This Week In Grade One
May 19-22
Task One
English Language Arts
Weekly Wellness Story
Listen
Listen to the story Alexander and the Terrible, Horrible, No Good, Very Bad Day
Discuss
Take a look at the Zones of Regulation poster. What are some of the feelings in each Zone?
Look at the attached pictures of Alexander from the story. Try to match each picture with a Zone.
Take a picture of yourself in one of the Zones and send it to your teacher to see if she can guess what it is!
Draw and Write
What do you think would have helped Alexander get back to the Green Zone? Draw a picture of him feeling calm and happy. Add pictures or write down the things he did that helped him feel better.
Links
Learning Intentions
I can recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal.
I can identify positive and negative feelings.
I can identify physiological responses to feelings; e.g., being sad can make you tired.
I can share personal experiences that are clearly related to a story.
Optional Extensions
Create a Zones Check-In for your whole family. Watch the “Zones of Regulation Check-In” video and choose a check-in that works for you.
Task Two
English Language Arts
Writing Check-in
Today students will be completing an independent writing check in. This helps us to see what they are able to do completely independently. Once they start drawing/writing, please do not help them with this task (sounding out words, reminding them about punctuation, etc).
You can watch the video called “Writing Check-in Instructions” to hear these instructions, or you can explain the activity to your child using the following information:
Task:
Choose one of the picture prompts provided.
Students are going to write about what is happening in the picture. Here are some things to think about:
-what happened before this picture?
-what happened after this picture?
-what is happening in the picture? What are the characters thinking?
You can print off one of the writing templates, write in your own journal or on a piece of paper.
Your writing should include:
-at least 4 sentences (you can ALWAYS write more)
-a detailed “wow” picture
When writing remember to:
-spell sight words correctly
-sound out unfamiliar words (kid printing)
-leave finger spaces
-use upper and lowercase letters in the right places
-include punctuation at the end of each sentence
After writing:
Look at the Grade 1 writing samples that are provided. Ask your child which sample they think matches their writing the most. Talk about what they have done well! Ask your child to set a goal, something they will focus on the next time they write (for example, I will make sure to use punctuation or I will focus on my sounding out words I don’t know).
**Please submit a picture of your child’s writing sample to their teacher**
Links
Learning Intentions
I can write four sentences
I can draw a detailed picture
I can write using sight words and kid printing (sounding out words)
I can leave finger spaces between words
I can use punctuation at the end of each sentence
I can use upper and lowercase letters in the right places
Optional Extensions
Edit your writing using the writing checklist.
Task Three
English Language
Mason Bee Research
We have bees! Mrs. Pittman and Mrs. McCaw have some visitors in their backyards these days. Mason Bees! You might think why are Mason Bees important and why are we learning about them? Well let’s find out together!
Mason bees are beautiful, gentle native bees that are also excellent pollinators. Before honeybees were brought over from Europe; native bees, like mason bees, did all the pollinating here in North America. Mason bees do not produce honey – they collect pollen, whereas honey bees collect nectar.
Use the links provided or complete your own search to learn more about these busy little creatures. Create an information Brochure teaching people about the Mason Bee and how important they are to humans and our environment. This task will take you at least two days so take your time and do your best work!
Questions to research:
· Why are bees so important to our earth?
· What is the ideal habitat for the Mason Bee?
· What do Mason Bees eat?
· How are Mason Bees different from Honey Bees? Create a Venn diagram comparing similarities and differences between the Mason Bee and the Honey Bee. See attachments for an example of a Venn diagram.
Mason Bee Life Cycle
The Mason Bee life cycle goes as follows:
Egg~Larva~Pupa~Adult
Task: using the pictures provided sketch the lifecycle of a Mason Bee. Please add scientific drawings and labels. Remember a cycle means it continues, once it is at the adult stage it starts over again. What shape demonstrates this? Put this into your brochure.
Links
Learning Intentions
I Can Statements:
· I can research an animal or insect
· I can explain the importance of the Mason Bee
· I can identify key characteristics of the Mason Bee
· I can document my learning
Optional Extensions
Optional Extension:
Make your own Mason Bee Habitat!
Watch the video provided and create your own Mason Bee home.
Make sure to send your teacher a picture so that we can share it with your friends.
Math
Measurement
Create a picture following the instructions. You will need one type of coin. You can use one or many but make sure if you choose to measure in quarters, all your coins are quarters, if you choose dimes, all your coins are dimes etc. If you don’t have coins you could use another small object like lego. Just make sure all the pieces are the same size. Read all the instructions ahead of time so you can plan the space on your page.
Draw a tree that is 7 coins tall
Draw a pond that is 4 coins long from one side to the other.
Draw 2 ducks that are each 1 coin tall.
Draw yourself 3 coins tall.
Draw a cloud that is 3 coins wide and 1 coin tall.
Add one more thing to your picture and show the measurement. For example: a dog and label that you made it 2 coins long from its nose to tail.
Colour your picture.
Links/Resources
Learning Intentions
I can accurately measure with nonstandard units
Optional Extensions
Follow the same instructions to draw the picture but use a different sized object. Compare your pictures. What happens when you use a smaller object?
Math
Counting A Set of Objects
Read
Read the story “The Gnomes Count”
Discuss
How did the Gnomes figure out how many gems there were?
What are some groups we can make to make counting quicker and easier? (Hint: 2, 5, 10)
Try
Find some small objects to count. You might use rice, dried beans, cereal, beads, anything you can pick up a large handful of.
How can you arrange these objects to count them quickly?
(if you want to keep track of your groups, try drawing circles on a piece of paper, and placing each group in one circle)
Can you put them in groups of 2? 5? 10? How many do you have? Record your answer.
You can also try counting the pieces in the minion puzzle in the link. What strategy did you use?
Links
Learning Intentions
I can count by 2s forward from 0 to 20.
I can count by 5s and 10s forward from 0 to 100.
I can show my understanding of counting by using parts or equal groups to count sets.
Optional Extensions
Finding counting groups tricky? Forgetting how to skip count?
Try practicing on a 100s chart (found in class learning tools or use THIS interactive one online). Try counting by 2s, 5s, 10s. Make them different colours and see if you can find any patterns.
Try this fun workout to exercise and practice at the same time: Workout and Count!
Finding counting groups easy? 2s, 5s, and 10s are no problem?
Try challenging yourself by making groups of harder numbers. Count by 3, 4, or 8!
Here’s a little practice song to get you started: Counting by 3s
Math
Math game
Subtraction SNAP
This game is a simple revision of the traditional card game of war. This game challenges players to quickly perform mathematical operations in their head to beat their opponent. For this game we will be focusing on subtraction. You will need one deck of cards, only the cards from 1-10 will be used. Each player is dealt an equal number of cards from the deck, which they keep face down in a pile. When the players say “Go”, each player flips over the top card from their own deck and show each other their card. The first player to call out the difference (subtraction) between the cards takes the set of cards and sets them aside. The players immediately flip over the next top cards in their deck and repeat. The player with the most cards when the deck is finished wins.
If there is a tie, each player draws three cards from their deck and places them face down, then each player draws a fourth card and the first person to call out the difference between the two cards (subtraction) wins all of the cards.
Learning Intentions:
I can answer subtraction questions to 20.
Optional Extensions:
If the game is too simple, you can make it more challenging by having each player flip over two cards. First, each opponent will add their two cards together to find the sum, then you will find the difference between the two numbers.
Complete one of the 4-in-a-row math subtraction games, linked below.
Math
Math Problem Solving
Draw a picture of a tree, a bird bath and background. See attachment for an example. Use this picture to help you solve the following word problems. Draw the problem out so that your thinking is visible. Write a number sentence to match your bird story. (6 + 3=9)
Bird Problems: Remember to show your work on your bird bath picture. You can use a white board or draw three different pictures.
Problem #1:
On a warm spring morning, there were 13 birds in the giant apple tree. A warm breeze blew in and 7 of the birds flew to the bird bath for a cool dip in the water. How many birds were left in the tree?
Problem #2:
It was a blistering summer day and the bird bath was full of little chickadees. There were 8 chickadees all cooling themselves in the water. Snickers came out and started barking at the birds and scared 5 of them away to the shelter of the big apple tree. How many chickadees are left in the bird bath?
Problem #3:
There were 18 birds all together. Nine of them were taking a dip in the bird bath. How many were relaxing in the big apple tree?
I can statements:
· I can understand what the question is asking me to do (add/subtract)
· I can represent my thinking through an illustration
· I can figure out the answer by using my drawing to help me
· I can write a number sentence
Optional Extensions
Can you make your own animal math story? Draw the picture and write out the story. Share it with a friend or family member.
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