May 18th - May 22nd
Math: Review
Monday
Review math topics and choose a topic that you are good at.
Write a journal about what you know about the topic you chose.
Tuesday
Look through old math handouts for questions related to the topic you chose and write three questions of your own.
Wednesday/ Thursday
You will become a teacher this week.
Your goal is to create a way to teach next year’s third graders a topic that you feel that you understand very well.
Some ideas for ways that you can teach your concept are below.
Be creative and think about what would have helped you when you were learning the topic.
Examples:
-Create a poster that explains the steps to solving a specific problem
-Make a video that explains your topic (you can discuss vocabulary, show how to use manipulatives, show the steps of how to complete a problem)
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science/ELA: Landforms
Monday:
Key Vocabulary: (please use when talking with your student)
Landform: a specific feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans.
Grab a notebook or piece of paper and something to write with. Go outside and write a journal about the Earth’s surface around your home.
What do you see? Are there hills, mountains, trees, rivers, lakes or ponds?
Use Details to describe the Earth's surface around your home.
Draw pictures of the landforms you think are the most interesting.
Tuesday:
Key Vocabulary: (please use when talking with your student)
Landform: a specific feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans.
Imagine you live on a mountain.
Use your writing from yesterday to write about how Earth's surface would be different if you lived on a mountain.
What would you see? What would it look like? Are there hills, rivers, oceans, ponds, or lakes?
Draw a picture of what the Earth's Surface might look like of you lived on a mountain.
Wednesday:
Key Vocabulary: (please use when talking with your student)
Landform: a specific feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans.
Imagine you live in a desert.
Use your writing from Monday to write about how Earth's surface would be different if you lived in a desert.
What would you see? What would it look like? Are there hills, mountains, rivers, oceans, ponds, or lakes?
Draw a picture of what the Earth's Surface might look like of you lived in a desert.
Thursday:
Key Vocabulary: (please use when talking with your student)
Landform: a specific feature on the surface of the earth, ranging from large-scale features such as plains, plateaus, and mountains to minor features such as hills, valleys, and alluvial fans.
If you had to choose between living on a mountain or in the desert which landform would you pick? Use examples of the Earth's surface and what it looks like to justify your answer. Don’t forget to include an introduction and conclusion sentence.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies/ELA:
Monday
Choose a fiction book to read. Read 5 pages and create a Venn diagram that outlines the similarities and differences between you and one of the main characters.
Tuesday
Continue reading your book. Pretend you are a main character in your book. Write a letter to me describing what your setting is like. Describe the character’s community as much as you can.
Wednesday
Read 5 more pages. Write a letter to a character in your story and describe where you live.
Thursday
Create a model of your own city. You can draw or create a 3-D model of a city that has two similarities and two differences to the community that you live in.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
FIELD DAY FRIDAY
Activity 1 : MILK JUG RELAY
Get Ready: Two 1-Gallon Milk Jugs, Items to Mark Start/End Points (cones, socks, plastic cups, etc.), Clock or Stopwatch
Get Set: Set up an area to move in by making a starting point and ending point. Distance can be 15 to 30 walking steps from beginning to end. Fill two used 1-gallon milk jugs with water (¼, ½, or full) and place at a start spot.
GO! The object of this game is to carry the milk jug across the room as many times as you can. You get 1 point for each full length you travel. Add extra challenge by carrying two milk jugs at once. You have 1 minute to complete the challenge.
Activity 2: BOWL BALL
Get Ready: 6 Bowls, 1 Sock Ball, Paper & Pencil to Tally Score
Get Set: Set the bowls on the floor in a triangle pattern 3-4 inches apart. Put a piece of paper with the point total in the bottom of each bowl. Mark a throwing line 6-8 ft. away. Hint: Big bowls are easier than small bowls!
GO! The object of the game is to see how many points you can score in 1-minute. You do this by tossing the sock ball into the bowls and scoring points based upon where they land. After each throw, retrieve the sock ball and hustle back and throw again. If the sock lands in a bowl, use the pencil and paper to tally the points for that bowl. After 1-minute, calculate your tally and write your total.
Activity 3: WATER BOTTLE TRAP
Get Ready: 1 Empty Water Bottle, 1 Laundry Basket, 1 Sock/Tennis Ball
Get Set: Lean the edge of the laundry basket on top of the empty water bottle. Designate a rolling line 8-10 ft. away (the open side of the laundry basket should be facing you).
GO! The objective is to see how many points you can score in 1-minute. Do this by rolling the sock/tennis ball at the water bottle. To score the ball must hit the water bottle first (the roll does not count if it misses the bottle and knocks over the basket – sorry!). Rolls that hit the water bottle first score as follows:
1 point = basket falls and traps ball only.
2 points = basket falls and traps water bottle only.
3 points = basket falls and traps both ball and water bottle.
Activity 4: PENGUIN RACE
Get Ready: 1 Sock or Tennis Ball and 2 Plastic Cups per Person
Get Set: Set the plastic ups 15-20 ft. from each other.
GO! You are a Penguin – the ball is an egg. There are 2 different ways to play: (1) By Yourself or (2) Race A Partner.
1. By Yourself Challenge – How many points can you score in 1-minute? o Place the egg between your knees and waddle back and forth from one cup to the other. When you reach the cup, turn it over. o If you drop the egg, do 5 jumping jacks before you continue. o Score 1 point for each cup you turn over.
2. Race A Partner Challenge – Be the first Penguin to turn over 6 cups! o On the start signal, waddle to the first cup and turn it over. o Now hustle back to the other cup (as much as one can hustle while waddling). Continue back and forth. o If you drop the egg, do 5 jumping before you continue. o First to turn over 6 cups wins the race (scores 6 points).
*If you don't have some of the materials, modify the games to work for you!*
Send videos or photos to your teacher if you want to show off your skills!
May 11th - May 15th
Science/ELA: Adaptations
Monday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any bugs that you can. Take notes on the bugs you find and write down any adaptations that you see that helps that bug to survive.
Example: A beetle might have a horn to defend itself against predators.
Try to find at least 3 different bugs and take observations on each one.
Have fun, and draw pictures too!
Tuesday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any flowers/plants that you can. Take notes on the flowers/plants you find and write down any adaptations that you see that helps that plant/flower to survive.
Example: A Venus fly trap closes to catch its prey.
Try to find at least 3 different plants/ flowers and take observations on each one.
Have fun, and draw pictures too!
Wednesday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any birds that you can. Take notes on the birds you find and write down any adaptations that you see that helps that bird to survive.
Example: A roadrunner can achieve high running speeds to avoid predators.
Try to find at least 3 different birds and take observations on each one.
Have fun, and draw pictures too!
Thursday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Use your notebook or observations from this week and Write a summary of all your observations this week.
-What was one bug you observed? What adaptation did it have? How did that help it to survive?
-What was one Plant/ Flower you observed? What adaptation did it have? How did that help it to survive?
-What was one Bird you observed? What adaptation did it have? How did that help it to survive?
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies/ELA/Fine Arts : Inventions
Monday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Find something around your home, or think of any invention that makes life better or easier for people.
What invention did you choose? What does your invention do? What does your invention look like?
Start working on a homemade replica of the invention you chose.
Be creative!
Tuesday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Write a paragraph explaining three reasons why you chose your invention. Don’t forget your introduction and conclusion.
Continue working on your invention replica.
Wednesday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Write a paragraph about what life was like for people before your invention existed?
Give at least two examples of how your invention helped people and made life better for them.
Continue working on your replica.
Thursday
Continue working on your replica.
Send a photo or video to your teacher when you are finished!
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
FIELD DAY FRIDAY
Activity 1 : PAPER PLANE CORN HOLE
Get Ready: You’ll need 3 paper sheets per player, a bucket or laundry basket.
Get Set: Create 3 paper airplanes using a design of your choice. Place your bucket 5-10 feet away from your throwing line.
GO! The object of the game is to score points by throwing your paper airplane into your bucket. You have 1 minute to score as many as possible. Design and create 3 paper airplanes. On the start signal, fly your airplanes as many times as you can toward your bucket. Score 1 point for every plane that hits the outside of the bucket and 2 points for every plane that lands in the bucket.
Activity 2: WIND BOWLING
Get Ready: 1 Balloon (or Paper Plate), 10 Plastic Cups
Get Set: Set 10 empty plastic cups at the edge of a table in a single file line along the edge.
GO! The object of the game is to knock all the cups off a table edge using only the air from the balloon or paper-plate fan. You’ll do that by blowing the balloon up and aiming the escaping air towards the empty plastic cups. If you don’t have a balloon you can wave the paper plate like a fan with the fan’s air hitting the cups. Score a point for every cup that gets knocked off the table. You have 1 minute to knock down as many cups as you can
Activity 3: SOCK-ER SKEE-BALL
Get Ready: 10 sock balls, 1 Laundry Basket, 1 Bucket, 1 Tupperware container
Get Set: Roll up the socks to make sock-balls. Stack the targets into skee-ball formation with the Tupperware inside the bucket and the bucket inside the laundry basket.
GO! The object of this game is to score points by kicking the sock ball into the skee-ball targets. You’ll do that by using your feet to kick the sock ball into the target. Score 1 point for every sock ball that lands in the laundry basket. Score 5 points for sock balls in the bucket. Score 10 points for sock balls in the Tupperware container. You get 10 chances to score as many points as you can.
Activity 4: TOWEL FLIP CHALLENGE
Get Ready: 1 large beach or bath towel
Get Set: Lay your towel out flat on your floor and stand on it.
GO! The object of this game is to flip the towel as fast as you can without stepping off of it. You can take small steps from one part of the towel to another. However, you can only move it when you have both feet firmly in place on top of the towel. The towel must be flat at the start and flat at the finish. You have 1 minute to complete the challenge.
*If you don't have some of the materials, modify the games to work for you!*
Send videos or photos to your teacher if you want to show off your skills!
Monday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any bugs that you can. Take notes on the bugs you find and write down any adaptations that you see that helps that bug to survive.
Example: A beetle might have a horn to defend itself against predators.
Try to find at least 3 different bugs and take observations on each one.
Have fun, and draw pictures too!
Tuesday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any flowers/plants that you can. Take notes on the flowers/plants you find and write down any adaptations that you see that helps that plant/flower to survive.
Example: A Venus fly trap closes to catch its prey.
Try to find at least 3 different plants/ flowers and take observations on each one.
Have fun, and draw pictures too!
Wednesday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Grab a notebook or piece of paper and something to write with.
Go outside and find any birds that you can. Take notes on the birds you find and write down any adaptations that you see that helps that bird to survive.
Example: A roadrunner can achieve high running speeds to avoid predators.
Try to find at least 3 different birds and take observations on each one.
Have fun, and draw pictures too!
Thursday:
Key Vocabulary: (please use when talking with your student)
Adaptation: the action or process of adapting or being adapted.
Use your notebook or observations from this week and Write a summary of all your observations this week.
-What was one bug you observed? What adaptation did it have? How did that help it to survive?
-What was one Plant/ Flower you observed? What adaptation did it have? How did that help it to survive?
-What was one Bird you observed? What adaptation did it have? How did that help it to survive?
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies/ELA/Fine Arts : Inventions
Monday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Find something around your home, or think of any invention that makes life better or easier for people.
What invention did you choose? What does your invention do? What does your invention look like?
Start working on a homemade replica of the invention you chose.
Be creative!
Tuesday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Write a paragraph explaining three reasons why you chose your invention. Don’t forget your introduction and conclusion.
Continue working on your invention replica.
Wednesday
Key Vocabulary: (please use when talking with your student)
Replica: an exact copy or model of something, especially one on a smaller scale.
Invention: the action of inventing something, typically a process or device.
Write a paragraph about what life was like for people before your invention existed?
Give at least two examples of how your invention helped people and made life better for them.
Continue working on your replica.
Thursday
Continue working on your replica.
Send a photo or video to your teacher when you are finished!
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
FIELD DAY FRIDAY
Activity 1 : PAPER PLANE CORN HOLE
Get Ready: You’ll need 3 paper sheets per player, a bucket or laundry basket.
Get Set: Create 3 paper airplanes using a design of your choice. Place your bucket 5-10 feet away from your throwing line.
GO! The object of the game is to score points by throwing your paper airplane into your bucket. You have 1 minute to score as many as possible. Design and create 3 paper airplanes. On the start signal, fly your airplanes as many times as you can toward your bucket. Score 1 point for every plane that hits the outside of the bucket and 2 points for every plane that lands in the bucket.
Activity 2: WIND BOWLING
Get Ready: 1 Balloon (or Paper Plate), 10 Plastic Cups
Get Set: Set 10 empty plastic cups at the edge of a table in a single file line along the edge.
GO! The object of the game is to knock all the cups off a table edge using only the air from the balloon or paper-plate fan. You’ll do that by blowing the balloon up and aiming the escaping air towards the empty plastic cups. If you don’t have a balloon you can wave the paper plate like a fan with the fan’s air hitting the cups. Score a point for every cup that gets knocked off the table. You have 1 minute to knock down as many cups as you can
Activity 3: SOCK-ER SKEE-BALL
Get Ready: 10 sock balls, 1 Laundry Basket, 1 Bucket, 1 Tupperware container
Get Set: Roll up the socks to make sock-balls. Stack the targets into skee-ball formation with the Tupperware inside the bucket and the bucket inside the laundry basket.
GO! The object of this game is to score points by kicking the sock ball into the skee-ball targets. You’ll do that by using your feet to kick the sock ball into the target. Score 1 point for every sock ball that lands in the laundry basket. Score 5 points for sock balls in the bucket. Score 10 points for sock balls in the Tupperware container. You get 10 chances to score as many points as you can.
Activity 4: TOWEL FLIP CHALLENGE
Get Ready: 1 large beach or bath towel
Get Set: Lay your towel out flat on your floor and stand on it.
GO! The object of this game is to flip the towel as fast as you can without stepping off of it. You can take small steps from one part of the towel to another. However, you can only move it when you have both feet firmly in place on top of the towel. The towel must be flat at the start and flat at the finish. You have 1 minute to complete the challenge.
*If you don't have some of the materials, modify the games to work for you!*
Send videos or photos to your teacher if you want to show off your skills!
May 4th - May 7th
Math: Review
Monday
Describe, in complete sentences, a time where you would multiply in real life. Write about if you think multiplication is a strength or something you can improve.
Tuesday
Write about how we can use pizza to describe fractions.
Make a goal to identify fractions in daily life in the next day. (halves, thirds, quarters, fourths).
Wednesday
Why do we round?
If you don't know, ask somebody and write down what you learned.
Thursday
What is the difference between area and perimeter?
Friday
How is it that all squares are rectangles but not all of rectangles are squares?
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science/Social Studies/ Fine Arts: Recycling
Monday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
This week we will work on a Recycling Project. Today, Think of some materials that you have lying around your house- What can you create with them?
Step 1: Make a list of anything you might be able to use for your project (remember to ask an adult if you aren't sure).
Step 2: Gather the materials that you are going to use on your project.
Step 3: Make a list of art projects you might like to create. Here are some examples:
Poster, sculpture, diorama, model. etc.. Be creative.
Step 4: Plan out your project. Look at your materials and draw a picture of what you want to create out of them.
Tuesday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
This week we will work on a Recycling Project. Today, Think of some materials that you have lying around your house- What can you create with them?
Step 1: Gather your materials from yesterday for your recycled art project.
Step 2: Gather any additional materials you will need for your project (tape, glue, etc..).
Step 3: Use your drawing from yesterday to help guide you in creating your art piece and start creating.
Step 4: Send a picture of your art piece to your teacher!
Wednesday/ Thursday/ Friday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
Practical: capable of being put to use
Today, you are going to create a second project using recyclable materials. Instead of creating an art piece you are going to create something practical. Try to think of something you can create using items around your house. You will have three days to create your Practical item.
Your item must include:
-Recycled materials
-A description of the item you created and what it can be used for.
Your item must:
Have a functional use- it has to be a practical item that you or someone else can use to help them do something or complete a task.
Be creative and have fun, you have three days to complete this assignment.
Want to add a little fun? You can record yourself using the item and send that to your teacher, too!
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Monday
Describe, in complete sentences, a time where you would multiply in real life. Write about if you think multiplication is a strength or something you can improve.
Tuesday
Write about how we can use pizza to describe fractions.
Make a goal to identify fractions in daily life in the next day. (halves, thirds, quarters, fourths).
Wednesday
Why do we round?
If you don't know, ask somebody and write down what you learned.
Thursday
What is the difference between area and perimeter?
Friday
How is it that all squares are rectangles but not all of rectangles are squares?
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science/Social Studies/ Fine Arts: Recycling
Monday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
This week we will work on a Recycling Project. Today, Think of some materials that you have lying around your house- What can you create with them?
Step 1: Make a list of anything you might be able to use for your project (remember to ask an adult if you aren't sure).
Step 2: Gather the materials that you are going to use on your project.
Step 3: Make a list of art projects you might like to create. Here are some examples:
Poster, sculpture, diorama, model. etc.. Be creative.
Step 4: Plan out your project. Look at your materials and draw a picture of what you want to create out of them.
Tuesday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
This week we will work on a Recycling Project. Today, Think of some materials that you have lying around your house- What can you create with them?
Step 1: Gather your materials from yesterday for your recycled art project.
Step 2: Gather any additional materials you will need for your project (tape, glue, etc..).
Step 3: Use your drawing from yesterday to help guide you in creating your art piece and start creating.
Step 4: Send a picture of your art piece to your teacher!
Wednesday/ Thursday/ Friday:
Key Vocabulary: (please use when talking with your student)
Recycling: to process (something, such as liquid body waste, glass, or cans) in order to regain material for human use
Resources: a source of supply
Practical: capable of being put to use
Today, you are going to create a second project using recyclable materials. Instead of creating an art piece you are going to create something practical. Try to think of something you can create using items around your house. You will have three days to create your Practical item.
Your item must include:
-Recycled materials
-A description of the item you created and what it can be used for.
Your item must:
Have a functional use- it has to be a practical item that you or someone else can use to help them do something or complete a task.
Be creative and have fun, you have three days to complete this assignment.
Want to add a little fun? You can record yourself using the item and send that to your teacher, too!
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
April 27th - May 1st
Math: Telling Time
Monday
Key Vocabulary: (please use when talking with your student)
Half Hour
Quarter Hour
Find a clock in your home.
Draw a picture of the clock and the hands. Write down What time it is. Set a timer for a half hour (30 mins). When the timer goes off draw a new picture of the clock. What time is it now? (write it down)
What do you notice about the hands? How has the clock changed?
Extension: Now set a timer for 15 minutes. When your timer goes off draw a picture of the clock and the hands. What do you notice this time? How has the clock changed from all three drawings?
*Don’t have an analog clock, do the same activity with a digital watch/ clock- instead of drawing just write down the times.*
Tuesday
Make a daily schedule for yourself and write down the exact time you do each thing. For example:
-Ate breakfast at 8:41 am
-Washed my bowl at 9:00 am
-Brushed my teeth at 9:04 am
Try to be as specific as you can and write down the times to the exact minute. Include the time you woke up and the time you go to bed
Bonus Challenge: If you have an analog clock only use this to tell the time instead of a digital clock or cell phone.
Wednesday
Key Vocabulary:
Elapsed time
For each activity write down the time you start and the time you finish. Try to write down the times to the exact minute.
Here are a list of several activities you can do and time yourself:
-Do as many push ups as you can
-Do 35 jumping jacks
-How long does it take you to find something blue at your house?
-Draw a picture of a fox and a rabbit
-Draw a picture of something you like
-Sing your favorite song
-read your favorite book- or a chapter from your favorite book
Write down the time you start, the time you finish, and the activity you chose (you can pick more than one)
How long did that activity take you? How much time passed?
Thursday
Challenge a family member to try some of the activities from yesterday.
See how long it takes them to do some of them.
How long did it take them? Were they faster or slower than you?
Write down the time they start, the time they finish, and the activities they chose
*Don’t have a family member to challenge? Challenge yourself to try again and see if you are faster or slower than yesterday*
Friday
Build your own sundial
To build your own sundial, you'll need a stick, 12 rocks or Sea Shells, some paint or markers, and a place in the yard that gets some sun
Step 1: First, find a sunny area (preferably in a garden or flower bed) where you can build your sundial.Step 2: Put one end of your stick into the ground so the opposite end points towards the sky.
The goal is when the sun is directly overhead at 12 noon, you want the shadow of your stick to be the shortest.
Step 3: Once you find the shortest shadow, place a Stone os shell at that spot for 12.
Step 4: Check the stick's shadow on the hour to get an idea of how far apart your seashells or rocks will need to be on your circle.
Step 5: set up your sundial clock by placing the shells where the shadow falls on each hour.
A few more tips for sundial building:
try tilting your stick instead of moving the shells if your clock is not “on time”
Be sure to talk with your kids as you observe the shadow moving -- this is a great opportunity to introduce how the sun rises in the east, sets in the west and casts a shadow based on its position in the sky.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science: Life Cycles
Monday:
Find three different kinds of seeds around your environment. Write down what you notice about the seeds and how they are similar and different.
Tuesday:
Look for pollinators (bees and butterflies) outside. These animals help flowers reproduce. Count how many different plants you see these animals go to.
Wednesday:
If there is a creek around look for frogs, tadpoles, and frog-lets. If not draw the stages of the life cycle of a frog.
Thursday:
Go outside and document how many different weeds, grasses, and other plants you can observe. The closer you look, the more different species you will find.
Friday:
Mosquitoes reproduce in shallow water buildups, often after rain. Look around your house for water puddles and see if you can observe any insects.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies/ ELA : Laws And Rules
Monday
This week you will write a paper about laws.
Each Day you will write one paragraph and by the end of the week you will have a 5 paragraph essay about laws and why they are important.
write an Introduction paragraph- In this paragraph answer these questions: What is a law? Why are laws important? What do laws do? How do laws help people?
Tuesday
write a second paragraph- In this paragraph choose one law that you think is important. Answer these questions in your paragraph: What was the law you chose? Why is this law important? How does this law help people?
Wednesday
write a third paragraph- In this paragraph choose one other law that you think is important. Answer these questions in your paragraph: What was the law you chose? Why is this law important? How does this law help people?
Thursday
write a fourth paragraph- In this paragraph think about if you could create any law in the world what law would you create? Explain your law, why it is important, and how your law would help people.
Friday
write a Conclusion Paragraph- In this paragraph use information from your other paragraphs to come up with a conclusion about laws. Try to write a summary of what you talked about in your essay.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Monday
Key Vocabulary: (please use when talking with your student)
Half Hour
Quarter Hour
Find a clock in your home.
Draw a picture of the clock and the hands. Write down What time it is. Set a timer for a half hour (30 mins). When the timer goes off draw a new picture of the clock. What time is it now? (write it down)
What do you notice about the hands? How has the clock changed?
Extension: Now set a timer for 15 minutes. When your timer goes off draw a picture of the clock and the hands. What do you notice this time? How has the clock changed from all three drawings?
*Don’t have an analog clock, do the same activity with a digital watch/ clock- instead of drawing just write down the times.*
Tuesday
Make a daily schedule for yourself and write down the exact time you do each thing. For example:
-Ate breakfast at 8:41 am
-Washed my bowl at 9:00 am
-Brushed my teeth at 9:04 am
Try to be as specific as you can and write down the times to the exact minute. Include the time you woke up and the time you go to bed
Bonus Challenge: If you have an analog clock only use this to tell the time instead of a digital clock or cell phone.
Wednesday
Key Vocabulary:
Elapsed time
For each activity write down the time you start and the time you finish. Try to write down the times to the exact minute.
Here are a list of several activities you can do and time yourself:
-Do as many push ups as you can
-Do 35 jumping jacks
-How long does it take you to find something blue at your house?
-Draw a picture of a fox and a rabbit
-Draw a picture of something you like
-Sing your favorite song
-read your favorite book- or a chapter from your favorite book
Write down the time you start, the time you finish, and the activity you chose (you can pick more than one)
How long did that activity take you? How much time passed?
Thursday
Challenge a family member to try some of the activities from yesterday.
See how long it takes them to do some of them.
How long did it take them? Were they faster or slower than you?
Write down the time they start, the time they finish, and the activities they chose
*Don’t have a family member to challenge? Challenge yourself to try again and see if you are faster or slower than yesterday*
Friday
Build your own sundial
To build your own sundial, you'll need a stick, 12 rocks or Sea Shells, some paint or markers, and a place in the yard that gets some sun
Step 1: First, find a sunny area (preferably in a garden or flower bed) where you can build your sundial.Step 2: Put one end of your stick into the ground so the opposite end points towards the sky.
The goal is when the sun is directly overhead at 12 noon, you want the shadow of your stick to be the shortest.
Step 3: Once you find the shortest shadow, place a Stone os shell at that spot for 12.
Step 4: Check the stick's shadow on the hour to get an idea of how far apart your seashells or rocks will need to be on your circle.
Step 5: set up your sundial clock by placing the shells where the shadow falls on each hour.
A few more tips for sundial building:
try tilting your stick instead of moving the shells if your clock is not “on time”
Be sure to talk with your kids as you observe the shadow moving -- this is a great opportunity to introduce how the sun rises in the east, sets in the west and casts a shadow based on its position in the sky.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science: Life Cycles
Monday:
Find three different kinds of seeds around your environment. Write down what you notice about the seeds and how they are similar and different.
Tuesday:
Look for pollinators (bees and butterflies) outside. These animals help flowers reproduce. Count how many different plants you see these animals go to.
Wednesday:
If there is a creek around look for frogs, tadpoles, and frog-lets. If not draw the stages of the life cycle of a frog.
Thursday:
Go outside and document how many different weeds, grasses, and other plants you can observe. The closer you look, the more different species you will find.
Friday:
Mosquitoes reproduce in shallow water buildups, often after rain. Look around your house for water puddles and see if you can observe any insects.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies/ ELA : Laws And Rules
Monday
This week you will write a paper about laws.
Each Day you will write one paragraph and by the end of the week you will have a 5 paragraph essay about laws and why they are important.
write an Introduction paragraph- In this paragraph answer these questions: What is a law? Why are laws important? What do laws do? How do laws help people?
Tuesday
write a second paragraph- In this paragraph choose one law that you think is important. Answer these questions in your paragraph: What was the law you chose? Why is this law important? How does this law help people?
Wednesday
write a third paragraph- In this paragraph choose one other law that you think is important. Answer these questions in your paragraph: What was the law you chose? Why is this law important? How does this law help people?
Thursday
write a fourth paragraph- In this paragraph think about if you could create any law in the world what law would you create? Explain your law, why it is important, and how your law would help people.
Friday
write a Conclusion Paragraph- In this paragraph use information from your other paragraphs to come up with a conclusion about laws. Try to write a summary of what you talked about in your essay.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
April 20th - 24th
Math: Data and Graphs
Monday
Choose 5 of your favorite foods. Write all five down and have more than one family member vote for their three favorites. Plot (write a mark for each vote next to the food name) the information. Figure out which food got the most votes. Figure out which food got the least. What is the difference in votes between the favorite and least favorite?
Tuesday
Make a line plot graph to display the colors of your t-shirts. Decide which colors you will choose to graph and count how many of each you have.
Wednesday
Measure the height of your family members. Figure out how much taller or shorter you are than another family member.
Thursday
Stinky Feet Competition - Does your family have more pairs of boots, sandals, tennis shoes, or dress shoes? Plot the information into a bar graph.
Friday
Car Data Game- Choose someone to play against.
You will need a paper to track information and a safe place to observe cars. The goal of the game is to get as many points as you can by observing cars. Before the game each player will choose a color, write it down and not tell the other player. Players will be working together to track how many red, blue, black, yellow, and silver cars drive by using a line plot, bar graph, or table. After 5 minutes, players will count the total amount of cars observed. The players will then reveal the color they wrote down at the beginning. The color that each player wrote down is then given to their opponent. Whatever color the opponent gives you is not counted towards your total. Compare information to find the winner. (if there is a tie, play again)
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Language Arts: Opinion Writing/ Poem Writing
Monday
Read your writing about why you are awesome from last week. With an adult check your writing for mistakes in spelling, grammar, and punctuation. Fix those mistakes on your writing- try using a pen or marker to outline those mistakes. Save your paper for tomorrow.
Tuesday
Using your paper from yesterday, correct your mistakes by rewriting your opinion writing. Try and take your time to rewrite neatly, making sure you fix all the mistakes you corrected.
Wednesday
Key Vocabulary (please use when discussing with students):
Stanza: a related group of lines or verses in a poem- Like a paragraph in writing.
Poem: a collection of words that express an emotion or idea
Today you will read and talk about a poem with a family member. Try to label and talk about the stanzas- and what makes this a poem.
Monday
Choose 5 of your favorite foods. Write all five down and have more than one family member vote for their three favorites. Plot (write a mark for each vote next to the food name) the information. Figure out which food got the most votes. Figure out which food got the least. What is the difference in votes between the favorite and least favorite?
Tuesday
Make a line plot graph to display the colors of your t-shirts. Decide which colors you will choose to graph and count how many of each you have.
Wednesday
Measure the height of your family members. Figure out how much taller or shorter you are than another family member.
Thursday
Stinky Feet Competition - Does your family have more pairs of boots, sandals, tennis shoes, or dress shoes? Plot the information into a bar graph.
Friday
Car Data Game- Choose someone to play against.
You will need a paper to track information and a safe place to observe cars. The goal of the game is to get as many points as you can by observing cars. Before the game each player will choose a color, write it down and not tell the other player. Players will be working together to track how many red, blue, black, yellow, and silver cars drive by using a line plot, bar graph, or table. After 5 minutes, players will count the total amount of cars observed. The players will then reveal the color they wrote down at the beginning. The color that each player wrote down is then given to their opponent. Whatever color the opponent gives you is not counted towards your total. Compare information to find the winner. (if there is a tie, play again)
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Language Arts: Opinion Writing/ Poem Writing
Monday
Read your writing about why you are awesome from last week. With an adult check your writing for mistakes in spelling, grammar, and punctuation. Fix those mistakes on your writing- try using a pen or marker to outline those mistakes. Save your paper for tomorrow.
Tuesday
Using your paper from yesterday, correct your mistakes by rewriting your opinion writing. Try and take your time to rewrite neatly, making sure you fix all the mistakes you corrected.
Wednesday
Key Vocabulary (please use when discussing with students):
Stanza: a related group of lines or verses in a poem- Like a paragraph in writing.
Poem: a collection of words that express an emotion or idea
Today you will read and talk about a poem with a family member. Try to label and talk about the stanzas- and what makes this a poem.
When the teacher’s back is turned,
We never scream and shout.
Never do we drop our books
and try to freak her out.
No one throws a pencil
at the ceiling of the class.
No one tries to hit the fire alarm
and break the glass.
We don’t cough in unison
and loudly clear our throats.
No one’s shooting paper wads
or passing little notes.
She must think we’re so polite.
We never make a peep.
Really, though, it’s just because
we all go right to sleep.
— Kenn Nesbitt
We never scream and shout.
Never do we drop our books
and try to freak her out.
No one throws a pencil
at the ceiling of the class.
No one tries to hit the fire alarm
and break the glass.
We don’t cough in unison
and loudly clear our throats.
No one’s shooting paper wads
or passing little notes.
She must think we’re so polite.
We never make a peep.
Really, though, it’s just because
we all go right to sleep.
— Kenn Nesbitt
Thursday
Using the poem from yesterday fill in the blanks to make your own version of the poem.
Using the poem from yesterday fill in the blanks to make your own version of the poem.
When the teacher’s back is turned,
We never _____ and _____.
Never do we _______
and try to freak her out.
No one __________
at the _________.
No one tries to ___________
and break the _____.
We don’t ____________
and loudly ________.
No one’s _________
or _________.
She must think we’re so _____.
We never _____ .
Really, though, it’s just because
we all _____.
-Your Name
We never _____ and _____.
Never do we _______
and try to freak her out.
No one __________
at the _________.
No one tries to ___________
and break the _____.
We don’t ____________
and loudly ________.
No one’s _________
or _________.
She must think we’re so _____.
We never _____ .
Really, though, it’s just because
we all _____.
-Your Name
Friday
Illustrate your poem by drawing a picture that relates to what you wrote. Use details from your poem in your drawing.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science: Energy
Monday: Heat Energy
Today You will need three cups or containers that can hold water and a small amount of food coloring.
Fill each cup to the same level with water. You will want to label the cups/ containers as follows: Cold, room temperature, and warm/hot.
You will place one in the fridge/freezer (not frozen), leave one out on the counter, and you can heat the water for the third cup using a stove or the microwave. When you have all three cups to the right temperature- drop a bit of food coloring in each one making notes about what happens in each. What did you notice? How did the food coloring react in the cold water, room temperature water, and hot water.
Tuesday: Sound Energy
Key Vocabulary (please use when talking to your student):
Sound energy: Energy released by the vibration of objects.
Vibration: a rapid motion back and forth.
place your fingers on your throat and hum your favorite song or, if you have one- hum a tune through a kazoo. What do you feel? Why do you think you are feeling that? Why do you think vibrations are important for sound?
Wednesday: Light Energy
Grab a few pieces of chalk (a rock will work too). Go out to your driveway or sidewalk. stand still and have your shadow traced by you or a family member. Do this activity a few times throughout the day and make observations. What happens to your shadow throughout the day? What do you think causes these changes? How does the light energy affect your shadow?
Thursday: Magnetic energy
Find any magnet in your home. Walk around your house placing the magnet on different objects. Make a list of all the items you can that the magnet is attracted to. Why is the magnet attracted to some objects and not others? If you have more than one magnet, try sticking them to each other. What happens?
Friday:
Make a list of all the types of energy you can find around your house. Tell what type of energy you found and where you found it.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies: Civics
Monday
Describe something in your community that you think can be better. Write down why you think that what you said is important?
Tuesday
You are given 10,000 dollars to donate to whatever causes you think are important. What could you do with the money to help your community out the most?
Wednesday
Describe something nice that someone has done for you. Write them a thank you note.
Thursday
Do something to help a family member. Write a sentence describing how you are responsible for duties in your family.
Friday
Create a plan for an activity to help your community.
Optional (collect litter, volunteer, send a nice letter, do chores, recycle, etc )
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Illustrate your poem by drawing a picture that relates to what you wrote. Use details from your poem in your drawing.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Science: Energy
Monday: Heat Energy
Today You will need three cups or containers that can hold water and a small amount of food coloring.
Fill each cup to the same level with water. You will want to label the cups/ containers as follows: Cold, room temperature, and warm/hot.
You will place one in the fridge/freezer (not frozen), leave one out on the counter, and you can heat the water for the third cup using a stove or the microwave. When you have all three cups to the right temperature- drop a bit of food coloring in each one making notes about what happens in each. What did you notice? How did the food coloring react in the cold water, room temperature water, and hot water.
Tuesday: Sound Energy
Key Vocabulary (please use when talking to your student):
Sound energy: Energy released by the vibration of objects.
Vibration: a rapid motion back and forth.
place your fingers on your throat and hum your favorite song or, if you have one- hum a tune through a kazoo. What do you feel? Why do you think you are feeling that? Why do you think vibrations are important for sound?
Wednesday: Light Energy
Grab a few pieces of chalk (a rock will work too). Go out to your driveway or sidewalk. stand still and have your shadow traced by you or a family member. Do this activity a few times throughout the day and make observations. What happens to your shadow throughout the day? What do you think causes these changes? How does the light energy affect your shadow?
Thursday: Magnetic energy
Find any magnet in your home. Walk around your house placing the magnet on different objects. Make a list of all the items you can that the magnet is attracted to. Why is the magnet attracted to some objects and not others? If you have more than one magnet, try sticking them to each other. What happens?
Friday:
Make a list of all the types of energy you can find around your house. Tell what type of energy you found and where you found it.
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
Social Studies: Civics
Monday
Describe something in your community that you think can be better. Write down why you think that what you said is important?
Tuesday
You are given 10,000 dollars to donate to whatever causes you think are important. What could you do with the money to help your community out the most?
Wednesday
Describe something nice that someone has done for you. Write them a thank you note.
Thursday
Do something to help a family member. Write a sentence describing how you are responsible for duties in your family.
Friday
Create a plan for an activity to help your community.
Optional (collect litter, volunteer, send a nice letter, do chores, recycle, etc )
Assessment Strategy
Call to review answers with teacher or submit via email/ Text
April 13th - 17th
Math:
Monday
The Cup Challenge- Choose at least three different cups that are close to the same size. Predict which cups will hold the most liquid. Fill each cup up to the rim, pour one at a time, into a larger container and make a mark at the level that it reaches. Pour out the liquid and mark the level for each cup. Compare the marks from each pour to determine the champion!
Tuesday
Look around your house for a container that holds fluid in your house (pop bottle, 2 liter, milk jug). Make an estimation for how many full containers it would take to fill your bathtub or sink. Test your guess.
Wednesday
Help your family cook. Discuss with family members when they have ever had to measure ingredients.
Thursday
Make a list of bodies of water (pool, pond, lake, oceans….) and rank them from holding the most amount of liquid to the least.
Friday
Find a recipe book or look one up if able. Determine which liquid ingredient ingredient you would need the most of.
Assessment Strategy
Can call to review answers with teacher or submit via email
Language Arts: Opinion Writing (Five day writing unit)
Monday
Students will make a multi-paragraph argument for why they are awesome. Introduction paragraph-Tell the reader about yourself (Your name, age, grade, school)
Tuesday
Detail paragraph 1- Write a paragraph to explain all of the things that you have learned this year.
Wednesday
Detail paragraph 2- Write a paragraph to explain something that you do well.
Thursday
Detail paragraph 3- Write a paragraph about good things you have done (kind actions, caring words, helping at school or at home)
Friday
Conclusion Paragraph-Include an idea from each day to make sure the reader remembers why you are awesome.
Assessment Strategy
Can call to review answers with teacher or submit via email
Science: Matter
Monday
Tuesday
Wednesday
Thursday
Friday
Assessment Strategy
Can call to review answers with teacher or submit via email
Social Studies: Scarcity of Resources and Goods
Monday
Tuesday
Wednesday
Thursday
Friday
Assessment Strategy
Can call to review answers with teacher or submit via email
April 6th - 10th
Math: Area and Perimeter
Monday
Use your shoes as “feet” and walk along a table. Measure the length and the width in feet. Determine the area in square feet using your length and width measurements.
Tuesday
Using your shoes as “feet” choose a room in your home. Measure the length and width of the room in feet. Determine the area of this room in square feet.
Wednesday
Use your shoes as “feet” and walk along two rooms in your house. Measure the length and the width in feet. Determine the area of your table using your length and width in square feet and compare the measurements.
Thursday
Take a walk around the outside of all the rooms inside your house. Using your shoes as “feet” measure the entire perimeter of all of the rooms combined.
As you walk, draw a picture or diagram to represent your house and its perimeter in feet. Save this drawing for tomorrow.
Friday
Using your diagram or picture from yesterday, calculate the area of the inside of your entire house.
Assessment Strategy
Can call to review answers with teacher or submit via email
Language Arts: Read and answer questions
Monday
Pick a book to read. Write down as many words as you can to describe the setting.
Tuesday
Pick a book to read. Write down as many words as you can to describe the characters.
Wednesday
Pick a book to read. Describe the main problem in the story.
Thursday
Pick a book to read. Write down a prediction for the ending.
Friday
Free write for 20 minutes.
Assessment Strategy
Can call to review answers with teacher or submit via email
Science: Rocks
Monday
Find three different rocks outside.
Tuesday
Scratch against the pavement and try to figure out which rock is the hardest.
Wednesday
Find as many rocks as you can and sort them based on similar characteristics.
Thursday
Try to find a new way to sort the same set of rocks.
Friday
Write down as many describing words as you can to describe the look, feel, or strength of your rocks.
Assessment Strategy
Can call to review answers with teacher or submit via email
Social Studies: Daily life is influenced by the agriculture, industry, and natural resources in different communities.
Monday
Figure out where a food that you ate today came from. Discuss food that is grown near where you live.
Tuesday
If you had to build a shelter using natural materials what could you use.
Wednesday
Find the oldest object that you can. How did you know that it is old?
Thursday
Picture what your life would be like if you lived at the beach.
Friday
Picture what your life would be like if you lived in the desert.
Assessment Strategy
Can call to review answers with teacher or submit via email
Monday
Use your shoes as “feet” and walk along a table. Measure the length and the width in feet. Determine the area in square feet using your length and width measurements.
Tuesday
Using your shoes as “feet” choose a room in your home. Measure the length and width of the room in feet. Determine the area of this room in square feet.
Wednesday
Use your shoes as “feet” and walk along two rooms in your house. Measure the length and the width in feet. Determine the area of your table using your length and width in square feet and compare the measurements.
Thursday
Take a walk around the outside of all the rooms inside your house. Using your shoes as “feet” measure the entire perimeter of all of the rooms combined.
As you walk, draw a picture or diagram to represent your house and its perimeter in feet. Save this drawing for tomorrow.
Friday
Using your diagram or picture from yesterday, calculate the area of the inside of your entire house.
Assessment Strategy
Can call to review answers with teacher or submit via email
Language Arts: Read and answer questions
Monday
Pick a book to read. Write down as many words as you can to describe the setting.
Tuesday
Pick a book to read. Write down as many words as you can to describe the characters.
Wednesday
Pick a book to read. Describe the main problem in the story.
Thursday
Pick a book to read. Write down a prediction for the ending.
Friday
Free write for 20 minutes.
Assessment Strategy
Can call to review answers with teacher or submit via email
Science: Rocks
Monday
Find three different rocks outside.
Tuesday
Scratch against the pavement and try to figure out which rock is the hardest.
Wednesday
Find as many rocks as you can and sort them based on similar characteristics.
Thursday
Try to find a new way to sort the same set of rocks.
Friday
Write down as many describing words as you can to describe the look, feel, or strength of your rocks.
Assessment Strategy
Can call to review answers with teacher or submit via email
Social Studies: Daily life is influenced by the agriculture, industry, and natural resources in different communities.
Monday
Figure out where a food that you ate today came from. Discuss food that is grown near where you live.
Tuesday
If you had to build a shelter using natural materials what could you use.
Wednesday
Find the oldest object that you can. How did you know that it is old?
Thursday
Picture what your life would be like if you lived at the beach.
Friday
Picture what your life would be like if you lived in the desert.
Assessment Strategy
Can call to review answers with teacher or submit via email