• Find time for your reading life! Find a cozy spot and read, read, read! Record your thoughts in a reading journal and track the books you are reading. List the title, author, illustrator, and some thoughts (jots) about the book. Try to increase your reading stamina each day. How many minutes can you sit and read? What is your ultimate goal?

• Choose a new animal to research; it should be a different one from last week (this activity ties to science). Read about this animal and think: What does this animal need to survive? What is its habitat like? What are the parts of its food chain? After you have learned about this animal, write an expository text (informational) explaining what you have learned about the animal. Be sure to include how it meets its basic needs. Make sure you have a central idea and supporting reasons. If you cannot research an animal, then think and write about an animal you already know a lot about or go outside and observe nature. Look for an insect, bird, or squirell to observe.

• Think of the community members who are helping during this time in our world. Discuss this topic with a family member and make a list of the community members that are helping others. Choose one of these community members to write about. Write to explain (expository/informational text) how this person contributes to the community and makes a difference. Make sure you have a central idea and supporting reasons.

• Why is education important? Consider reading and researching the history of education in America. Think and create a list of the ways and reasons that education is important for yourself and the community. Consider what would happen if you did not receive an education. How could that impact your life, your community, and the world? Write to explain (expository/informational text) how education impacts your life. Make sure you have a central idea and supporting reasons.

• Think about a person that inspires you. You might read about someone or it could be someone you know personally. For example, you might read Nothing Can Stop Her, located under “Day 1”. Discuss with someone in your family why you think this person is inspirational. Write to explain (expository/informational text) how and why this person inspires you. Make sure you have a central idea and supporting reasons.

• Think about your dream job or a business you would like to own (this ties to social studies). Read to learn about this job or industry. Write to explain why you chose this job. What makes it your dream job? Make sure you have a central idea and supporting reasons.\

*Note: If you have any problems connecting to any of the links above, these resources can be found on the Scholastic Learn at Home page: https://classroommagazines.scholastic.com/support/learnathome.html. Just choose the appropriate grade level and a variety of texts are available including the ones suggested here.

• Use the Frequency Table about plants and how much direct sunlight they received in one week (found below the Social Studies section at bottom of the page) to solve the following:

  • How much time occurred most often?

  • How much time occurred least often?

  • How many days were measured?

  • Can you create a Dot Plot graph to match the data?

• Jan and her friends went to play miniature golf. Their scores are 51, 70, 52, 51, 48, 54, 55, 52, 52. Make a dot plot of their scores. Be sure to include a title for the dot plot and label the values.

• A Stem-and-Leaf plot is another way to show data. Watch this video for more information. Complete the following tasks:

  • Use the template (also at bottom of page under Social Studies section) to complete a stem-and-leaf plot to show the following ages, in years, for people in the grocery store. (27, 13, 64, 18, 46, 39, 10, 22, 51, 51, 41, 70, 16, 32, 60, 38)

    • What does creating a stem-and-leaf plot show you about the data?

    • Is it possible for a stem to have no leaves?

• Social studies connection-Thinking about supply and demand, ask an adult how much they paid for gas (rounded to the nearest whole dollar or for a challenge use fractions) in January, February, and March. Graph the results with a dot plot or bar graph. Has the price gone up or down? Why do you think that?

Photosynthesis is the process that green plants use to make their own food. Plants take in water and carbon dioxide exhaled by animals. These are chemically changed by the Sun in the plants’ green leaves and become a sugar and oxygen that the plants release for animals to breathe. The process might look like this in an equation. What do you think ↯ represents?

Water + Carbon dioxide ↯ Sugar + Oxygen

• Draw and label a plant indicating what is taken in and released by the plant during photosynthesis. Be sure to draw where the carbon dioxide comes from.

Plants are called producers because they can make their own food with sunlight, water and carbon dioxide in a process called photosynthesis. Animals that eat plants or other animals or both are called consumers. Consumers fall into one of three groups: herbivores eat only plants; carnivores eat only other animals; omnivores eat both plants and other animals.

• Copy this food web on a piece of paper and label the producers and consumers.

• Copy this food web on a piece of paper and label the herbivores, carnivores and omnivores.

rabbit > coyote < frog > raccoon

^ ^ ^

toads < insects grass > grasshopper > fish > duckling > snake > eagle

v ^ ^ v v

bear < blackberries < Sun > corn > chicken > fox

• Predict what would happen in this ecosystem if the blackberries disappeared.

• Predict what would happen if there was major flooding in this ecosystem.

• Predict what would happen if there was an extended drought in this ecosystem.

A free enterprise system of economy allows people to buy and sell goods and services with little control by the government. The benefit of this system is that it helps producers and consumers. A producer is a person or business that makes or sells goods or offers a service. A consumer is a person or company that buys or uses goods or services.

• Describe how you are a consumer in the community.

• If you could be a producer or provide a service in your community, what would you do? Draw a picture of your storefront or business card advertising your company. How would your business improve the community?

A free enterprise system is based on supply and demand. Supply is the number of items that are offered for sale. Demand is the number of items consumers want to buy.

• What are some supply and demand issues you have heard about during the quarantine? How do you feel about people that buy more than they need of an item?

• When the supply is high, like too much gasoline, and the demand is low, everyone is staying at home, why do you think the price of gasoline can go down?

• When demand is high, like not enough peaches at the Peach Festival, and the demand is low, everyone wants fresh peaches, why do you think the price of a basket of peaches can go up?

Here’s a video link that has 4 different exercises to do in 30 second intervals! Keep moving!

• https://drive.google.com/file/d/1q-G-Iuvy3GLKOLSwfJX8_Pzz3Yh7MMLr/view?usp=sharing