Find time for your reading life! Find a cozy spot and read, read, read. Read to self, read to a stuffed animal, and/or read to a family member.

Write a letter to your teacher or friend about what you will do on your first day after the quarantine (this activity ties to social studies). Where will you want to go that day? What will you want to do? Include how much time you will spend at each place. Be sure to include all the parts of a letter (heading, date, salutation, body of the letter, and a closing).

Write a letter to your teacher about your favorite day of the week and explain why it is your favorite (this activity ties to social studies). You can also write about your favorite month or favorite time of the year. Make sure you include all of the parts of a letter.

Choose an animal to research (this activity ties to science). Read about this animal and think: What does this animal need to survive? What is its habitat like? After you have learned about this animal, write a letter to your teacher explaining what you have learned about the animal. Be sure to include how it meets its basic needs. Make sure you include all of the parts of a letter. If you cannot research an animal, then think and write about an animal you already know a lot about.

Write a letter to a friend about your nature walk (ties to math and science activities). Tell your friend about your walk and describe in detail what you saw. Make your friend feel like he/she was on the walk with you! Be sure to include what you saw, heard, smelled, and felt. Make sure you include all the parts of a letter.

As you go on your Living/Non-living walk, take pictures of the objects you find or draw pictures when you get home. (This ties to the science activity below)

• Take the pictures and sort them by living/non-living

• Graph the pictures or objects.

• Turn your real graph into a bar graph by using this template and coloring in for the objects you identified. (Consider using one color for living and one color for non-living.)

• Tell someone about your graph (either the object/picture graph or the bar graph)

  • Which one has more? How many more?

  • Which one has less?

  • Are any equal or the same?

  • Make a question about your graph.

Survey your family and graph the information

• Some ideas include-Do you like pizza? What is your favorite movie? What is your favorite video game?

Graph the weather for the week (sunny, cloudy, rainy…) and tell someone about your graph using the example questions above.

Help with the laundry and sort the socks. Make a graph to show how you sorted (color, size, boy/girl, etc.)

Make a “Stamina Chart” and graph how many minutes you read each day. Is it increasing or decreasing?

Go on a walk outside and identify different objects.Discuss if each object is living (needs energy, has young, dies) or nonliving (anything not living). Make a chart with two columns, LIVING and NONLIVING. List the different objects in the correct column.

Find a set of A to Z alphabet cards that have pictures that go along with the letter, as an example. Hold the cards up (in random order or alphabetically) and ask, “Can this make another or have a baby? Crayon? No! Apple? Yes! Lion? Yes! Xylophone? No! Sort the cards into living or nonliving stacks and discuss what each pile means.

Find a small box or container. Have your child draw pictures of all their favorite things. Cut apart the images. Can we keep all the things we love best in a toy box? A puppy? A friend? No! A toy box cannot give living things what they need to grow. Direct your child to sort the nonliving items, like a toy, by putting them in the box. Living things stay outside the box.

Walk around your neighborhood and make a list of all the animals you see. Identify and compare the parts of the different animals for your walking partner.

Walk around your neighborhood and make drawings of 5 different plants you see. Identify and compare the parts of the different plants you have drawn for your walking partner.

Make a list of the basic needs of plants and animals. What living and nonliving things around a plant or an animal does it depend on for survival?

Take a walk around the neighborhood and point out plants and animals. Ask your child what does a plant need to live? What does a bird, a dog, a cat, a fish need to live?

Fold a piece of paper in half and label one side LIVING and the other NONLIVING. Give your child a magazine to cut out pictures. Challenge the student to fill his/her paper up completely and correctly with pictures of living and nonliving items.

Use a search engine to find a live feed of an eagle cam (or some other live animal in the wild or in a zoo). There are many choices of live feeds that show different stages of eagles with nests and their offspring. Watch the cam for a few days and let the children see what the eagle uses to survive and how life would be different if those things were gone. What does the eagle eat? What does the eagle have to do to protect its offspring?

Inside the house in a container or outside in a pot or the ground, plant some seeds with your child. The seeds can be from a seed packet you purchase or the seeds from the fresh fruits or vegetables you are eating. What do plants need to survive? Your student can keep a journal of the growth of the new plant.

Talk about the order in which we do things, like brushing our teeth or getting dressed. Do you brush your teeth then put the toothpaste on the brush? No! First we put the toothpaste on the brush, then we brush our teeth and last we put the toothbrush away. Which do you put on first - the shoes or socks? Talk through different daily activities using words like first, next, last, before, after, yesterday, today and tomorrow.

Show your child three to five pictures of him/herself. Ask your child to put the pictures in order from youngest to oldest. The activity can be repeated adding another picture or two each time.

Ask your child to draw pictures of routines he/she does every day, like eat dinner, take a bath, are read to. Have your child arrange the activities in order and tell you what time of day this routine takes place.

One day life will go back to normal and your family can go anywhere you want to go. Make a schedule for your first day after the quarantine. Where will you want to go that day? What will you want to do? Include how much time you will spend at each place.

Challenge your child to give you directions for a task, like making a sandwich. Follow the directions as you are told, allowing your child to make corrections as he/she realizes a step was left out or given at the wrong time.

Talk about how we measure and record time. Use a calendar to look at days in a week, weeks in a month, and months in a year.

Record a timeline or schedule for what you do in one day.

Let’s do some sing alongs: https://www.youtube.com/watch?v=RPA6ZXvcY0U&vl=en

Now let’s move: https://www.youtube.com/watch?v=oOvhASO-dZM

What we eat is important too! Have some fun this week with what you eat! https://drive.google.com/file/d/1pOv2nRedXqwV9Gp73UX-MZOw50OmQc5k/view?usp=sharing

Brain Boosters video https://youtu.be/-BsSXJQCBFA

Videos to help get you moving! https://youtu.be/Uw41-RziKpE