed Grade

Find equivalent fractions

https://www.ixl.com/math/grade-3/find-equivalent-fractions

Add and subtract fractions with like denominators

https://www.ixl.com/math/grade-4/add-and-subtract-fractions-with-like-denominatorsFXD 4-Q.9

Student:

Lesson

16-Apr

WMX 3-X.7

https://www.ixl.com/math/grade-3/find-equivalent-fractions

https://www.ixl.com/math/grade-4/add-and-subtract-fractions-with-like-denominators

SHARED READReread

Respond to ReadingDiscuss the prompt below. Think about how the author presents information about different sources of energy. Use your notes and graphic organizer.

How does the author organize the information about renewable and nonrenewable energy sources?

Use these sentence starters to discuss the different energy sources.

• The author organizes the text to tell about . . .

• Benefits and drawbacks of renewable energy sources are . . .

• Benefits and drawbacks of nonrenewable energy sources are . . .

Quick Tip

As you write your response, you can look back through the text to check the spelling of complex words. Pay attention to words with prefixes or suffixes, such as nonrenewable and environment.

Grammar Connections

COLLABORATE

TEKS 4.2(B)(v), 4.2(B)(vi), 4.6(G), 4.10(B) Unit 6 • Narrative Nonfiction110

Date:________________Journal

Topic:

Draw a picture:

michelleg

Typewritten Text

Looking through the eyes of a city official, what are some of the restrictions you have seen put in place, in your city, to help flatten the curve of the COVID-19? What other restrictions would you add?

michelleg

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michelleg

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michelleg

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michelleg

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17-Apr-20Date Assigned:

Sirius

Lesson 5 p. 75-81

even #s only

http://www.siriuseducationsolutions.com/ebook/Sirius_Grade4_Math_2018_SE_7083/index.html

distance learning weekly activities - amazon s3 · 2020-04-15 · distance learning weekly...

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