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First Grade Virtual Learning Activity 2

Reading/English Language Arts

Standard: ELAGSE1RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Learning Target: Students will know what the words compare and contrast mean. They will also learn ways to compare and contrast different stories they read.

Learning Activity: Watch Brainpop Jr. Video to review comparing and contrasting-

https://jr.brainpop.com/readingandwriting/comprehension/compareandcontrast/

Log In Information:

Username: huns220

Password: dekalb

On a blank sheet of paper, answer the question below. You will bring your paper in, completed, to your teacher by March 15th.-

Write a letter about a trip to a park or garden. Compare and contrast two plants that you saw.

****Assignment is due March 15****

Mathematics

StandardMGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (e.g.,70 – 30, 30 – 10, 60 – 60)

Learning Target: Students will be able to subtract multiples of 10 from numbers under 100.

Learning Activity: Watch video about adding and subtracting tens.

https://jr.brainpop.com/math/additionandsubtraction/addingandsubtractingtens/

Login information:

Username: huns220

Password: dekalb

Copy the problems on a piece of paper and find the difference. Use a model (base ten pictures) if needed. Turn the paper into your teacher once it is complete.

1. 30 – 10

2. 80 – 30

3. 50 – 20

4. 90 – 50

5. 70 – 70

6. Amy has 60 stickers. She gives her brother 40 of the stickers. How many stickers does she have left?

7. There are 70 kids in the lunch room. Some kids leave to go to class. Now there are 50 kids in the lunch room. How many kids left the lunch room?

****Assignment is due March 15****

 

 

 

Science

Standard:    S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

Learning Target:  Students will learn about the basic needs of animals. Students will learn how animals get the things they need.

Learning Activity:

1. Click on the Launchpad, and scroll down to the Studies Weekly App. Click on First Grade Science. Then, click on Week 11: Animals. Read all the articles about animals. Click on the purple ‘Bonus Sources’ tab to watch a video clip about animals.

2. Once you are finished with the articles and video, draw a picture of an animal on a sheet of blank paper. Label the parts of the animal (for example-mouth, stomach, bones, nose, lung). Write a sentence for each fact that you learned about animals.

3. On the back of your sheet of paper, put the words in ABC order.

food 1. ___________

water 2. ___________

air 3. ___________

shelter 4. ___________

habitat 5. ___________

****Assignment is due March 15****

Social Studies

Standard:   SS1E4 The student will describe the costs and benefits of personal spending and saving choices.

Learning Target:  Students will compare and contrast goods and services and why it is important to understand money.

Learning Activity:

Students will watch a video on Brain Pop Jr: https://jr.brainpop.com/socialstudies/economics/savingandspending/

Brainpopjr.com

Username: huns220

Password: dekalb

Read each item. Decide whether it is something that you could buy and pay for immediately or if it is something that you may have to save for before you buy. On a separate piece of paper write either save or buy beside each number. Turn the paper in to your teacher.

1. ___________________ a vacation to France

2.___________________ candy bar

3.___________________ pack of pencils

4.___________________ a pair of expensive tennis shoes

5.___________________ a new house

6.___________________ a stuffed animal

7.___________________ pizza

8.___________________ toothbrush

****Assignment is due March 15****

Art

The Virtual Learning activity for Mr. Malone's Art Classes will be a drawing tutorial from the "Art for Kids Hub" YouTube channel. Students are familiar with these lessons, as we have used these tutorials for our drawing units in the past, and the kids love them! Students may choose any video from the channel they would like to try, follow along, and hand the finished drawings in to Mr. Malone at the end of the second Virtual Learning period. The videos often recommend using Sharpie to draw with, but any drawing implement may be used (what ever you may have or prefer). Be sure to color them in, and as always, WRITE YOUR NAME ON THE BACK! Good luck, and most importantly, HAVE FUN!

Art for Kids Hub: https://www.youtube.com/user/ArtforKidsHub/videos

First Grade Virtual Learning Activity 1 DUE MARCH 5, 2018
All activities on this page were due by March 6th.  If you have questions or concerns, please contact your child's teacher.
 

Reading/English Language Arts

Standard:  ELAGSE1RL1: Ask and answer questions about key details in a text.  ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.

Learning Target: Students will identify the plot and main events in the stories they read.

Learning Activity:

Watch Brainpop Jr. Video to review the plot of a story- https://jr.brainpop.com/readingandwriting/storyelements/plot/

Brain Pop Login Information

Username: huns220

Password: dekalb

On a blank sheet of paper, answer the questions below. You will bring your paper in, completed, to your teacher by March 6th.

1. Which word describes what happens in a story?

A. ending

B. plot

C. character

D. setting

2. When do you usually meet main characters?

A. in the end

B. during the conflict

C. in the solution

D. in the introduction

3. What can you do to keep track of the plot of a story?

A. Read the title of the story.

B. Review the ending again.

C. Read a different story.

D. Map out the events in the story.

4. What is another word for conclusion?

A. end

B. beginning

C. middle

D. title

5. Which sentence is TRUE about stories?

A. There can only be one main character.

B. The heroes always win and save the day.

C. The setting and characters can change.

D. Characters always solve their problems.

6. Think of your favorite story. Describe the problem the main character faced and how the problem was solved.

Mathematics

Standard:  MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Learning Target:  Students will be able to solve addition problems using models, drawings, or other strategies. Students will practice adding a two digit and a one-digit number.

Learning Activity:

Watch Brain Pop Jr Video to review how to add Addition video (link: https://jr.brainpop.com/math/additionandsubtraction/basicadding/)

Login for Brain Pop JR

Username: huns220

Password: dekalb

On a sheet of notebook paper copy the problems and find the sum. This notebook paper will be turned in to your teacher!

6 + 6 =

8 + 5 =

14 + 4 =

17 + 5 =

18 + 7 =

Foster has 16 pieces of gum. Hunter has 8 more pieces of gum than Foster. How many pieces of gum does Hunter have?

There are thirteen birds in a tree. Six more birds fly into the tree. How many birds are in the tree now?

Science

Standard:  S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.

b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

Learning Target:  Students will learn about the parts of a plant. Students will also learn about the functions of each plant part.

Learning Activity:

Click on the Launchpad, and scroll down to the Studies Weekly App. Click on First Grade Science. Then, click on Week 10: Plants. Read the entire article about plants. Click on the purple ‘Bonus Sources’ tab to watch a video clip about Plants. 

Once you are finished reading the article, draw a picture of a plant on a sheet of blank paper. Be sure to label all of the parts of the plant (roots, stem, leaves, and flower), as well.

On the back of your sheet of paper, write the following sentences. Be sure to fill in the correct word in the blank based on what you learned from reading the article about plants.

Leaves take in ___________________.

Stems hold up the __________________.

Roots take in _____________________.

Flowers hold _____________________.

The stem of a tree is called the __________________.

Return this sheet of paper in your STAR folder once you are complete.

Social Studies

Standard:  SS1E4 The student will describe the costs and benefits of personal spending and saving choices.

Learning Target:  Students will compare and contrast goods and services and why it is important to understand money.

Learning Activity:

Students will watch a video on Brain Pop Jr:

https://jr.brainpop.com/socialstudies/economics/goodsandservices/

Brainpop Jr Login Information

Username: huns220

Password: dekalb

Use a separate piece of paper to write a complete sentence using the vocabulary words below. Turn the completed assignment into your teacher.

a. services

b. goods

c. consumers

d. producers

e. supply

d. demand

Physical Education

Standard 6:  Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Learning Target:

Students will display the enjoyment of the activity as it is related to skill mastery.  Further, they will demonstrate the ability to participate in a variety of activities.

Students will apply their favorite exercises to create their own Tabata workout.  Students will access the Tabata time through the internet at www.tabata.com.  

Learning Activity:

Tabata workouts consist of 20 seconds of full-on exercise, followed by 10 seconds of rest, repeated 8 times.  This adds up to 4 minutes of high intensity, effective exercises that will give you amazing results.

Using a stopwatch or an online Tabata timer (www.tabata.com) to perform the following workout.

After you finish, create your own Tabata exercise routine using your own favorite fast moving exercises.

After completing both Tabata exercise routines, please be able to answer the following questions when returning to class.

1.      Did you enjoy the Tabata exercises?  Explain why or why not.

2.      What parts of your body to you think Tabata exercised?



 

 

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