grade 2 week 9 packet - amazon web services › prod › 1530651...(click here for the week 9...

2nd Grade: Learning Packet for the Week of June 8th- June 12th

Minutes Subject Grade 2 Week At Glance *Reading log is on page 40 and share this with your teacher on Friday!*

*PE, Music, Social Emotional, and ELL Supports on pages 57-66*

60 min Monday Math: Solve then color the Mystery Picture on Day 1 page. Reading: Lesson on parts of speech: Nouns and Verbs Writing: Choose a color for your color poem. Complete the brainstorming table for your color. (Click here for the Week 9 Writing Video)

Specials: PE lesson on pages 43-49 OR Click the link here.

60 min Tuesday Math: Solve the subtraction practice problems for numbers within 1000. (Click here for the Week 9 Math Video)Reading: Write a poem with nouns of your choice. Writing: Fill in the first three lines of your color poem draft using the brainstorming table you completed yesterday to help you.

Specials: Music lesson on pages 51-54 OR Click the link here.

60 min Wednesday Math: Solve the subtraction story problems with a strategy of your choice.

Reading: Lesson on parts of speech: Adjectives and Adverbs

Writing: Fill in lines 4-7 on your color poem draft using the brainstorming table you completed on Monday. Fill in line 7 on your draft using the “Color Poem Last Word” word bank to help you.

Specials: PE lesson on pages 43-49 OR Click the link here.

60 min Thursday Math: Solve the subtraction problems with the open number line strategy. Reading: Write a poem with adjectives of your choice. (Click here for the Week 9 Reading Video)

Writing: Copy your completed color poem draft onto the final copy paper. Draw a picture of your color in the box.

Specials: Music lesson on pages 51-54 OR Click the link here.

60 min Friday Math: Share your favorite subtraction strategy with your teacher and check the Day 4 math page with the math answer key.

Reading: Share the reading page with your teacher that makes you proud. Send your Day 5 reading reflection and Reading Log to your teacher.

Writing: Read your color poem to a family member, pet or stuffy. Share your color poem with your teacher.

Specials: Get started on a "summer fun" list by using the ideas in the lesson!

What can you do to help your family today?

1

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https://sway.office.com/jOiBvH2Ndnx370U7?ref=Link&loc=mysways


https://youtu.be/Ne7H7XfiyOQ

https://youtu.be/em0gWRacHuo

https://youtu.be/LaG2301j274

),, FERNDALE

SCHOOL DISTRICT

F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org. (360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd.

(360) 383-9450


Monday Subject Materials Learning Activity

Math

(15 min)

-Day 1 mathpage Learning Goal: I can fluently add and subtract

within 20. Activity Instructions: Solve the problems and then color mystery picture.

Reading

(15 min)

-Day 1reading page Learning Goal: I can identify the nouns and verbs

in a poem. Activity Instructions: Read the definitions of noun and verb from the table, then try the activity.

Writing

(15 min)

-Day 1writing page Learning Goal: I can use my senses to describe a

color. Activity Instructions: Choose a color for your color poem. Complete the brainstorming table.

Special: -PE lesson(pages43-49)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link here.

5



Day 1 Math: Solve the problems then color the mystery picture.

Red

Gray

Light Green

Orange

8, 13

1, 12

2, 6, 9, 14, 19

15 4, 17, 20

5, 7, 16 3, 10, 11Light Blue Brown

Dark Green

Name:

10

7 -

=

6 - 3 =

10 + 4 =

9 + 4 =

8 +8 12

+ 4

16 - 9

Black 18

13 - 2 =

17 + 2

9 -2

7 -2

3 +2

4 +3

9 -3

6 -4

7 +7

10 + 9

11 + 3

9 +5 9

-7

8 +6

10 - 4 =

10 - 1

16 - 2

8 -2

10 - 8

18 + 1

8 -6

4 +2

9 +6

12 + 3

8 +7

9 +2 5

+5

7 -4

6 +5

8 -4

12 + 8

15 + 2

7 -3

19 - 2

6 -2

4 +4 8

+5

6 +2

17 - 4

6 +6

15 - 3

9 -8

8 + 4 =

9 + 9 =

20 - 2

9 -6

7


Day 1 Reading: Vocabulary Lesson on Parts of Speech This is our second week of learning about poetry. Poets use different parts of speech to help readers create mental pictures or visualize what they are reading. Today we will focus on finding nouns and verbs in a poem.

Parts of Speech Definition Example

noun person, place, thing A red bird is flying quickly.

verb an action word A red bird is flying quickly.

Practice:

1. Read this poem.

2. Circle the nouns .

3. Underline the verbs .

**We did the first line for you, now you try!

Then pick one line from the poem and draw a picture.

8

Day 1, Writing:

Learning Target: I can use my senses to describe a color.

Have you ever imagined what the world would be like if there was no color? We are so lucky that

the world we live in is full of many beautiful colors! For writing this week, you will be writing a

color poem. You will write a color poem using each of your senses. Today, you will brainstorm

words that come to mind when you think of how the color that you will choose looks, tastes,

sounds and smells.

Here are two color poem samples that previous students have written. Notice what they think

their color looks like, tastes like, sounds like, and smells like.

White Red

White are the clouds Red is a fire engine

When they’re fluffy in the sky. When it is speeding down the road.

White is the part of your dream you can’t remember. Red is a tongue when it is jetting out.

White tastes of vanilla ice cream and milk. Red tastes of watermelon, strawberries, and cherries.

It sounds like a seagull, when it’s flying through the air. It sounds like a red pen scratching on paper.

It smells like air, marshmallows and white geraniums. It smells of smoke, lava, and fire.

White is joyful! Red is extraordinary!

The first thing you need to do is choose a color. Try to pick one you can think of lots of ideas

for! Here are some color suggestions:

Red, pink, orange, yellow, blue, green, purple, indigo, magenta, gray, or even black or white.

Circle the one you choose or write your own color: __________________

Next, fill in the brainstorming table on the next page. To get ideas for things that are your

color, you can look around your house, look outside, look in a book, or use your memory. Think

about things you have eaten that are that color and things you have smelled that are that color.

Use your imagination to think of how your color sounds. Try to think of at least three ideas for

each area.

Go to the next page to see an example of a brainstorming table, and then fill one out yourself using the color you chose.

9

Brainstorming Table

Example: Red

Things that are my

color:

My color tastes

like:

My color sounds like: My color smells like:

1. a fire engine

2. a rose

3. a tongue

4. a fire hydrant

5. a tulip

1. watermelon

2. strawberries

3. cherries

4. raspberries

5. hot sauce

1. an alarm

2. a sizzling fire

3. a siren

4. temper tantrum

5. fireworks

1. smoke

2. lava

3. a smelly marker

4. fire

5. candy

Directions: Write the color you chose on the line, then fill in each area with your ideas.

My Color: __________________________

Things that are my

color:

My color tastes

like:

My color sounds like: My color smells like:

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

*Save this to use when you begin writing your color poem draft tommorrw.

10


Tuesday Subject Materials Learning Activity

Math

(15 min)

-MathResourcePages-Day 2 mathpage

Learning Goal: I can ungroup tens and subtract within 1000 using multiple strategies.

Activity Instructions: Review the Math Resource pages A-C and then try the Day 2 subtraction problems.

Reading

(15 min)

-Day 2reading page Learning Goal: I can use nouns to write a poem.

Activity Instructions: Review the table to remember what a noun is, then complete the poem by writing nouns in the blanks.

Writing

(15 min)

-Day 2writing page Learning Goal: I can write a color poem.

Activity Instructions: Fill in the first three lines of your color poem draft using the brainstorming table you completed yesterday to help you.

Special: -Musiclesson(pages51-54)

Learning Goal: Music Activity Instructions: from the Music pages,

Choose a Music lesson or from this link here.

11



Math Resource Page A

Lesson: Subtraction within 1,000 With even bigger numbers, you can represent the number with hundreds, tens and ones. Your goal is to be able to subtract using concrete models based on place value.

At school, we would use place value blocks. At home, you can draw them. In order to subtract accurately, it’s helpful to first visualize what you’re taking from and be able to efficiently rename numbers.

When you draw your quick tens for the starting number, you will see if you need to ungroup the 100 box to subtract your tens.

145-81= 64I need to ungroup a hundred so I can take away 8 tens.

13


Math Resource Page B

Parents: The common error second graders make is “subtracting upside down”.

You can’t subtract upside down! 462 is the answer to 683-221. It is not the answer to

623-281. To solve 623-281, we have to ungroup a 100 first. 623

-281

462

Rename 623 to 500 + 120 +3.

Then cross out 281.

You can show this thinking using expanded form, too! 623 = 500 120 3

- 281 = -200 -80 -1

342 = 300 40 2

There are some fun poems to help you solve – problems:

More on top? No need to stop!

572 the top -211 the floor 361

More on the floor? Go next door.

528 = 400 120 8 -273 -200 -70 -3 255 = 200 50 5

Number’s the same? Zero’s the game.

578 -278

300

623 – 281 = 342

14


Math Resource Page C

It’s finding the difference. How many more library books?

Monday checkout 413 &

Tuesday checkout 142 & ?

271 300 + 110 + 3

+142 -100 -40 -2

413 200 + 70 + 1 271+142=413, so 413-142=271 ü

There are many ways to find the missing addend.

142 + ___ = 413

Using an open number line is a great strategy to solve for this.

You can count down 142 from 423, or count up. I prefer up.

+100 +100 +50 +10 +10 +1

142 242 342 392 402 412 413

413 – 142 = 271

vvvvvv vvvvvv vvvvvv vvvvvv vvvvvv vvvvvv

Addition Check: Because of their relationship, we can check our work!

15

It checks out!


800 = 700 + 90 + 10 800-424=

720 = 600 + 100 + 20 720-380=

961 = 800 + 150 + 11 961-677=

Day 2 Math: Count the blocks to check the total, then cross out to solve.

Solve.

More on top? No need to stop!

798 -375

More on the floor? Go next door.

583 -436

Hint: The answer is NOT 153.

Number’s the same? Zero’s the game.

957 -757

17


Day 2 Reading: Yesterday you identified nouns and verbs in the poem, “It’s Raining Pigs and Noodles”. Today you get to choose your own nouns to write a silly poem of your own to read to others.


noun person, place, thing A red bird is flying quickly.

verb an action word A red bird is flying quickly.

Practice: Re-read yesterday’s poem “It’s Raining Pigs and Noodles." Choose nouns from the word bank, or make up your own to fill in each blank.

It’s raining ____________ and __________,

It’s pouring ____________ and __________,

______________ and _____________,

____________, ____________, and ___________,

Assorted _____________ and _____________,

Are dropping from the sky, After you write your poem:

Here come a bunch of ____________,

Some ___________________.

1. Read it aloud to yourself and find arhythm that sounds good.

2. Read it aloud 3 times to a family member.BONUS: Send a recording of your reading

to your teacher!

18

Noun Word Bank

goats mustard

ketchup

hot dogs

cows

barns

teachers

fire trucks

chameleons

pants

couches

boats

donuts

potatoes

mice

goldfish

chairs

schools

children

ice cream

Day 2 Writing:

Learning Target: I can write a color poem.

Yesterday you completed a brainstorming table about your chosen color. Now we are going to

start a draft of your poem.

Directions: Use the Color Poem draft paper to begin writing your poem.

1. Write the name of your color.

2. Use your brainstorming table to write a sentence about what your color “is” or “are”.

3. Write another sentence about what your color “is” or “are”.

Tomorrow you will complete the rest of your draft.

Red

Red a fire engine it is speeding down the road

Red a tongue it is jetting out

1

2

3

19


Color Poem Draft The C

olor

Poe

m

21


Wednesday Subject Materials Learning Activity

Math

(15 min)

-MathResourcePages-Day 3 mathpage

Learning Goal: I can solve subtraction story problems using a strategy of my choice. Activity Instructions: Review the Math Resource pages. A-C, and then try the Day 3 subtraction story problems.

Reading

(15 min)

-Day 3reading page Learning Goal: I can identify the adjectives and

adverbs in a poem. Activity Instructions: Read the definitions of adjective and adverb from the table, then try the activity.

Writing

(15 min)

-Day 3writing page Learning Goal: I can write a color poem.

Activity Instructions: Fill in lines 4-7 on your color poem draft using the brainstorming table you completed on Monday. Fill in line 7 on your draft using the “Color Poem Last Word” word bank to help you.

Special: -PE lesson(pages43-49)

Learning Goal: PE Activity Instructions: Choose a PE lesson from the PE pages, or from this link here.

23



Day 3 Math: Read and solve. Label your answer. Show your work.

There were 56 jellyfish swimming in the ocean. 19 swam away. now?

How many jellyfish are there

Mitch is having a BBQ! He put 63 things on the grill. 37 were hot dogs and the rest were hamburgers. How many hamburgers did he grill?

Meg bought 45 cans of pop for her pool party. How many cans did the guests drink?

She had 17 cans left at the end of the party.

Jim is driving 382 miles to the beach. He stopped at a rest stop after driving 148 miles. How many miles does he have left to drive?

25


Day 3 Reading: On Monday and Tuesday, we learned about nouns and verbs. Today we will focus on finding adjectives and adverbs in a poem.

Parts of Speech

Definition Example

adjective A word that describes a noun

A red bird is flying quickly.

adverb A word that tells how the

action (verb) happens. Adverbs often end in -ly.


Practice: 1. Read this poem written by a 4th

grader.

2. Circle the adjective .

3. Underline the adverb .

(hint: there are 2 adverbs in the poem)

**We did the first line for you, now you try!

Then pick one line from the poem and draw a picture.

26

Day 3 Writing:

Learning Target: I can write a color poem.

Today, you will finish your color poem on page 21, by picking up where you left off

yesterday with line three.

For line 4 of your color poem, write your color, then choose two of the things that

you listed on your brainstorming table on Day 1’s lesson (page 10) that you think

your color would taste like.

Here is an example for brown:

Brown tastes like salty gravy and gooey brownies.

If you want to write more than space allows, you can continue your phrase on the

back of your draft page. For example, I might want to write:

Brown tastes like salty gravy and gooey brownies warm from the oven.

For Line 5 of your color poem, look back at your brainstorming table and choose a

word that best describes what your color sounds like.

You might be thinking, “That’s silly! Colors don’t make sounds!” You will have to use

your imagination when thinking about what you could write for this part of your

poem.

For example, when I think of the color brown, I think of acorns dropping to the

sidewalk from the oak trees in front of my house. So, I might write:

“Brown sounds like acorns tap tapping on the sidewalk when they drop from an oak

tree.”

Or, for the color red, I might write:

“Red sounds like a crisp apple when I bite into its juicy flesh.”

For line 6, choose three words from your brainstorming table to describe what

comes to your mind when you think of how your color would smell. Write those

three words on the blanks on your drafting page.

27


To wrap up your poem, on line 7, with some pizzazz, you can use the Last Word

Bank (page 29) to find an adjective that best describes how you feel about your

color.

If I were choosing a word to best describe my favorite color red, I would choose

the word magnificent, because I think the color red is magnificent! I would write

that word on the last line of my color poem draft, after my color word.

Don’t forget to sign your name at the bottom of your poem!

a crisp apple

smoke

I bite into its juicy flesh

Red

lava fire

4

5

6

7

Red watermelon strawberries

magnificent

28


perfect

phenomenal

remarkable

shocking

spectacular

splendid

stunning

super

tremendous

unbelievable

unusual

wonderful

wondrous

amazing

astounding

breathtaking

brilliant

charming

cool

delightful

enchanting

excellent

exquisite

extraordinary

fabulous

fantastic

fascinating

glorious

happy

impressive

incredible

inspiring

joyful

magnificent

marvelous

memorizing

mind-blowing

outstanding

Last Word - Color Poem

Examples:

White is joyful!

Red is extraordinary!

29


Thursday Materials Subject Learning Activity

-Day 4 mathpage Learning Goal: I can subtract within 1000 using -Math the open number line strategy. Math Resource Activity Instructions: Review the Math page C Resource pages, and then try the Day 4

(15 min) subtraction problems using the open number line strategy.

-Day 4 Learning Goal: I can use adjectives to write a reading page poem.

Reading Activity Instructions: Review the table to remember what an adjective is, then complete (15 min) the poem by writing adjectives in the blanks.

-Day 4 Learning Goal: I can write a final copy of my writing page color poem. Writing

Activity Instructions: Copy your completed color poem draft onto the final copy paper. Draw a

(15 min) picture of your color in the box.

-Music Learning Goal: Music Special: lesson Activity Instructions: Choose a Music lesson (pages from the Music pages, or from this link here. 51-54)

31



Day 4 Math: Try solving using the open number line strategy.

717-513=

583-436=

946-735=

768-110=

939-244=

33


Day 4 Reading: Yesterday you identified adjectives and adverbs in the poem, “Spring”. Today you get to choose your own adjectives to write a silly poem of your own to read.


adjective A word that describes a noun A red bird is flying quickly.

adverb A word that tells how the

action (verb) happens. Adverbs often end in -ly.


Practice: Re-read yesterday’s poem “Spring”. Choose adjectives from the word bank, or make up your own, to fill in each blank. Then read your poem out loud and to your family members.

___________ , ___________ , ____________ flowers on a hill

Slowly moving water mill

Clumps of ____________ frost on the ground

Life is all around

______________ grasses pop out

Flowers sprout

Chirping birds in the woods

Weather is _______________

Melting mountain has begun

_____________ snow quickly runs

____________ , ______________ sky is ______________

____________ , ____________ , _____________ smell fills the air. 34

Adjective Word Bank

SIZE: huge, gigantic, large

tiny, petite, small, tall

COLOR: teal, blue, pink,

lavender, turquoise, violet

red, indigo, white

SHAPE: round, flat, square,

SENSES: smelly, stinky, spicy, fresh, flowery,

loud, quiet, spiky, fluffy, squishy, wet,

Day 4 Writing: Directions: Write your final draft. Draw a picture to show your color in the box below.

By: _______________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

________ 35


Friday Subject Learning Activity

Math

(15 min)

Reflection: Share a picture of your favorite math page with your teacher. Check your Day 4 math work with the Day 4 answer key on page 55. *See the Math Resource pages A-C, if needed.

Reading

(15 min)

Reflection: Share the reading page with your teacher that you are most proud of. Fill out the Day 5 reading reflection page then share this page and your Reading Log with your teacher.

Writing

(15 min)

Reflection: Read your color poem to a family member, stuffy. Share your color poem with your teacher.

pet or

Social-Emotional Learning

Want something to look forward fun" list by using these ideas!

to? Get started on a "summer

(15 min)

37


Day 5 Reading: **Send this to your teacher! ** J

Weekly Reflection

Something I did well: Something I need to work on:

Use adjectives to describe how you feel during this time.

_________________________________________ ______

________________________________________________ ________

_________________________________________________ ________

Yes, I sent my teacher my reading log!

39


Reading Log Goal: Read 20 minutes each day!

Book Title Time Spent Reading

40

Can’t think of what to do? Try something from this list!

o Take a walk along the Ferndale river boardwalk

o Check out Hovander Park-any animals there?

o Walk along Tennant lake boardwalk, hear or see any frogs and/or tadpoles?

o Find a molehill in your yard, add water-make a mud pie!

o Create a scavenger hunt around your house for a family member to find

o Go for a walk around your neighborhood; keep an eye out for 5 things you have not noticed

before!

o Draw a picture for someone

o Write a thank you letter to someone in your home (or outside your home if you know their

address and have stamps!)

o Practice writing 3 things you are grateful for every day

o Go berry picking (you can probably find blackberries in late July early August)

o Plan a picnic for your family either inside or outside

o Plan a camping trip in your living room or backyard (draw a camp fire, s’mores, create a tent

out of blankets, or put up one you have, maybe even tell scary stories!)

o Go to a fancy restaurant at home-make a menu, dress up in your fancy clothes, put a candle

on the table and a flower that you make or find in your yard

o Have a dance party

o Create a magic show

o Make puppets and put on a puppet show

o Learn something new and then teach it to someone else!

o Listen to calming music and focus on your belly breathing for 5 minutes

o Read a story aloud and draw your own pictures

o Play Pictionary with someone in your family

o Pick up trash around your neighborhood. How many bags can you fill?

o Write encouraging/positive messages in chalk near your house for your neighbors to see

o Paint kind messages on rocks and hide them for others to find

o Create positive posters to put up around town

o Make a list or visual depiction of different ways you can cope with strong emotions and

specific ways to calm you down

o Create a list of Self-care activities that you enjoy doing (ex: going for a walk, playing a game

with a family member, reading a good book, listening to your favorite music, spending time

with your pet, playing outside, etc)

o Make a collage that is all about you and what makes you unique, share it with a family

member

o Make your own calm down corner at your house (it could include a favorite book, stuffed

animal, cozy blanket, calming music, coloring pages)

o Try yoga

41

Ferndale Food Bank

Listed are resources via the Ferndale Food Bank.

To find locations and times of other Summer Meal sites, call 1.888.436.6392,

visit www.parenthelp123.org or text FoodWA to 877-877. Another resource for food and meal resources

in Whatcom County is available at www.whatcomabc.org.

Ferndale Food Bank

The Food Bank serves families in the Ferndale/Custer area. Single individuals and families can visit the

Bank once per week for as long as assistance is needed. Ferndale Food Bank has implemented a socially

distancing model. They have also created a very quick and efficient system to pick up needed food.

LOCATION: 1671 Main Street, Ferndale

FOOD DISTRIBUTION HOURS:

Mondays 9:00-11:00 a.m.

Wednesdays 9:00-11:00 a.m.

Saturdays 9:00-11:00 a.m.

More information is available by contacting the Ferndale Food Bank, 360.223.0788.

42

http://www.parenthelp123.org/

https://www.whatcomabc.org/wp-content/uploads/Combined-Food-and-Meal-Guide-Q2-2019.pdf

Name: ___________________________________________________ Class: __________________________________

Ferndale Elementary P.E. Grades K-5 (edition 5) Student Outcomes I can demonstrate daily health and fitness habits. I can understand how my body works and what it needs to be healthy. I can understand how food affects my body and how food can affect my performance.

Fitness Components--below are activities that demonstrate each of the 5 Fitness Components Cardiovascular Endurance (cardio)

• Ultimate Frisbee• Swimming• Bikes Rides (with uphill)• Roller/Inline Skating• Walking (fast)• Playing tag with your family• Mowing the lawn• Hiking• Use this web address for a 20 minute Go Noodle cardio workout

- https://family.gonoodle.com/activities/total-motion

• Use this web address for a 30 day Cardio Challenge- https://darebee.com/challenges/homerun-challenge.html

Muscular Strength • Climbing Trees• Monkey Bars• Hiking• Push-ups• Chopping Wood• Shoulder touches• Squats• Lunges• Try this web address for Go Noodle quads and calf strengthening activity

- https://family.gonoodle.com/activities/pump-it-up

• Try this web address for a 30 day Push-ups Challenge- https://darebee.com/challenges/50-push-ups.html

Abdominal Strength (Core) • Skateboarding• Roller/Inline Skating• Stand Up Paddle Boarding• Sit-ups/Curl-ups• Plank••

- https://darebee.com/challenges/core-control-challenge.html

Gymnastics (Cartwheels/Round-offs/Tuck Jumps) Try this web address for a 30 day Core Challenge

43

https://darebee.com/challenges/core-control-challenge.html

https://darebee.com/challenges/50-push-ups.html

https://family.gonoodle.com/activities/pump-it-up

https://darebee.com/challenges/homerun-challenge.html

https://family.gonoodle.com/activities/total-motion

Name: ___________________________________________________

Flexibility • Gymnastics• Stretching• Rock Climbing• Climbing Trees• Yoga

Class: __________________________________

- Use this wed address for Cosmic Kids Yoga https://www.youtube.com/CosmicKidsYoga

• Surfing• Tennis• Swimming• Try this web address for a Go Noodle Balance activity

- https://family.gonoodle.com/activities/get-energized

• Try this for a 30 day Flexibility Challenge- https://darebee.com/challenges/flex-challenge.html

Speed and Agility • Ultimate Frisbee• Water Balloon Games• Tag Games• Slip & Slide• Forward running (high knees, high skipping, sprints)• Lateral running (side to side drills)• Jump box drills• Shuttle run (lines)• 50 yard dash• Jump Rope

- Try this web address for a 30 day Jump Rope Challenge◦ https://darebee.com/challenges/jump-rope-challenge.html

• Speed Stacking- Try this web address for Speed Stacking tutorials

◦ https://www.speedstacks.com/home/

• Try this web address for a Go Noodle Agility activity- https://family.gonoodle.com/activities/agility

• Try this web address for a Go Noodle Lateral Movements Activity- https://family.gonoodle.com/activities/lateral-movements

Enjoy these at home activities that support many of the fitness components at once:

Bike Safety Before You Ride:

Wear a helmet Check your tires Check your brakes Wear shoes and make sure they are tied

When on the Road: Follow traffic all traffic rules Use your ears, no headphones

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https://family.gonoodle.com/activities/lateral-movements

https://family.gonoodle.com/activities/agility

https://www.speedstacks.com/home

https://darebee.com/challenges/jump-rope-challenge.html

https://darebee.com/challenges/flex-challenge.html

https://family.gonoodle.com/activities/get-energized

https://www.youtube.com/CosmicKidsYoga

Name: ___________________________________________________

Water Bottle Fun!

Class: __________________________________

Water Bottle Flip: challenge a friend or family member to a bottle-flipping contest. You will need a plastic water bottlewith a flat bottom filled about three quarters of the way with water. Hold the bottle by the lid and flip it, trying to

land it upright on a table or flat surface.

Water Bottle Stand-up Challenge: Using a plastic water bottle that is three quarters full of liquid, place it on your four

head while lying flat on your back. Try to stand up without the bottle falling!

Water Bottle Bowling: This is a fun indoor activity if the weather is not great. Using several plastic water bottles setthem up in a bowling pin formation in an area with a smooth, flat surface (such as a hallway or kitchen). Using a

lightweight ball, try to knock down the bottles.

Capn’ Pete’s Home Activity PE Packet

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Find More Here: https://www.dropbox.com/s/7woiccdaxthd1c7/Capn%20Petes%20Home%20Activity%20Visual%20Packet.pdf?dl=0

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https://www.dropbox.com/s/7woiccdaxthd1c7/Capn%20Petes%20Home%20Activity%20Visual%20Packet.pdf?dl=0

Nutrition Review--use the following to review the 5 major food groups and learn a little about the sugar in your food

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K-2 Daily Health LogDirections: Fill in your activities for the day including the exercise and minutes, fill in what you eat, and coloreach glass of water you drank.Goals:

1. 60 minutes of activity 2. eat from all the food 3. drink 8 glasses (8ozevery day groups each) of water

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3-5 Daily Health LogDirections: Fill in your activities for the day including the exercise, minutes, and type (fitness component).Check off all food groups you included in your diet. List how many glasses of water you drank today.Goals:

1. 60 minutes a day (40 2. Eat from all the food 3. Drink 8 glasses of waterminutes cardio) groups every day (64 ounces)

Let's see what you've learned! 1. What was your favorite activity in this lesson? Why?

2. How will you make sure you continue eating from the 5 main food groups throughout the summer?

3. Think of some other great activities to help you stay healthy and have fun over the summer:

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Name __________________________________________ Class ________________________________

FORM AND DYNAMICS: June 8-12 Ferndale K-2 Elementary Music: Lesson 5 Paper Supplement

DirecGons: If you have a computer and online access, you may wish to do the online lesson at this link: h<ps://sway.office.com/tNSDISTGRurLBCIg?ref=Link&loc=mysways ALer you complete the Exit Ticket at the end of the online lesson, your answers will be recorded for your music teacher to see. If it works be<er for you and your family to complete this paper packet, we have tried our best to provide the same informaPon here as in the online lesson. If possible, once this lesson is complete, please take a picture of your work and email it to your music teacher.

Lesson Review and New Concepts of the Week:

We have learned that beat is steady like a heartbeat and rhythm works with beat to make music more interesPng. We also learned that tempo is how fast or slow the beat of the music is. In this lesson we will learn about form and dynamics.

Form is the pa<erns that the parts of the music make. When listening to, or looking at different pieces of music and trying to figure out the form, you will want to listen and look for two things: 1. SecPons that repeat. 2. SecPons that are different.

Dynamics is how loud or quiet the music is. Here is a chart that shows some of the words that musicians use to describe dynamics:

NoPce that the words in the second column are Italian words. Many music words are Italian. NoPce also that the le<ers in the first column are a shortened way to write the dynamics words. OLen there isn’t enough room in a piece of music to write the whole words, so we use these abbreviaPons.

We want you to be able to answer these quesPons:

• What is one example of musical form?• What are dynamics?• Can you perform Beach Speech and describe its form?

Songs for Singing and Making Music

Warm up your voice: Have someone in your family trace shapes on your back with their finger. When their finger goes up, make your singing voice go up. When their finger goes down, make your voice go down. Once your voice is warmed up, sing a song that you know. Try singing forte (loud) and piano (quiet). Be careful to never use a shouPng voice when you sing forte!

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skittle scuttle baby crab

slithery octopus seagull gliding

I wish upon a starfish

great BIG orca here comes a SHARK!

itty bitty limpet an anemone

Here’s how to perform BEACH SPEECH 1.Keep a steady beat and say the poem in the first box. Try to use the rhythms in theheart beats. This is the A Section.

2.Now create your own B Section by choosing one or more of the animals listed belowand move like that animal or animals for 16 beats.

3.Now that you have your A and B Sections, perform BEACH SPEECH in this form: ABA4.Be creative! Add a scarf for the waves, make sounds like the animals, dress up, or ?

BEACH SPEECH

Lavender hills, indigo seaA section

Lemon-drop sun shines down with glee

Aqua green waves, crash and subside

Sandy brown beaches and marshmallow tides

B section: Choose one or more of these animals for acting out this section.

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Here’s how to play Parking Lot Dynamics: 1. You will need 12 small toy cars (or “pretend cars” like rocks, Cheerios, or ?).2. Cut out and assemble the Dynamics Cube. Don’t cut into the parking lot!3. Take turns with a partner rolling the Dynamics Cube and parking your cars in the

matching parking lot spaces. When the parking lot is full, the person with the mostparked cars wins!

piano(quiet)

mezzomezzo forte fortissimopiano (very loud) forte

(medium quiet) (loud) (medium loud)

pianissimo To make your Dynamics Cube:1. Cut out along the outside lines.(very quiet) 2. Fold along all of the inside lines.3. Form it into a cube shape.4. Tape the flaps to hold it together.

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Name _______________________________________ Class ___________________________________

EXIT TICKET

DIRECTIONS: Take a short quiz. Circle the correct answer.

1. Form is…• The pa<ern of the music• The tempo• Where Old MacDonald lives

2. One example of form is...• Milk Duds• ABA• Abracadabra

3. Dynamics are…• A team of Super Heroes• How fast or slow the beat of the music is• How loud or quiet the music is

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Math Resource: Day 4 Answer Key

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ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

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Word Bank

sprinkler playing fun

backyard yelling hot

soaked spraying hose

water running cool

What do you see in the picture?

I see… There are…

Why would it be fun to run through the sprinkler?

It would be fun because… When it is ___ outside…

What is confusing to you? What do you wonder more about?

I don’t know why… Why is…?

What is something fun you like to do in the summer?

I like… My favorite… The best summer activity is…

Speaking Practice Look at the picture. Then answer the questions below out loud in complete sentences. Use

the sentence stems and the word bank to help you if you need to.

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What do you like about treehouses? What do you wonder about this picture?

I like… Treehouses are fun because… I wonder…?

I do not like treehouses because… The best backyard activity is… Who is…?

Word Bank

treehouse ladder climb play

game fort brother sister

friends swing jump exciting

laughing picnic toss drop

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Write th

em in

the co

rrect bo

x. There w

ill be extra w

ord

s.

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Día 1, escritura: Objetivo de aprendizaje: puedo usar mis sentidos para describir un

color. ¿Alguna vez has imaginado cómo sería el mundo si no hubiera color? ¡Somos tan

afortunados de que el mundo en que vivimos esté lleno de muchos colores

hermosos! Para escribir esta semana, escribirás un poema en color. Escribirás un

poema en color usando cada uno de tus sentidos. Hoy, harás una lluvia de ideas

sobre las palabras que se te ocurran cuando pienses en cómo se ve, sabe, suena y

huele el color que elegirás.

Aquí hay dos muestras de poemas en color que los estudiantes anteriores han

escrito. Observe cómo piensan que su color se ve, sabe, suena y huele.

Blanco Rojo

Blancas son las nubes El rojo es un camion de bomberos. Cuando son esponjosas en el cielo. Cuando se esta accelerando por el camino.

El blanco es el parte de tu sueno que no puedes recordar. El rojo es una lengua cuando esta saliendo. Los blancos saben a helado de vainilla y leche. Sabores rojos de sandia, fresas, y cerezas. Suena como una gaviota cuando vuela por el aire. Suena como en boligrafo rojo que se rascal en el papel.

Huele a aire, malvaviscos y geranios blancos. Huela a humo, lava y fuego. El blanco es alegre! El rojo es extraordinario!

Lo primero que debes hacer es elegir un color. ¡Intenta elegir una para la que

puedas pensar en muchas ideas! Aquí hay algunas sugerencias de color:

Rojo, rosa, naranja, amarillo, azul, verde, morado, índigo, magenta, gris o

incluso negro o blanco.

Encierra en un círculo el que elijas o escribe tu propio color:________________

Luego, complete la tabla de lluvia de ideas en la página siguiente. Para obtener ideas

de cosas que son de su color, puede mirar alrededor de su casa, mirar afuera, mirar

un libro o usar su memoria. Piensa en las cosas que has comido que son de ese color

y las cosas que has olido que son de ese color. Usa tu imaginación para pensar cómo

suena tu color. Intenta pensar en al menos tres ideas para cada área.

Vaya a la página siguiente para ver un ejemplo de una tabla de lluvia de ideas,

y luego complete una utilizando el color que elija.

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Mesa de lluvia de ideas

Ejemplo: Rojo

Cosas que son

de mi color:

Mi color sabe a: Mi color suena

como:

Mi color huele

a:

1. un camión de

bomberos

2. una rosa

3. una lengua

4. una boca de

incendios

5. un tulipán

1. sandía

2. fresas

3. cerezas

4. frambuesas

5. salsa picante

1. una alarma

2. un fuego

chisporroteante

3. una sirena

4. berrinche

5. fuegos

artificiales

1. fumar

2. lava

3. un marcador

maloliente

4. fuego

5. dulces

Instrucciones: Escriba el color que eligió en la línea, luego complete cada área con sus

ideas.

Mi color: __________________________

Cosas que son de

mi color:

Mi color sabe a: Mi color suena

como:

Mi color huele a:

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

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___________________________________________________

(Color)

(Color)_____________________ es/son __________________

cuando_____________________________.

(Color)______________________ es un / la

______________________ cuando ________________________.

(Color)_______________________ sabe a

_______________________ y _______________________ .

Suena como ____________________________ cuando

________________________________________.

Huele a ______________________, ______________________

y ______________________.

(Color)__________________________ es

_________________________________!

Por: __________________

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