Grade 1 McCaw: May 2020

Friday, May 29, 2020

Week 9 Learning Plan

This Week In Grade One June 1-4
Task One English Language Arts		Weekly Wellness Sun Bread written by Elisa Kleven Listen to the story Sun Bread written by Elisa Kleven. Who were the characters in the story? What happened in the beginning, middle and end of the story? Did you hear rhyming words? What were the ingredients that the baker used in the story? How did the bread make everyone feel? Did it bring them together? Watch the video about sourdough bread starter. Is there a recipe that makes you feel good or connected to friends and family? Does your family have any recipes that they have handed down from generation to generation? Write down your recipe and draw a picture of it.
Links		Sun Bread Sourdough Video
Learning Intentions		I can identify rhyming words. I can talk about the characters in a story. I can talk about the beginning, middle and end of a story. I can ask questions. I can write a recipe.
Optional Extensions		Make your recipe and take a video or photograph of it, share it with your class.
Task 2 Science and Literacy		Representing an Insect Life Cycle Over the past two weeks, you have learned about the life cycle of two different insects: a mason bee and a painted lady butterfly. The insect life cycle is: egg, larva, pupa, adult. Your task is to choose a way to represent the life cycle of either the mason bee or the painted lady butterfly. You may want to go back and look at your research from the past two weeks to help you. You can use whatever materials you would like to make your life cycle model. A few ideas are: using found materials, painting or drawing it with sidewalk chalk. There are some picture examples in the link section. For each stage you should include an image and a word. Once you have chosen a way to show the life cycle of your insect, have someone in your family record you sharing your understanding with your teacher. Questions to answer: -what insect life cycle did you create? -what happens in each stage? -what materials did you use? -what other information did you learn about this insect?
Links		Sample Life Cycle - 1 Sample Life Cycle - 2 Sample Life Cycle - 3 Sample Life Cycle - 4
Learning Intentions		I can use a variety of materials to demonstrate my understanding of scientific topics. I can explain my scientific understanding verbally. I can use new scientific vocabulary.
Optional Extensions		Choose an animal to research. -what is their life cycle? -how is their life cycle similar or different to the insect life cycle?
Task Three English Language Arts		Follow Your Passion It is a tradition at our school to have “Follow Your Passion Fridays”, a time for students to choose an area of interest and learn more about it. Some of the things students have done include drawing, coding, science experiments, math, knitting, painting, learning a new language, sewing, cooking, building, and more! We thought it would be fun to have you follow your passion in June. Maybe you want to learn more about gymnastics, or dinosaurs, or how to build a musical instrument. This is your opportunity. There are a few steps to this activity, as it will continue for more than one week. Here is an idea of the timeline: Week One (this week!) Choose a topic- anything you like! (a topic could also be a project you would like to complete) See where you can find information on your topic. Do you have books in your house? Is a family member an expert? Can you do research online? Is there an online class available? There are some links below to help you look. Create a research journal page or notebook.. This is where you can write down your topic, and any notes, plans or information you might need. Ask questions- what do you want to know about this topic? (eg. “How do I count to ten in Spanish?”, “How does an athlete get to the Olympics?” “How do you knit a scarf?”etc.) Make a plan- what do you need to help you learn more about your interest? Do you need to gather materials? Make a practice schedule? Draw a blueprint? Put your plan in your journal. Take a picture of your planning to share with your teacher. If you need additional help finding what you are looking for, send a message to your teacher or ask the class on the Classroom stream. Week Two (published next week) Getting Started! Feel free to start on your project and information gathering this week, but just doing the planning might be plenty of work. Resources: Please find a link to the Calgary Public Library’s online learning for kids below, as well as a link to a resource guide about a variety of topics. You can also check out the Maple Ridge iLab in Google Classroom for more great resources.
Links		Calgary Public Library- Kids Resource Guide
Learning Intentions		I can talk with others about something I recently learned. I can experiment with different ways of exploring and developing ideas and experiences. I can ask questions to get additional ideas and information on topics of interest.
Task Four Word Work		Word work - ‘ai’ and ‘ay’ The intention of this lesson is to help students recognize patterns in language to help them solve unknown words when reading. We do not expect them to spell these words yet. Watch the video explaining the sounds of the vowel teams ‘ai’ and ‘ay’ Play ‘Roll, Read and Trace’ to practice writing and saying words with the long ‘a’ sound. Complete the ‘Read it! Draw it’ page. Read the sentences, look for the ‘ai’ and ‘ay’ words and draw a picture to represent the sentence.
Links		Read it! Draw it! 'ai' 'ay' video Roll, Read and Trace ai song ay/ai song
Learning Intentions		Learning intentions: -increase recognition of word patterns -apply when reading to decode unknown words
Optional Extensions		Read each clue and solve. The answers all have ‘ai’ or ‘ay’ in them. -I am part of a boat that catches the wind. -I am made of many links. -I hammer this into wood. -The month when flowers bloom.
Math		Make a Math Game We would expect this assignment to take more than one day. Create a math game to help you practice one of the following skills. You can have a combination of concepts if you like. Addition, Subtraction, Patterns. Expectations for grade 1: Addition and subtraction to 20 Patterns with 2-4 elements (eg. circle, square, square, triangle is an ABBC pattern. Patterns can be shapes, sounds, actions, numbers etc). What are your favourite games? Can you modify them or take parts of different games to make them a math game? Think about games we played in class (bump/memory/gym games with numbers/patterns/shapes) and games you play at home to help you get ideas. Examples: Board games like Monopoly or Snakes and Ladders. Backyard games that involve throwing/aiming like throwing a ball/beanbag into different cups or at targets. Hockey or basketball shooting game. If you make a board game, what kind of theme might you use? Who are your favourite characters for your game pieces. Maybe you make a game about fairies collecting gems in a forest and different coloured gems are worth different amounts or you have to get the right colours to make a certain pattern. Material Ideas: cardboard, dice, spinners, dominoes, sidewalk chalk, recycling materials Choose a math concept to focus on Research and brainstorm ideas on how you would like to make your game. Draw a plan if it helps you organize and remember your ideas. Gather your materials and create. Write or verbally share on video, some simple instructions for your game (parents can help) Play your game! Criteria: -my game has a name -I added simple written instructions (point form or 3 sentences written by the kids and adults can help above and beyond that) -my game teaches a math concept (addition, subtraction, shapes, patterns) -it’s well thought out, unique and creative
Links/Resources
Learning Intentions		I can apply strategies to solve addition and subtraction I can create and extend a pattern of 2-4 elements I can sequence instructions in an order that makes sense and apply writing strategies I can teach my game to others with a clear explanation
Optional Extensions		Your game can go beyond numbers to 20 for addition and subtraction or you could increase the amount of elements in your patterns to make it more challenging. Incorporate math vocabulary into your game (greater than, less than, odd/even, equal to, core of a pattern, increasing, decreasing)
Math		Active Addition War This is a twist on the traditional War card game. You will need a deck of cards (face cards equal ten). Split the deck evenly between players. Each player draws two cards then adds up their cards. The player with the greater sum (answer) gets to collect both their cards and their opponents cards and they get to give their opponent a challenge. Challenges are gross motor activities. Some examples are “run around the back yard three times, jump forward 10 jumps, hold a plank for 30 seconds or balance on one foot for one 30 seconds”. It may help to brainstorm a list of gross motor activities to choose from before you start the game. The player with the most cards at the end wins that round. Have fun!
Links
Learning Intentions		I can add two numbers together. I can identify which number is greater. I can complete gross motor challenges such as plank, skipping, jumping.
Math		Pattern Review It has been a while since we have worked with patterns in Grade 1. With the end of the year fast approaching, we are going to start reviewing some of the concepts we learned earlier in the year. Watch the “Patterns Practice Song” -figure out what comes next for each pattern -what would you name the core of each pattern? Watch the patterns review video “Patterns - Grade 1” -while watching here are some things to think about: -what is the pattern core? -what are the parts of the pattern? -how many parts does each pattern have? -how can you name a pattern? Patterns must: -have at least 2 parts -repeat at least 3 times Task 1 -create a 3-part patterns using materials from around your house (example: red button, blue button, green button, red button…) -after creating the pattern using materials from around your house, draw it on a piece of paper -label your pattern using letters (ex. ABC) -circle the pattern core Task 2 -create a 4-part patterns using materials from around your house (example: macaroni, cheerio, chocolate, strawberry, macaroni...) -after creating the pattern using materials from around your house, draw it on a piece of paper -label your pattern using letters (ex. ABCD) -circle the pattern core Task 3 -create something that is NOT a pattern and explain why Take a video of yourself explaining one of your patterns to your teacher. Explain why it is a pattern. Also share an example of something that is NOT a pattern. Explain how you know.
Links		Patterns Practice Song Pattern Review Optional Pattern Core Worksheet Optional Pattern Worksheet - What comes next?
Learning Intentions		I can demonstrate an understanding of repeating patterns (two to four elements) by: • describing • reproducing • creating I can translate repeating patterns from one representation to another.
Optional Extensions		Have someone else in your family create a pattern for you, see if you can extend it. Go for a walk and see what patterns you can notice in nature. Identify patterns around your home. Complete one of the optional pattern worksheets.

Optional Outdoor Learning Challenge:

Have you heard about the One Nature Challenge? At its heart, the One Nature Challenge is about getting people of all ages into nature more often by spending at least 30 minutes outside each day for 30 days straight. It is a simple and meaningful way for us to develop a deeper connection with nature while improving our health and well-being. Grade 1’s will be participating in this exciting activity, starting Monday ,May 25th. Details can be found on the David Suzuki Foundation website:

The One Nature Challenge

Students are also encouraged to take their learning outside whenever possible - a number of activities on the Bingo charts attached fit quite well. Participate in your own backyard, or head over to a nearby natural space. Bring a towel along to place on the ground; alternatively, a ‘sit-upon’ can be made in a few minutes using newspaper, plastic bags and sturdy tape (see link for instructions on how to make one).

Keep track of outdoor activities on the Bingo chart by recording each 30 minutes spent outside for 30 consecutive days. Endeavor to head outdoors in various types of weather. The activities suggested are intended to be open-ended and completed in numerous ways and in different outdoor settings. You are only limited by your imagination! 😊

Links: https://www.thesprucecrafts.com/how-to-make-a-sit-upon-3875996

Friday, May 22, 2020

Week 8 Learning Plan

This Week In Grade One May 25-29
Task One English Language Arts		Weekly Wellness Listen and Move Listen to the story “I Am Yoga”. You might want to pause the story on each page to try the yoga pose there, or listen all the way through, then replay the video and try out the poses. Discuss How did your body feel before you tried these movements? How did it feel afterward? How did your mind feel before? How did it feel afterward? Respond Move along with the “I Am Yoga” song. Draw a picture or write a sentence that shows how moving your body makes you feel.
Links		I Am Yoga- Story I Am Yoga- Action Song
Learning Intentions		I can describe how physical activity makes me feel. I can understand the connections between physical activity and emotional well-being; e.g., feels good. I can relate stories to personal feelings and experiences.
Optional Extensions		Want to do more? Active Yoga (Pokemon theme) Cosmic Kids-Pokemon Quiet Mindfulness (“Zen Den”) Cosmic Kids- Mini the Puppy
Task Two English Language Arts		Butterfly Life Cycle - Writing, Editing and Goal Setting This is a task that is intended to be broken up over 3 days. Day 1: Watch videos, write about first 2 stages Watch the video called “How a Caterpillar Becomes a Butterfly.” Watch the videos ‘instructions’ and ‘adding details and editing’ before you begin your writing task. Write a sentence to explain the first 2 stages a butterfly goes through. Your sentence should include: -Name the stage (egg, larvae, pupa, butterfly) in sequence -Explain what happens in each stage (what does it do, what does it look like, where are they during this stage) Day 2: Write about the last 2 stages of the life cycle. Your sentence should include: -Name the stage (egg, larvae, pupa, butterfly) in sequence -Explain what happens in each stage (what does it do, what does it look like, where are they during this stage) Ask an adult to help you use your writing checklist to edit your work Day 3: Set a goal for writing (eg. finger spaces, using lowercase letters, adding more details, sounding out words to add more of the sounds you hear, spelling sight words with more accuracy). Think about when you edited yesterday. What would you like to improve on? Write your goal at the bottom of the page. If you are able to, please send me a video answering these questions: Look at the images below What stage of the lifecycle our butterflies are in right now (see the picture) and why you think that. What stage do you think will happen next and why do you think that? When do you think the next stage will happen? Why do you think that?
Links		How a caterpillar becomes a butterfly adding details and editing
Learning Intentions		I can write detailed sentences in sequence. I can use my editing checklist. I can set goals to improve my writing.
Task Three Reading		Please complete this task and submit This week we would like you to send us a video of your child reading. We would like the students to read as independently as possible. If they are really stuck, you can help them out. Please choose a book at their reading level. Also, it is best if they choose a new book to read for this task (not one they are familiar with and may have memorized). There are two options for this: -Record on RazKids -Choose a book from home and attach a video in Google Classroom Recording on RazKids is very simple. If you have read on RazKids before, log in as usual and just choose the microphone option at the top of the page once you have chosen a book. If you need a refresher, or want to see how to access the microphone to record, you can click on this link. If you are new to RazKids, click on this link for step-by-step instructions about how to log in and record. Your child’s teacher will be listening to the recording for the following things: -fluency -accuracy -expression -identifying reading strategies that students are using (recognizing sight words, sounding out unknown words, looking for smaller words in big words, identifying blends and vowel sounds) After reading, have your child identify the main topic in the story as well as whether the text they read was fiction or non-fiction. Choose two of the following questions to ask your child. Please include their responses in the video, if possible! Fiction text: -who was the main character? -what happened in the story? -what was the problem in the story? -what was the setting? -what happened at the beginning of the story? -what happened at the end of the story? -what character did you like the most? Why? -if you could trade places with one of the characters, which one would you choose? Why? -is what you read believable? Why or why not? -how is something in the book like something in your life? Non-fiction text: -what new information did you learn while reading? -what new questions do you have after reading? -what else do you know about this topic? -what text features did the author use (labels, headings, bold words)? How do they help the reader? -what interesting words did you find? -what was the story mainly about?
Links		Instructions for Recording on Raz Kids
Learning Intentions		I can read aloud with some fluency and accuracy. I can use a variety of reading strategies. I can identify the main topic or idea in a story. I can answer comprehension questions after reading.
Optional Extensions		Have your child record and answer questions for both a fiction and non-fiction book.
Math		Measurement check in. We would like to find out the kids’ understanding about linear measurement through an independent assessment task. Help your child by explaining the task but encourage them to try this task on their own. Please submit this task via video. Watch the video and look at the picture as a review of how to measure accurately. Choose a non standard unit to measure with (eg. lego pieces, paperclips, your foot, felt markers) Choose an object in your house and take a video of you measuring it. Then answer the following questions in your video. How do you know you measured accurately? If you were teaching someone to measure the length of something, what would you tell them to remember to do?
Links/Resources		https://drive.google.com/file/d/1C7gkAIB6Q-09xcsOUyX_F8If7DJjItpo/view
Learning Intentions		I can accurately measure an object with non standard units (no gaps, no overlaps, units of measurement are the same size)
Optional Extensions		1.Find another unit of measurement to measure the same object and explain what you notice. For example if you measured a book with lego pieces try measuring the same book with toothpicks. 2. Paper Airplane Challenge-build a paper airplane, throw, measure how far it went and record your results. If your paper airplane goes a long distance would you want to use a short object like paperclips to measure it or a longer object like a stick to measure it?
Math		Math: Building with 3-D Shapes Watch the story Captain Invincible and the Space Shapes. Pay close attention so that you can answer the questions, you can always rewind or pause the video if you need to. Questions: 1. How many faces does a cube have? 2. How would you describe the top and the bottom of a cone shape? 3. What shape is at the base of a pyramid? 4. What shape is at the ends of the cylinder? 5. In the story what shape did the cylinder launch and how is it different from a circle? Challenge: Search around your home for objects that are the 3-D shapes you learned about in the story. Your pantry is a good place to look for items like boxes and cans and you may even find some of these shapes outside in nature. With your items, create your own spaceship. Once you have created your spaceship “capture” it by drawing and labeling it or try the pic-collage app which is a free download in the app store. Please share your work with your teachers and remember to help your parents out by cleaning up any items you use! Shapes Song: Check out the super fun Shape Song video attached!
Links		Captain Invincible!
Learning Intentions		I Can Statements: I can describe 3-D shapes. I can identify 3-D shapes by two attributes (one face, one tip) I can identify and name the following 3-D shapes: Sphere, cube, cylinder, pyramid, rectangular prism.
Optional Extensions		Optional Extensions: Guess the shape- play guess the shape by giving descriptive clues to a family member or friend. You could say something like: “I have one point, one base and four sides, what am I?”
Math Word Problems		Add or Subtract? Use the clues in these word problems to see if you need to add or subtract to get the answers. Draw a picture of the problem, then write a number sentence to go with it (eg. 6+5=11) Problem #1 Alex is playing in the park. He sees 9 ladybugs on one leaf. He sees 6 ladybugs on another leaf. How many ladybugs did he see altogether? Problem #2 Summer is in the garden picking flowers. The garden has 14 tulips, and Summer picks 8 to take inside. How many tulips are left in the garden? Problem #3 Brooklyn is planning to build a Mason bee house in her yard. She has 12 bees and 7 tubes. How many more tubes will she need to have one for each bee? Challenge Problem: (2 parts- optional) It is Leo’s birthday tomorrow. Last night, his dad decorated 17 cupcakes. This morning he decorated 25 more. His family ate 9 of the cupcakes. How many cupcakes are left for the party?
Links
Learning Intentions		I can understand which operation to use to solve my problem (add or subtract). I can show my thinking through drawing. I can write a number sentence.
Optional Extensions		Write and Solve your own word problem about something you did this week with your family.
Math		Subtraction Practice Step 1 Watch the video Subtraction: Words with Puffballs Watch the video called Basic Subtraction (video) After watching, show an example of subtraction. Show an example of something that is NOT subtraction. Explain. Pretend that you were explaining addition and subtraction to someone that has never heard those words before. How would you explain the difference to them? What is the connection between addition and subtraction? Share your ideas with your teacher by recording a video, if you would like! Step 2 Complete the subtraction practice worksheet. Try and use a variety of strategies to solve the problems (number line, counting backwards, drawing objects, counting materials from around the house)
Links		Subtraction: Words with Puffballs Basic Subtraction (video) Subtraction Worksheet Make that Number game from The Measured Mom
Learning Intentions		I can identify the connection between addition and subtraction. I can answer subtraction questions to 20.
Optional Extensions		Choose one of the "Make that Number" subtraction games from the Measured Mom for extra practice. There are games with varying degrees of difficulty for students needing an additional challenge with subtraction!