Week 3: April 20-24
Week 3: April 20-24
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:
I can describe how people change their environment to meet their basic needs.
Estimated Time for The Week:
Estimated Time for The Week:
10-20 minutes
Type of Lesson:
Type of Lesson:
Humans and their needs
Materials:
Materials:
Electronic device
Learn & Practice:
Learn & Practice:
For the Google Slides to click-through the below directions, click here! (It includes pictures for the steps below.)
- Let’s think!
- What do people need to survive?
- How do people change the environment to get the things they need?
- Food and Water
- We need food and water to survive. We plant crops to grow fruits and vegetables and we eat meat and get products like milk and eggs from animals!
- To get water, we use pipes and wells to get water from rivers and lakes to our homes!
- Watch this video about where water comes from!
- Shelter
- We need shelter to survive. We use wood and stone from our environment to build our shelter. Talk about the different types of shelter you can think of!
- Clothing
- We need clothing to protect our skin! We make our clothing from plants like cotton and even from wool provided by sheep!
- Watch this video about how wool becomes clothing!
- Review!
- Play the audio to review how humans use the environment to meet their needs!
- Let’s Play!
- Go through the next few slides. Do you remember how humans get the things they need?
- Want more? Check out the Extension activities!
- Look around your home- what can you see that might have come from the environment? Make a list and share with your teacher!
- Watch this cool video about how humans have changed the environment in New York to meet their needs!
- Check your clothing tags! What are they made of? Look up those materials with a grown up!
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 identify responsible ways to spend money.
Estimated Time for The Week:
Estimated Time for The Week:
10-20 minutes
Learn & Practice:
Learn & Practice:
For the Google Slides to click-through the below directions, click here!
- Read or listen to Make Money Choices by Mary Reina on Capstone Digital Books.
- Username: continue Password: reading
- Play a game!
- The goal is to save $10 to buy a new pair of shoes.
- Read each situation, and decide what the smart choice would be - spending, saving, or giving back.
- Choose which pair of shoes is your favorite!
- Want more? Check out the Extension activities!
- Watch this Brainpop Video about spending and saving. You can login through Clever or create a parent account.
- Listen to Those Shoes by Maribeth Boelts
- Draw a sequence of
1. You buying something you need
2. You saving money
3. You buying something you want
STEM
STEM
Learning Goal:
Learning Goal:
I can use my five senses to make observations.
Estimated Time for The Week:
Estimated Time for The Week:
30 minutes
Type of Lesson:
Type of Lesson:
Hands-on; Make “better” ears! Why do animals’ ears look different from yours? What would life be like if your ears were shaped differently? Can you create an ear shape that will help you hear better?
Materials:
Materials:
- Paper
- Pencil
- Crayon
- Scissors
- Tape, Glue, or Stapler
- A variety of construction or recyclable materials including (but not limited to) construction paper, cardboard, plastic pieces, or Styrofoam, plastic containers and trays (clean yogurt cups and Solo cups, for starters), craft sticks, and so on.
Learn & Practice:
Learn & Practice:
- Listen to the book What If You Had Animal Ears?
- Sound helps animals in a number of ways. Tell students that having ears on opposite sides of our heads enables us (and other animals) to judge the location a sound comes from.
- Find a safe, comfortable outdoor space where students can sit quietly.
- Then have them close their eyes and listen to the sounds around them for several minutes.
- Provide pencils, crayons, and paper, and ask students to make a “sound map.”
- They can put an X in the middle of a page to represent themselves, and then use pictures, shapes, or words to show the locations of the sounds around them.
- Then review the sound map with the students, ask students the following questions.
- Which sounds did you like most? Least?
- What else did you hear?
- What might have caused the sounds you heard?
- Next, have students create an ear shape that will help them hear better.
- Have students use materials listed above to fashion new outer ears for themselves.
- Look at pictures of animal ears if they need ideas or inspiration.
- Have them be careful not to cover the opening of their own ear when they make these new ear shapes—they want to collect sound in new ways, not block it!
- Go back outside and have students compare their normal hearing with what they can hear when they wear the new ears they made.
- Do things sound different?
Optional Extension: Do things sound different if you’re wearing two different types of ears?
Specials & More
Specials & More
Art
Computer Science
Music
P.E. & Health
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