• 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. 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.

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 v

bear < blackberries < Sun > corn > deer turtles

• 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.

Ecosystems can be changed by living organisms, including humans. The changes to the environment can affect other organisms.

• In the ecosystem described in the food web above, a highway was built that blocked access to the pond from the raccoons, coyotes, deer and bears. Describe what effects this event will have on all the organisms in the ecosystem.

• In the ecosystem described in the food web above, beavers have moved in and built a dam on the stream feeding the pond. The stream is flooding the land all around it but the pond is drying up since the water has been dammed. Describe what effects this event will have on all the organisms in the ecosystem.

Like the American Revolution, there was a series of events that led up to the Civil War. See what you can find out about: sectionalism, states’ rights, the Missouri Compromise, abolitionists, the Underground Railroad, the Compromise of 1850, Fugitive Slave Law, “Bleeding Kansas,” Abraham Lincoln, secession of states, and the Confederacy.

• Use the terms above to fill in the blank:

  • Southerners wanted to protect their right to own slaves. ____

  • Officials in the North would help return runaway slaves. ____

  • This event showed that the time for compromising had ended. ____

  • Southerners didn’t want him to be president becuase he didn’t want slavery in new territories. ____

  • Was caused by California asking to enter the Union as a free state. ____

  • Someone that wanted to end slavery. ____

  • Let Maine join the Union as a free state, and Missouri as a slave state. ____

  • The North and the South had strong interests for their part of the country. ____

  • The abolitionists organized a way to help slaves escape to the North. ____

  • Seven Southern states officially left the United States of America. ____

  • The new nation formed by seceding ____.

• How were the economic lives in the North and the South different?

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