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First Grade English LanguageLearners 

Academic Packet 

  

Week 6 May 4 -May 8, 2020   

20 Copyright © Imagine Learning, Inc. What Happened to Pluto?

Reading Lessons: Transition Books Copyright © Imagine Learning, Inc.

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Name:

What Happened to Pluto? Written by Nari Carter Illustrated by Hollie Hibbert Lexile®: 440L, 96 words

Earth is a planet. Mars is a planet.

Pluto was a planet. Now it is not.

Pluto was the farthest and smallest planet in our solar system.

Then, scientists said it wasn’t a planet. So, what’s up with that?

It’s not that Pluto dropped out of space. Pluto is still out there.

Scientists just changed their ideas about what a planet is. Now, Pluto is called a

dwarf planet.

Dwarf planets are too small to be planets.

Scientists believe there are other dwarf planets in our solar system.

Maybe you will find the next dwarf planet.

Accuracy: # of reading errors: (Indep. = 0–2, Instr. = 3–5, Frust. = 6+)

Speed: To calculate: 5760 ÷ (Reading time in seconds) = WPM

21 Copyright © Imagine Learning, Inc. Copyright © Imagine Learning, Inc. Reading Lessons: Transition Books

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What Happened to Pluto?

Comprehension Questions

1. What is Pluto called now?

a. a dwarf planet

b. a solar system

c. a space dwarf

d. a solar dwarf

2. Dwarf Planets are than other planets.

a. bigger

b. hotter

c. smaller

d. colder

3. What do we learn about scientists from this passage?

a. They go into space.

b. They change their ideas.

c. They think there is only one dwarf planet.

d. They think Pluto is a planet.

4. What is the main idea of this passage?

a. Pluto is too small to be a planet.

b. Pluto is far away.

c. Dwarf planets drop out of space every year.

d. All dwarf planets are called Pluto.

What Happened to Pluto?:

Comprehension Questions

22 Copyright © Imagine Learning, Inc.

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Cut out the cards and practice learning the words.

planet farthest

system smallest

solar scientists

cards

Copyright © Imagine Learning, Inc.

What Happened to Pluto?: Word Cards Reading Lessons: Transition Books

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 First Grade Recommended Pacing  

Day Skill Page

Monday Family Le�er Using a Third Object to Compare Length 1-3

Tuesday Iden�fy a Tool for Measuring Length 4-6

Wednesday Make Observa�ons About a Ruler 6-8

Thursday Describe How a Ruler Can Be Used to

Measure Length Measurement Vocabulary

9-12

Friday

Make a Use a Ruler

Measure with an Inch Ruler Measure the Tools

Map Measurements (Choose 2 Ac�vi�es)

13-16

  If your student needs assistance with any of the content presented in these lessons, please contact their teacher.

All Orange County Public School teachers are commi�ed to suppor�ng our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connec�on!

Family Letter

This week we will continue learning about measuring and ordering objects by length, comparing the length of objects and measuring objects using nonstandard units and using a ruler.

Vocabulary: Longer – Describes the larger length when two objects are compared Shorter – Describes the smaller length when two objects are compared Taller – Describes the greater height of two objects when two objects are compared Tallest – Describes the greatest height when ordering three or more objects by height Ruler – A tool with straight edges that is marked with units called inches to measure length Unit – An amount used for measuring Your child has not yet been formally taught in school what a ruler is. For six days, students have been using a third object to understand quantities of measure. Your child can begin relating the characteristics of correct measurements to the ruler. It may be helpful to remind your child that, because this is a picture, the images are not shown according to their actual real life sizes. This is called not being drawn to scale.

How to Measure Using Tiles and a Ruler

Using a ruler to measure an object. Line up the edge of the object with the beginning mark 0 on the ruler. (This may not be at the end of the ruler depending on the ruler.) The other end of the crayon lines up with the 7 inch mark on the ruler.

Using 1 inch tiles to measure an object. Line the one inch tiles under object to measure how long it is. Count how many tiles you used to find the length of the object.

The crayon is 3 long.

The crayon is 3 inches long.

Measuring and Making a Tile Ruler Activity There is a page of 1 inch tiles and a page with a 12 inch ruler to give your child some hands on experiences with measuring using tiles and a ruler. Cut out and color some tiles and the ruler. Make a list of 5 objects around your house and have your child practice using the tiles and the ruler to find the length of the items.

C Houghton Mifflin Harcourt Publishing Company TR120 1-lnch Grid Paper

Printable-Ruler.netClick, Print, Rule!

Ruler 12in/30cm (whole inches/whole centimeters) Letter paperTransparent

0

1

2

3

4

5

6

7

8

9

10

11

12

cmin

1

0

2

3

4

5

6

7

8

9

1011

1213

1415

1617

1819

2021

2223

2425

2627

2829

30

Printable-Ruler.net

Name: ________________________

Using a Third Object to Compare Length

CRM Alignment Unit 4.3 Day 6

1

The brown snake is longer than Tessa’s broom. The yellow snake is shorter than Tessa’s broom.

How can you compare the length of the brown snake to the length of the yellow snake?

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Name: ________________________

Using a Third Object to Compare Length

CRM Alignment Unit 4.3 Day 6

2

Angie is taller than Liz. Liz is taller than Rachel. Write the name above each picture to show the girls

standing from shortest to tallest.

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Explain your thinking.

Name: ________________________

Using a Third Object to Compare Length

CRM Alignment Unit 4.3 Day 6

3

The pen is longer than the marker. The marker is longer than the pencil.

Which is the longest?

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

o  Marker o  Pen o  Pencil

Why? Explain your thinking.

Name: ________________________

Identify a Tool for Measuring Length

CRM Alignment Unit 4.3 Day 7

4

Wendy is measuring the length of this cellphone. She has two different tools.

Which should she use?

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

ToolA

ToolB

Why? Explain your thinking.

Name: ________________________

Identify a Tool for Measuring Length

CRM Alignment Unit 4.3 Day 7

5

How are these tools similar?

How are they different?

ToolB

Similar:_________________________________________________ _________________________________________________________ Different:________________________________________________ _________________________________________________________

Ruler – A tool with straight edges that is marked with units called inches to measure length Unit – An amount used for measuring

Straight Edge

1 unit 1 inch

ToolA

Name: ________________________

Identify a Tool for Measuring Length

CRM Alignment Unit 4.3 Day 7

6

Max wants to measure the length of his pencil. Circle the tool that will help him get

the length in inches.

Explain your thinking.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Make Observations About a Ruler

CRM Alignment Unit 4.3 Day 8

7

Dante uses a ruler to measure the length of his blue crayon in inches. Discuss each statement.

Are they true or false?

T F The starting point for the length of this crayon is at 1. T F The end point of this crayon is at 3. T F The length of this crayon from the starting point to the

end point is 3 inches.

Why? Explain your thinking.__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Make Observations About a Ruler

CRM Alignment Unit 4.3 Day 8

8

Which is true about the length of the scissors? q  The distance is from 0 to 3. q  The distance is from 1 to 4. q  The distance is from 0 to 4.

Why? Explain your thinking.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Describe How a Ruler Can Be Used to Measure Length

CRM Alignment Unit 4.3 Day 9

9

Leroy wants to buy a case for his new glasses. He tells his mom that he needs to measure the length of his glasses and he will use a ruler. Do you agree with how Leroy wants to measure his glasses?

Why? Explain your thinking.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Describe How a Ruler Can Be Used to Measure Length

CRM Alignment Unit 4.3 Day 9

10

Charlie isn’t sure what the numbers on the ruler mean, so he uses 2 same size tiles to make sense of the length.

He says the length is 2 inches. Do you agree?

Why or why not? Explain your thinking.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Describe How a Ruler Can Be Used to Measure Length

CRM Alignment Unit 4.3 Day 9

11

How many inches long is this pencil? q  0 inches q  1 inches q  5 inches q  6 inches

Explain your thinking.

__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Name: ________________________

Measurement Vocabulary

Unit 4.3

12

WordBanklength longest shortest longer unitshorter taller tallest ruler

Across 2  An amount used for measuring 3  Describes the greatest height when two objects are compared 6  Greatest distance 7  Smallest distance 8  Describes the larger length when two objects are compared

Down 1  A tool with straight edges that is marked with units called inches to measure length 2  Describe the greatest height when ordering three or more objects by height 3  The distance from one point to another 4  Describes the smaller length when two objects are compared

Directions: use the clues below to fill in the crossword puzzle with the correct words from the word bank.

1

2

3 4

5

6

7

8

Name: ________________________

13

Lesson 9.5B

Make and Use a Ruler Use a paper strip. Mark the sides of a color tile. Mark 6 tiles. Color each part.

Each part is about 1 inch long.

Line up the left edge of the bracelet with the first mark. Count the inches.

The bracelet is about 6 inches long.

Measure the length with your ruler. Count the inches. 1.

about =— inches

2.

about — inches

=____

=____

_______

___

Name: ________________________

14

Lesson 9.5C

1 2 3 4 0 inches

Measure with an Inch Ruler

1.  Line up one end with 0. 2.  Find the inch mark closest to the other end. 3.  Read the number of inches at that mark.

The ribbon is about 3 inches long.

inches

inches

____

____

1.

2.

3. inches ____

___

Name: ________________________

15

Lesson 9.5B

about inches about inches

about inches

about inch

Measure the Tools Measure all of Carpenter Dan’s tools with your ruler. Below each tool, write its length. Draw a rectangle around the tools that are shorter than 6 inches.

Enrich © Houghton Mifflin Harcourt Publishing Company

about inches

Writing and Reasoning If all of the tools were placed in a row, what would the total length be? Explain.

Name: ________________________

16

Lesson 9.5C

Mount Fairlane

Newtown

Sycamore

Deerview

Crown Grove

Huntley

Oak Hollow

Anson

Map Measurements Using a ruler, measure from point to point on the map. Write each distance to the nearest inch.

Westville

Sidell Writing and Reasoning Find the total distance

from Mount Fairlane to Anson. Then find the total distance from Deerview to Sidell. Which is greater? Explain.

First Grade Science Academic Packet 

Student Name _________________________________ School ______________________________________

  

Week 6 May 4-May 8, 2020 

Please follow your teacher's instruction on use and return of packets.

Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes. 

First Grade Recommended Pacing 

Day Skill Page

Monday

Big Idea 17: Interdependence

Plant and Animal Needs

1-2

Tuesday Big Idea 17: Interdependence

Plant and Animal Needs 3-4

Wednesday Big Idea 17: Interdependence

Plant and Animal Needs

5-6

Thursday Big Idea 17: Interdependence

Plant and Animal Needs 7-8

Friday Big Idea 17: Interdependence

Plant and Animal Needs 9-10

*If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Day 1

Bell Ringer: Answer the question to review content from earlier this year.

Hook Picture: Use your prior knowledge to answer the question about this picture.

What do you notice about these animals in their habitats? What questions do you still have?

______________________________________________________________________________

______________________________________________________________________________

Research Activity

You will choose a plant or animal and research how to take care of it. Use materials that you

have available to you for your research. This may include books, TV programs, online websites,

or asking a family member or friend to tell you about their favorite animal or plant.

1

Ask a Question: What question will your research answer?

______________________________________________________________________________

______________________________________________________________________________

Use the Main Idea and Details graphic organizer to gather information about what you would need to take care of your plant or animal.

If you chose an animal, identify what your animal eats, where it sleeps, how much space it

needs, and any other needs it may have.

______________________________________________________________________________

______________________________________________________________________________

If you chose a plant, research how much light the plant needs, what nutrients it needs, how

much water it needs, and what temperature it needs to be healthy.

______________________________________________________________________________

______________________________________________________________________________

Exit Slip: What have you learned about what your plant or animal needs in order to live and

grow?

______________________________________________________________________________

______________________________________________________________________________

2

Day 2

Bell Ringer: Answer the question to review content from earlier this year.

Hook Picture: Use your prior knowledge to answer the question about this picture.

What do you notice about these animals in their habitats? What questions do you still have?

______________________________________________________________________________

______________________________________________________________________________

3

Writing in Science

Write about how to take care of your plant or animal you chose yesterday. Explain what your

living thing needs to survive.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Exit Slip:

Look back at the probe from the beginning of the unit. Has your thinking changed? If so, how? If

not, defend your answers.

______________________________________________________________________________

______________________________________________________________________________

4

Day 3

Bell Ringer: Answer the question to review content from earlier this year.

Hook Picture: Use your prior knowledge to answer the question about this picture.

What do you notice about these plants in their habitats? What questions do you still have?

______________________________________________________________________________

______________________________________________________________________________

5

Make a poster of your plant or animal. Be sure to include all of the things your animal needs to

survive. Use the space below to sketch or write ideas about what you will need on your poster.

What new questions do you have about the plant or animal you researched?

______________________________________________________________________________

______________________________________________________________________________

Exit Slip: What sort of information was surprising about what your plant or animal needed?

______________________________________________________________________________

______________________________________________________________________________

6

Day 4

Bell Ringer: Answer the question to review content from earlier this year.

Hook Picture: Use your prior knowledge to answer the question about this picture.

What do you notice about these animals and their young? What questions do you still have?

______________________________________________________________________________

______________________________________________________________________________

7

Drawing Activity: Draw what the offspring of your plant or animal might look like.

Exit Slip: How does this plant or animal compare to other plants and/or animals?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8

Day 5

Bell Ringer: Answer the question to review content from earlier this year.

Hook Picture: Use your prior knowledge to answer the question about this picture.

What do you notice about these plants and animals in their habitats? What questions do you

still have?

______________________________________________________________________________

______________________________________________________________________________

9

This Iguana has been combined with a cactus plant. How will the

iguana’s life be easier with the plant as part of its body?

___________________________________________________________

___________________________________________________________

Design your own plantimal (animal and plant combination) in the space

below. Write a brief description about how the animal will benefit from

the addition of the plant on its body. How might its needs change?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

How did the research help you explain what your plant or animal needed?

______________________________________________________________________________

______________________________________________________________________________

Exit Slip: What things do all plants and animals need to live and grow?

______________________________________________________________________________

______________________________________________________________________________

10

First Grade SS Academic Packet  

  

Week 6 May 4-May 8, 2020  

 Please follow your teacher's instruction on use and return of packets.  

Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes 

  

 

OCPS Distance Learning Packet   Grade 1 Social Studies 

“Community” 

Standard SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community. 

 

Task  Instructions  

Preview Text  

● Preview vocabulary (Community, Empathy). ● Preview the text, Community 

Read the Text  

● Read the text, Community ● Annotate (mark the text) as you read to make meaning of the text. ● Respond to the question. 

 

Photo Analysis 

● Observe the photographs in the text.  ● List on your paper, what do you see? (Evidence) ● List on your paper any questions you may still have. (Questions) 

 

Optional Activity 

● Optional Building Empathy Activity:  ● With a family member, send/drop off kind notes to essential workers within your 

community. Students can participate in the betterment of their community. 

  

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connections. 

     

1

Standard SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community.  

 Why are we learning this?  

We are all part of a community. This means that we need to learn how we can make our community better through how we act and how we live! 

 Vocabulary 

Community  The people living in a certain place. 

Empathy  Someone is able to share the emotions and feelings of another person.   

 

 ❖ Empathy is a key part of being a helpful community member at school and home. Helping others and 

your community helps people understand how to work with each other.     

2

  ❖ Observe the photograph. 

 ❖ What do you see? 

 ❖ What questions do you still have? 

 

Written Response: Draw or explain what communities are. 

      

 

  Optional Building Empathy Activity:   With a family member, send/drop off kind notes to essential workers within your community. Students can participate in the betterment of their community. 

3

ElementaryVisual & Performing Arts Packet

Week 6 May 4 - May 8, 2020

Music

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Visual Art

Design a Commemorative Stamp

A commemorative stamp is a postage stamp that honors a person, group of people, or special event. Postage

stamps are used to mail letters in the United States. Throughout the history of the United States Postal Service,

artists such as Jackson Pollock, Mark Rothko, Edward Hopper, Georgia O’Keeffe, Andy Warhol, and many

others have had their artwork featured on postage stamps. Postage stamps are just one way in which artwork is

viewed throughout a community and share important messages.

YOUR TASK

Who are in the people in your community that are working to make it a better place? Teachers, doctors, nurses,

scientists, police officers, firefighters, etc. Your task is to create a commemorative stamp to honor someone who

is making a difference in your community. What symbols can you use in your stamp to represent your message?

Be sure to include the country and value of your stamp. Color your stamp with crayons, markers, colored pencils,

etc. Don't forget to use good craftsmanship so that your work is neat.

Common Symbols

Copyright Corner

Did you know that USPS postage stamps are copyrighted? That means that people can NOT copy the artwork legally.

Did you know that your artwork is also copyrighted the second you finish it? That means no one can reproduce your artwork with-out your permission. Why do you think copyright is important for artists? __________________________________________________________________________________________________________________________________________________________________

Doctor Love Government Medical Scientist Nurse Life Police Officer Firefighter

Theatre

Name: ______________________________________ Teacher: __________________

Directions: Read your favorite story. Share what you liked and didn’t like about the story.

Favorite Story: _________________________________________________________________________

What did you like about the story? Write your answers below:

What didn’t you like about the story? Write your answers below:

Dance

Name: ______________________________________ Teacher: __________________

Directions: Choose an emotion. Create a short dance (8-16 counts long) that shows that emotion.

Emotion:__________________________

Draw your dance steps below.

DA

Y 4

AC

TIV

ITIE

S

MY

RE

FL

EC

TIO

NS

___For 10 secon

ds each

,p

retend

to:• Sit in

a chair

• Rid

e a horse

• Walk like a b

ear• Lift a tru

ck• P

lay dru

ms

• Ask a fam

ily mem

ber to

create 2 more activities

for you to d

o.______C

rabb

y Clean

Up

! -P

ut 5 toys on

one sid

e ofth

e room. C

arry one toy

at a time across th

e roomon

your b

elly wh

ilew

alking

like a crabforw

ard an

d b

ackward

.B

ring

the toys b

ack tow

here you

started.

___Ask a fam

ily mem

ber

to play p

arachu

te. Pu

tsm

all, soft objects su

chas socks or tissu

es on a

bed

sheet or larg

e towel

and

lift up

and

dow

n to

shake th

e objects off.

Rep

eat___R

eflection: How

did your legs, arms

and lungs feel when you w

ere finished?

FIRST GRADEPHYSICAL EDUCATION

Student name: ____________________________Classroom teacher name:____________________________

DA

Y 1 A

CT

IVIT

IES

INS

TR

UC

TIO

NS

Work w

ith a fam

ilym

emb

er to comp

leteth

e activities in a safe

location.

Ch

eck off each activity

you com

plete on

this

pap

er and

answ

er the

reflection q

uestion

. R

eturn

this p

aper an

dth

e answ

er to the

reflection q

uestion

toyou

r ph

ysical edu

cationteach

er. A

t the b

egin

nin

g of

each lesson

, comp

lete aM

ind

ful M

inu

te. For 60secon

ds, clear you

rm

ind

and

only focu

s onyou

r breath

ing

. If your

min

d starts to w

and

er,b

ring

your atten

tionb

ack to your b

reathin

g.

1.2.3.

4.

Clap

pin

g an

d cou

ntin

g to

8 four tim

es in a row

.Stom

pin

g you

r foot and

coun

ting

to 8 four tim

es.W

alking

wh

ile coun

ting

to 8 on each

step fou

rtim

es.C

reating

your ow

nm

ovemen

t.

___ Have fu

n!

___ Play a fast son

g an

dd

ance to th

e mu

sic.___ P

ractice an 8-cou

nt b

eatb

y:

___ Create a Lion

Dan

ce toan

8-coun

t beat son

g. P

ick 4d

ifferent lion

-likem

ovemen

ts to inclu

de in

your d

ance.

___ Teach you

r dan

ce tofam

ily mem

bers an

d in

viteth

em to d

ance w

ith you

again

. ___C

hoose you

r own

activityto p

erform an

d w

rite it here

____________________________.

DA

Y 2

AC

TIV

ITIE

S

Jog w

ith h

igh

knees

Jum

pin

g jacks

Win

dm

illsFrog

jum

ps

___ Have fu

n!

___ Practice d

oing

these

activities:

___ Ask a fam

ily mem

ber to

use th

eir fing

ers to show

youh

ow m

any tim

es to do each

activity above. C

oun

t their

fing

ers and

do th

e activities.R

epeat.

___ Ask a fam

ily mem

ber to

Toe Fence w

ith you

. Wh

ileh

oldin

g each

other’s

shou

lders, try to tap

the

other p

erson’s toe w

ithou

th

aving

yours tap

ped

. Rep

eat5 tim

es.

___ Have fu

n!

___ Ask a fam

ily mem

ber to

help

you cou

nt w

hile you

:___ H

op on

your rig

ht foot

wh

ile you say th

is rhym

e: “Ican

jum

p. I can

hop

. How

man

y hop

s before I stop

? 1, 2,3, 4

, …”___ H

op on

your left foot

wh

ile you say th

is rhym

e “Up

and

Dow

n. U

p an

d D

own

.H

opp

ing

makes th

e world

go rou

nd

. 1, 2, 3, 4, …”

___ Jum

p w

ith b

oth feet

togeth

er wh

ile you say th

isrh

yme: “A

BC

s and

vegetab

leg

oop. W

hat letters lan

d in

the veg

etable sou

p? A

, B, C

,…”___ A

sk a family m

emb

er toh

elp you

make a rh

yme an

dp

erform th

e action.

___ Have fu

n!

___ Perform

Crazy 8’s

Do 8 vertical ju

mp

s; 8 frogju

mp

s; 8 silly dan

ce moves;

8 second

plan

k. Rep

eat 2tim

es.___ C

reate a sock ball

___ Walk 20

steps w

hile

balan

cing

the sock on

your

elbow

; back of h

and

; top of

foot; shou

lder; top

of head

;b

ack of neck

___ Rep

eat wh

ile walkin

gw

ith lon

g step

s; walkin

g on

tip toes; w

alking

low to th

eg

roun

d; w

alking

backw

ard;

crawlin

g___ A

sk a family m

emb

erto h

elp create 2 d

ifferent

movem

ents.

DA

Y 3

AC

TIV

ITIE

SD

AY

4 A

CT

IVIT

IES

DA

Y 5

AC

TIV

ITIE

S

Sit in a ch

airSu

rfR

ide a h

orseLift a tru

ckP

lay dru

ms

Ask a fam

ily mem

ber to

create 2 new

movem

ents for you

tod

o

___ Have fu

n!

___ For 15 second

s each,

preten

d to:

___ Ask a fam

ily mem

ber

to play p

arachu

te. Pu

tsm

all, soft objects su

ch as

socks or tissues on

a bed

sheet or larg

e towel an

d lift

up

and

dow

n to sh

ake the

objects off. R

epeat.

MY

RE

FL

EC

TIO

NS

Wh

at hap

pen

s to your h

eartbeat an

d b

reathin

g w

hen

you d

ance an

d h

op an

d ju

mp

?