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Non-Digital Distance Learning Lesson PlansApril 27 - May 1

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Math Expressions Standards: 1.OA.1, 1.OA.4, 1.OA.6, 1.OA.7,1.OA.8

Week: April 27 - May 1, 2020

Monday, 4/27 Tuesday, 4/28 Wednesday, 4/29 Thursday, 4/30 Friday, 5/1

Daily Fluency Practice: (5 min)Count back to find the unknown number goal.4 - ꗃ = 2 10- ꗃ = 55 - ꗃ = 3 7- ꗃ = 4

Problem Solving Activity: (10 min) See Activity Card 3-5◾

Student Reflection: (5 min) Draw Math Mountains and write equations that show all the partners for 9.


Problem Solving Activity: (10 min) Repeat Activity Card 3-5◾

Student Reflection: (5 min) Draw Math Mountains and write equations that show all the partners for 8.


Problem Solving Activity: (10 min) See Activity Card 3-6 ⚫

Student Reflection: (5 min) Write a subtraction equation. The answer should be a number less than 7. Tell how you figured it out.

Daily Fluency Practice: (5 min) Count back to find the unknown number goal.8 - ꗃ = 3 9- ꗃ = 56 - ꗃ = 4 7- ꗃ = 4

Problem Solving Activity: (10 min) Repeat Activity Card 3-6 ⚫

Student Reflection: (5 min) Write a subtraction equation. The answer should be a number less than 20. Tell how you figured it out.

Daily Fluency Practice: (5 min) Count back to find the unknown number goal.10 - ꗃ = 2 10- ꗃ = 110 - ꗃ = 3 10- ꗃ = 4

Problem Solving Activity: (10 min) See Activity Card 3-7 ⚫

Student Reflection: (5 min) Make a counting-on drawing to solve 8-3=__.

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ELA/ELD Standards: 1.RL/RI.2, 1.RL/RI.10, 1.RL.6, 1.W.1-3, 1.FS.3, 1.SL.1-4,6


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Daily Reading (15 minutes) Read for at least 15 minutes. Look at the pictures and tell the story. (You can read to yourself, to someone else, to a stuffed animal, to a family member etc.)

Daily Listening/Speaking (5 minutes) Think of a question about what you read. Discuss the question and answer with someone at home.

Daily Writing (15 minutes) Write and draw the answer to the question.

Daily Phonics (10 minutes) Go on a hunt around your house to look for things that have the long a sound made by

ai, like in the word chain

or ay, like in the word play. (You can look in books too!)

Daily Reading (15 minutes) Read for at least 15 minutes. Look at the pictures and tell the story. (You can read to yourself, to someone else, to a stuffed animal, to a family member etc.).

Daily Listening/Speaking (5 minutes) Discuss with someone at home a fun day you have had together.

Daily Writing (15 minutes) Draw and write the story of that fun day you had with your family. Be sure to draw a detailed picture to go with it.

Daily Phonics (10 minutes) Cut apart your letter cards. Use the cards to build, then read, these words that have a long a

(ay) in

them. Be sure to save your cards.


Daily Listening/Speaking (5 minutes) What is your favorite time of day? Why do you like it? Discuss it with someone at home.

Daily Writing (15 minutes) Write and draw about your favorite time of day. Give reasons to try to convince someone else to agree with you.

Daily Phonics (10 minutes) Use the cards to build, then read, these words that have a long a

(ai) in them:


Daily Listening/Speaking (5 minutes) Talk with someone at home about the steps you have taken to build a shelter for Mr. Ice.

Daily Writing (15 minutes) Write about and draw a picture of the shelter you have built.

Daily Phonics (10 minutes)

Change the /r/ in to /p/. Write the new word.

Change the /n/ in to /r/. Write the new word.

Change the /k/ in to /p/. Write the new word.


Daily Listening/ Speaking (5 minutes) Tell someone at home:● about a character in

a story that you read. (fiction) OR

● something you learned from what you read. (nonfiction)

Daily Phonics (10 minutes) Use your letter cards to build 7 new long a words.

Daily Writing (15 minutes) Read and write those seven words.

*ELA/ELD activities can be done throughout the day and do not have to be completed back to back

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Social Studies Standards: Review 1.4 (Compare and contrast everyday life in different times and places around the world and

recognize that some aspects of people, places, and things change over time while others stay the same.)Week: April 27 - May 1, 2020


Review Activity (30 minutes) : • Imagine your community hundreds of years ago – long before modern times. How would it have been different? • Think about the geography (the surrounding landforms) of this area. What would have been the same?• Draw a picture of your community as you imagine it would be long ago.

Review Activity (30 minutes) : • Revisit familiar issues of Studies Weekly newspapers. Look for pictures of at least five different locations. • In your mind (or using scissors!), put the locations in sequence from furthest away to nearest. • What are some of the things that your community has in common with each place? Make a list.• What are some of the things that make each community unique? Make a list.

Review Activity (30 minutes) : • Think about a story you’ve read or a movie you have seen that has a setting from a long time ago. • Think about how the author or movie director created the setting of the past. What did they do to let you know the setting was long ago? What clues did they give? • If you were going to write a story or make a movie about the past, what time period would you choose? Write down some ideas about how you would show the difference in time.

Review Activity (30 minutes) : • Revisit familiar issues of Studies Weekly newspapers. Look for pictures that show people in the past. • What clues are in the pictures that let you know that these pictures were photographed in the past? (Or that the artist is drawing people in the past?)• Use one of these pictures to imagine a story set in the past. What characters will be in your story? What adventure will they have or what problem will they face? How will the location be important to the overall story?

Review Activity (30 minutes) : • Think about a faraway place that you have learned about in school, in a book, or in a movie. Imagine you want to convince your family to take a trip there someday. You need to think about what information you will give:• How is everyday life different there? • How is everyday life the same (as it is here)? • What should your family expect to learn about when you visit this place?

ScienceStandards: Ask questions, make observations, and gather information about a situation people want to change to define a simple

problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-1

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Week: April 4/27 - 5/1, 2020


Design Process:Create: Build a PrototypeBuilding a prototype makes your ideas real! These early versions of the design solution help you verify whether the design meets the original challenge objectives. Push yourself for creativity, imagination and excellence in design.

Remember:You are an engineer who has been asked to design a special structure to provide shade - for your friend...Mr. Ice Cube! Your goal is to help keep Mr. Ice Cube around as long as possible. Your special structure must use supplies you have at home, cannot be bigger than a shoe box, and must be completed in two weeks. and must be completed by spring break.

Activity 1:Use your sketch to build your structure for Mr. Ice Cube. Stick to your design. IF you make changes to your

Same as Monday. Continue building your prototype.

Student Reflection: Share with an adult/older sibling your prototype. Did you have any unexpected challenges? Did you make any changes to your design? How do you think it will perform tomorrow when you test and evaluate it?

Take Away: Students wrap up building their prototype - always keeping in mind their previous observations about sun, shade, and heat.

Design Process:Test and Evaluate PrototypeDoes it work? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what works, what doesn't, and what could be improved.

Activity 1: Set up your shade structure (make sure you put it in the sun). Get two plastic bags and put one ice cube in each bag. Place one bag in your shade structure. Place the other bag in the direct sun (near your shade structure). See which ice cube melts faster.

Bonus: Test it multiple times and observe closely what happens!

Student Reflection: Show an adult/older sibling how your shade structure did! Share what worked well and what improvements you need to make. What ideas do they have to make your shade structure better solve the problem? Add any new information to your sketch.

Design Process:Improve: Redesign as NeededMake revisions. Draw new designs to make your product the best it can be.

Activity 1: Using the information you learned from yesterday's test and evaluation, create a new design with all of the upgrades and changes you want to make.

Activity 2: Make the needed upgrades to your shade structure.

Student Reflection: What new ideas do you have this time around?

Take Away:

Students (and engineers) should always be thinking about ways to improve their design.

Re-test and Evaluate PrototypeDoes it work better? Does it solve the need? Communicate the results and get feedback. Analyze and talk about what worked better, what doesn't, and what could still be improved.

Activity 1: Set up your shade structure (make sure you put it in the sun). Get two plastic bags and put one ice cube in each bag. Place one bag in your shade structure. Place the other bag in the direct sun (near your shade structure). See which ice cube melts faster.

Bonus: Test it multiple times and observe closely what happens!

Student Reflection: What new ideas do you have this time around? If you had access to more supplies, didn't have a size limit, or a time limit - what other ideas do you have about this shade structure? How can you use this information about shade structure when you are

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prototype, be sure to make the changes to your sketch. Do not erase your changes - instead draw a line through the change and add the new information.

Student Reflection: Share with an adult/older sibling what you were able to accomplish with your prototype build today. Did you have any unexpected challenges? Did you make any changes to your design? Ask them what they like about your prototype and if they see any concerns that you may need to address tomorrow.

Take Away:

Students begin building their prototype - always keeping in mind their previous observations about sun, shade, and heat.

Take Away:

Students evaluate their shade structure. As engineers..we need to make sure to test things multiple times so we can get the best data possible!

outside and looking to stay cool?

Physical Education Standards: Soccer Skills (Kicking , Striking, Trapping)

Week: April 27 - May 1

Monday 4/27

Warm-Up / Stretch (5 minutes) :

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- Perform fifteen (15) jumping jacks- Execute ten (10) jumps up and down- Perform five (5) hops on one foot and then five (5) hops on the other foot

(Repeat all exercises above three (3) times)

Activity (20 minutes) :

“Plastic Cup Soccer”In this game you can play individually or with a partner or in teams. Object of the game is to knock the plastic cup over on its side with the ball. Rules: You can only use the inside of your foot to move the ball. (Try using both left and right foot) A ball could be a small foam ball, tennis ball, 2 pieces of paper crumpled up together to form a ball, any object that is soft that won't hurt your foot or break the cup.If the player knocks over the cup with the ball... that player scores a point. The other player gets to start after a point is scored. First player to 5 wins the game. Solo play (One player) Set cup up and start at a distance of 2 feet... strike ball with side of foot and try and knock cup over. After scoring 3 points move back to 3 feet away... then 4 feet away. (Incorporate math skills... get a 12 inch ruler and have player do the actual measurement) Remember ... player has to score 3 points before moving back

Cool-Down / Closure (5 minutes) :

- Take 10 deep breaths- Start with your hands by the side of your body.- When you take a deep breath in through your nose, raise your hands up from the side of your body.- When you breathe out through your mouth, lower your hands back down to the side of your body in the original starting position.

Tuesday 4/28





“Side of the Foot Pass”In this game you can play individually or with a partner or in teams.Line up and have the first person in line face another player across from them about 5 feet apart. Or for an individual have player 5 feet away from a wall. The first person in line on one side will have the soccer ball/foam ball/tennis ball and start the activity by passing the ball with inside of foot to the student lined up across from them. The student receiving the ball traps the ball using the inside of the foot or stepping on top of ball. The student who received the pass will gain control before making a pass back. Make sure players use both left and right foot and use left and right to trap ball.


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Wednesday 4/29





“Four Corners”Set-up: Rectangle boundary with a cone or place marker at each corner. Place 6-8 round balls at the center of the rectangle.The object will be for player to run to the round balls and get one at a time and get as many into their home base corner . Once all the round balls are taken from center ... the one with the most is declared the winner. Game resets and players get a 30 second break. Restart and play again. If playing a one player game... Player will get a round ball from middle and place in one of the corners... the next ball taken from the middle has to be placed in a different corner. Once all balls are placed in a corner... timer is stopped. Reset and try and beat the previous time.



Thursday 4/30


- Perform fifteen (15) jumping jacks- Execute ten (10) jumps up and down- Perform five (5) hops on one foot and then five (5) hops on the other foot- (Repeat all exercises above three (3) times)


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“Color Touch”

5 round balls of different color spaced as shown. Player stands in the middle and other player or leader calls out a color. The middle player has to run to that color ball and tap with their foot the ball then run back to middle. After all 5 round balls are touched ... players switch positions. variation: right foot touch only, left foot touch only, top of ball touch with foot only, inside of foot touch only.



Friday 5/1





“Roll-On, Buddy” - Minute to Win It GameFor this game all you need is your nose and an object that roles (ball, potato, onion, apple, orange, etc.)Object is to roll the object from one side of the room to another using only your nose. Remember, NO hands.



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Music Enrichment Standards: Performing, Creating, Connecting, Responding to Music



Responding to Music(10 minutes)

Listen to a song and draw a picture of what the music is telling you. Use your imagination.

Performing Music(10 minutes)

Sing songs to a friend or family member. Use your face to show emotion.

Connecting to Music(10 minutes)

Using pots and cooking utensils. Explore the different sounds you can make.

Creating Music(10 minutes)

Create sound effects (special sounds) for each character in the book. Then read a book with the sound effect.

Performing Music (10 minutes)

Dance and sing your songs to a friend or family member.

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