Week 5: May 4-8
Week 5: May 4-8
Embedded Files
ARCHIVED WEBSITE from Spring 2020 schools closures due to pandemic. Note: Some content may not be available to students & families after June 2020.
Daily Learning
Daily Learning
Weekly Learning
Weekly Learning
Try to complete each item below by the end of the week. (The list is alphabetical. You can work on them in any order.)
Try to complete each item below by the end of the week. (The list is alphabetical. You can work on them in any order.)
Use the arrows to expand/collapse each section:
Motor Skills
Motor Skills
Three activities are offered weekly. Click HERE to get started!
Science
Science
Learning Goal:
Learning Goal:
Makes observations of plants and animals to compare the diversity of life in different habitats.
I can collect data to describe different types of plants and animals in habitats.
Estimated Time for the Week:
Estimated Time for the Week:
20-30 minutes
Materials:
Materials:
Electronic device, paper/journal, pencil
Learn & Practice:
Learn & Practice:
For the Google Slides to click-through the below directions, click here! (It includes pictures for the steps below.)
- Learn
- Habitat Video Generation Genius
- Habitat poster
- Practice
- Think of a wild animal. How do they get their food?
- What do the animals in the wild need to survive? Think about animals in your backyard.
- Explore
- Listen to All About Deserts
- Compare the two habitats. What makes the habitats the same? What animals do you think live there? (backyard vs desert).
- Discuss
- Contrast the two habitats. What makes the habitats different?
- Discuss.
- *Think specifically about what plants and animals you find in each habitat.
- Challenge
- What do you think would happen if an animal was not finding food in its habitat?
- Write in your journal or share a video with what you think would happen.
- Reflect
- What is a habitat? What habitats did you find in your own backyard?
- Share your answer in your journal, video or post-it note. You may also draw the habitats and share your drawings.
- Extension
- Plan for next week
- Gather craft supplies for animal diorama
Social Emotional Learning
Social Emotional Learning
Three activities are offered weekly. Click HERE to get started!
Social Studies
Social Studies
Learning Goal:
Learning Goal:
I can compare and contrast basic economic principles (supply and demand in the consumer and producer relationship).
Estimated Time for The Week:
Estimated Time for The Week:
20 minutes
Materials: electronic device, paper, pencil
Learn & Practice:
Learn & Practice:
For the Google Slides to click-through the below directions, click here!
- Learn: Read the passage about Farmer Thomas.
- Practice: Answer the following questions.
- Who was the producer in the story?
- What was produced?
- Who was the consumer?
- What was there a scarcity of?
- Why was it scarce?
- Reflection
- Name two other types of producers.
- What do they produce?
- What are two things that you, as a consumer have used this week?
STEM
STEM
Learning Goal:
Learning Goal:
I can construct a simple, yet powerful solar oven.
Estimated Time for The Week:
Estimated Time for The Week:
20-30 minutes
Materials:
Materials:
- a box with an attached lid (pizza box or shoe box)
- scissors
- aluminum foil
- black construction paper (or color a piece of paper black)
- clear wrap
- tape
- paper plate
- ruler
- straw or wooden spoon
- marshmallows (optional)
- graham crackers (optional)
- chocolate bars (optional)
Learn & Practice:
Learn & Practice:
Go to https://www.icanteachmychild.com/make-your-own-solar-oven/ to see pictures.
- Draw a square on the lid of the box that is 1 inch smaller than the box on all sides. Ask an adult to help cut three sides of the square to make a flap. Fold the flap so that it stands up when the lid is closed.
- Cover the inner side of the flap and the inside of the box with aluminum foil. Make sure the foil is shiny side up.
- Use clear plastic wrap to create an airtight window for sunlight to enter into the box.
- Do this by opening the box and taping a double layer of plastic wrap over the opening you made when you cut the flap in the lid.
- Leave about an inch of plastic overlap around the sides and tape each side down securely, sealing out air.
- Place the black construction paper in the bottom of the box on top of the aluminum foil.
- Place your paper plate inside the box.
- To make s’mores, layer the chocolate bars and marshmallows on top of graham crackers and place on the plate.
- Close the box lid, propping up the flap with a ruler, straw, or wooden spoon.
- Place your box outside in the sun, using your oven between 11:00 a.m. and 3:00 p.m. when the sun is the highest. Adjust the flap until as much sunlight as possible is reflecting off of the foil to the window area.
- Check your oven after approximately 30 mins to see if any changes have occurred to your chocolate or marshmallows.
- Enjoy your homemade s’mores! Be careful when taking the plate out of the oven, it will be hot!
- Reflect on this activity:
- Why did you line your oven with aluminum foil?
- What purpose did the black construction paper serve?
- Why would cooking times vary throughout the day?
- How hot do you think your oven gets? (You could check it with an oven thermometer, if you have one.)
Optional Extension Activity:
- Try heating other food in your oven - toast, hot dogs, or nachos!
- Try a different colored paper other than black like yellow, red, etc. What happens?
FUN FACT: The largest s’more weighs 267 pounds and was made in Pennsylvania on May 31, 2014. There were a total of 104 volunteers that worked together to make the s’more.
Specials & More
Specials & More
Art
Computer Science
Music
P.E. & Health
Report abuse