learning packets grades 2-3 for the week of may 25...learning activities 2nd and 3rd grade suggested...

Learning Activities 2nd and 3rd Grade

Suggested Learning Activities for 2nd and 3rd Grade students during the COVID-19 school closure.

Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve.

While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access.

Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Week of May 25 – 29 Grade Levels: 2 and 3

2/3 Broadcast Schedule | የትምህርት ስርጭት የጊዜ ሰሌዳ | 广播时间表

Jadwalka Warbaahinta | Programa de Transmisión | Lịch Trình Phát Sóng

Monday, May 25th

Holiday – No New Content Fasax - Majiro Wax Cusub

በዓል - አዲስ ይዘት የለውምVacaciones - Sin contenido nuevo

假期-没有新内容 Ngày lễ - Không có nội dung mới

Tuesday, May 26th

9:40 – 9:55am 2nd – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:55 – 10:10am 3rd – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am & 10:45am

Physical Education

የሰውነት ማጎልመሻ

体育 Barashada Jimicsiga

Educación Física Thể Dục

Wednesday, May 27th

9:45 – 10:00am 2nd & 3rd Math ሂሳብ 数学 Xisaab Matemáticas Toán

9:15 & 10:00 & 10:45am

Physical Education




9:30am & 11:00am

Music ሙዚቃ 音乐 Muusik Música Âm Nhạc

Thursday, May 28th

9:40 – 9:55am 2nd – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:55 – 10:10am 3rd – Science ሳይንስ 科学 Saynis Ciencia Khoa học

9:30am 10:45am

Physical Education




Friday, May 29th

9:40 – 9:55am 2nd - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:55 – 10:10am 3rd - English

Language Arts ንባብ እና ፅሁፍ 阅读和写作

Akhris iyo Qoraal

Lectura y escritura

Đọc và Viết

9:30am & 11:00am

Music ሙዚቃ 音乐 Muusik Música Âm Nhạc

• SPS-TV Channels in the City of Seattle: Comcast 26 and 319, Wave 26 and 695, Century Link 8008 and 8508.

• በሲያትል ከተማ ውስጥ የ SPS-TV ቻናሎች: Comcast 26 እና 319 ፣ Wave 26 እና 695 ፣ Century Link 8008 እና 8508 ። • 西雅图市政府的 SPS 电视频道：Comcast 26 频道和 319 频道，Wave 26 和 695，Century Link 8008 和 8508。 • Mawjadaha aad ka heli karto telefishanka dugsiyada dadwaynaha Seattle waa: Comcast 26 iyo 319, Wave 26 iyo 695,

Century Link 8008 iyo 8508.

• Los canales SPS-TV en la ciudad de Seattle son: Comcast 26 y 319, Wave 26 y 695, Century Link 8008 y 8508.

• SPS-TV Channels trong thành phố Seattle: Comcast 26 và 319, Wave 26 và 695, Century Link 8008 và 8508

[English] Dear Students and Families:

In the following learning activities, you will find materials to practice skills from English Language Arts, Science, Math and Physical Education for grade levels 2 and 3. The activities in this week’s learning packet are aligned to grade-level content and broadcasted educational programming on SPS TV, social media, and our website. These materials serve as supplemental and extensions to your child’s learning and do not replace classroom instruction. They are not required nor will be graded, and students should go through each page at their own pace. Please note that based on staff availability and health, broadcast schedule is subject to change.

[Amharic] የተከበራችሁ ተማሪዎች እና ቤተሰቦች:

በሚከተሉት የትምህርት ተግባሮች ውስጥ፣ለኪንደርጋርተን እና ለአንደኛ ክፍል ተማሪዎች የእንግሊዝኛ ቋንቋ ሥነጥበባት ፣ የሂሳብ ፣ የዚህ ሳምንት የትምህርት ፓኬጅ ተግባሮች ከ የክፍል ደረጃ ይዘት እና በሚከተለው የግዜ ሰሌዳ በ SPS TV፣ በማኅበራዊ ሚዲያ እና በድህረ ጣብያችን ከሚስራጨው የትምህርት መርሃ ግብር ኣብሮ የሚሄድ ነው። የሳይንስ፣የሥነ ጥበባት እና የሰውነት ማጎልመሻ ችሎታዎችን ለመለማመድ የሚያስችሉ ቁሳቁሶችን ያገኛሉ። እነዚህ ቁሳቁሶች ለልጅዎ ትምህርት እንደ ማሟያ እና ተጨማሪ ሆነው ያገለግላሉ ፣ ነገር ግን የመማሪያ ክፍል ትምህርትን አይተኩም። እነዚህ ተግባሮች ማርክ አይሰጣቸውም ፣እና ተማሪዎች እያንዳንዱን ተግባር በራሳቸው ፍጥነት ማከናወን አለባቸው። በሠራተኞች ተገኝነት እና ጤና ላይ በመመርኮዝ የስርጭት መርሃግብር ሊቀየር የሚችል መሆኑን እባክዎ ልብ ይበሉ።

[Chinese] 亲爱的学生和家庭们 :

在以下学习活动中，你将会找到英语，数学，科学，美术和体育的幼稚园 (2) 和 3 年级练习材料。本周学习小包中的活动与

年级内容保持一致，并在西雅图公立学校 (SPS)电视，社交媒体和我们的网站上播放教育节目。这些材料可以作为孩子补充

和扩大的学习，但不能代替课堂教学。它们不是必需的，也不会评分，学生应按照自己的进度来学习每一页。请注意，根据

工作人员上班和健康状况，广播时间表可能会有变化。

[Somali] Salaama calaykum ardayda iyo qoysaska sharaftale:

Casharadan soo socda waxaad ka helidoontaa layliyo aad ka barato xirfado kale duwan sida luqada ingiriisiga, xisaabta, sayniska, farshaxanta iyo jimicsiga oo loogu talogalay ardayda dhigata fasalada 2 iyo 3ad. Casharada todobaadkani waxay la xidhiidhaan barnaamijka waxbarashada ee laga sii daayo telefishanka dusgiyada dadwaynaha Seattle, baraha bulshada iyo shebekada internet. Casharadan dheeraadka ahi waxay xoojinayaan waxbarashada ilmahaaga ee laguma badalayo waxbarashadii fasalka. Qasab maaha, buundana laguma helayo, ardaydu waa in ay bog kasta ka shaqeeyaan intii karaankooda ah. Fadlan ogow in baahinta barnaamijyadani ay wax iska bedeli karaan oo ay ku xidhan tahay sida shaqaale loo helo iyo caafimaadka.

[Spanish] Estimados Estudiantes y Familias:

En las siguientes actividades de aprendizaje, encontrará materiales para practicar destrezas de arte del lenguaje Ingles, matemáticas, ciencias, artes y educación física para los niveles de grado 2 y 3. Las actividades en el paquete de aprendizaje de esta semana están alineadas con el contenido de nivel de grado y la programación educativa transmitida en SPS TV, redes sociales y nuestro sitio web. Estos materiales sirven como suplementos y extensiones al aprendizaje de su hijo y no reemplazan la instrucción en el aula. No son obligatorios ni serán calificados, y los estudiantes deben revisar cada página a su propio ritmo. Tenga en cuenta que, según la disponibilidad y el estado del personal, el horario de transmisión está sujeto a cambios.

[Vietnamese] Gửi các em học sinh và các quý phụ huynh thân mến:

Trong các hoạt động học tập sau đây, quý vị sẽ tìm thấy các tài liệu để rèn luyện các kỹ năng từ Ngữ Văn, Toán, Khoa Học, Nghệ thuật, và Thể dục cho các cấp lớp 2 và 3. Tập hoạt động học tập trong tuần này được quy theo với nội dung cấp lớp và chương trình giáo dục phát trên SPS TV, kênh truyền thông xã hội và trang web của chúng tôi. Những tài liệu này đóng vai trò bổ sung và phát huy việc học tập của con em quý vị, nhưng không thay thế cho việc giảng dạy tại lớp học. Các hoạt động này sẽ không có chấm điểm và cũng không cho điểm, và học sinh nên làm từng hoạt động theo trình độ của riêng mình. Xin lưu ý lịch phát sóng có thể thay đổi dựa trên sức khỏe và sự sẵn sàng của nhân viên.

Learning at Home Grades K-2 – Tech Free Week of May 25

Activities written by Maria Montroni-Currais from ESL at Home, 12 Weeks at Home -Tech Free. https://eslathome.edublogs.org/

https://eslathome.edublogs.org/


Learning at Home Grades 3-5 – Tech Free Week of May 25

Học tại nhà Lớp 3-5 Vietnamese

Aprendiendo en casa Grados 3-5 Spanish

在家学习 3-5 Chinese




Wax ku barashada guriga Fasalada 3-5 Somali

በቤት ውስጥ መማር 3-5 Amharic

Learning at Home Grades 3-5 English



Grades 2 and 3

Week of 5/25 Physical Activity Log

Use this activity log to track your physical activity minutes.

Day Activity 1 Activity 2 Activity 3 Total

Active Outside 30 Mins

Walk with Family 15 Mins

DEAM Calendar Choice

15 minutes 60 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Done Day DEAM Activity

5/25 Family Fun: Build an obstacle course together.

5/26 Do as many push-ups as you can.

5/27 Pick any sports skill and practice it for (you guessed it) 5 minutes!

5/28 Name as many muscles in your body as you can while jumping in place.

5/29 Take a walk.

5/30 A serving of spinach has ~20mg of magnesium. Do 20 squat-thrusts.

5/31 Pick 5 different muscles to stretch. Hold each stretch for 20 seconds.

Purpose: This calendar encourages families to become more physically active and to take steps toward a healthier lifestyle. Each day, students are asked to complete a different activity with a family member (or with adult supervision).

Directions: After a student completes a day’s activity, adults make a check mark and initial in the space provided. Each week, you can miss one day (activity). If this happens, put an “X” in the space provided for a check mark (do not initial).

Week of May 25th

Grades 2 and 3

Literacy Extension Activities

Name: _____________________________________________

Family Reading Activities

Talking about books and sharing ideas together at home is an important part of reading for students. Below are suggestions for engaging in reading conversations with your child that will help them better understand what they read.

Adult Family Members/Guardians Ask your child:

• “What do you think about what you just read?” • “What new information did you learn?” • “What do you already know about this topic?”

For example: Before reading about polar bears you might ask, “What do you know about polar bears?”

Students • After you read, share what you learned with someone at home. • Tell someone at home what you wondered about as you read. • After you read, talk to someone at home about the important

ideas in the book. Why are those ideas important?

Reading Conversations– When talking about reading at home, use the language most comfortable for your family.

To Support Reading Comprehension - Students who have difficulty reading on their own should be encouraged to:

• Listen to books and follow along as someone else reads • Practice reading “just-right” books on their own

2nd and 3rd Grade

Reading Log

Title Author & Genre Would you recommend this text?

Why or why not?

Determining Important Ideas: Tuesday 2nd Grade

Title and Author’s Name

Directions: Read a book of your choice and complete the boxes below. When you are finished, talk to someone about the book you read and explain your responses.

What is the book about?

What is something you learned as you read?

What is something you wondered about as you read?

Determining Important Ideas: Wednesday 2nd Grade


Directions: Read a book of your choice and complete the boxes below. When you are finished, talk to someone about the book you read and explain your responses.

What is the book about?

Draw and write about the mental image you created while reading.

Which words helped you create your mental images?

2nd Grade Vocabulary: Wednesday

Directions

Step 1: Read each word and its definition. Step 2: Choose one of the activities below to practice the vocabulary words.

Vocabulary Word

Definition

unique Something that is unique is the only one of its kind. There are no others exactly like it.

The bowl I made in art class is unique.

recently If something happened recently, it happened just a short time ago. I had pizza recently so I do not want it again today.

Write a story Use one of the vocabulary words to inspire a short story. Write your story and share it with someone.

I’m thinking of a word… Write your own clues for one of the words above. Have someone guess which word it is.

Determining Important Ideas: Friday 2nd Grade


Directions: Read a text of your choice and complete the boxes below. When you are finished, talk to someone about the book you read and explain your responses.

What is the text about?

What is one important thing to remember from your reading?

What are some reasons for why it is important to remember this important thing?

2nd Grade Vocabulary: Friday

Directions

Step 1: Read each word and its definition. Step 2: Choose one of the activities below to practice the vocabulary words.

Vocabulary Word

Definition

valuable Valuable means “very important to you, or worth a lot of money.

My grandmother’s wedding ring is valuable.

decrease Decrease means “become smaller or fewer in number.” If something decreases, there is less of it.

The number of cookies decreased as the day went on.

Visualize/Draw • Visualize something that is valuable. Draw or sketch what you are

visualizing.

Act It Out • Find a partner to play with you. • Take turns. • One partner will act out a vocabulary word. • The other partner will try to figure out the word. • Switch roles.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3rd Grade Vocabulary: Monday

Directions Step 1: Read each word and its definition. Step 2: Choose one of the activities below to practice the vocabulary words.

Vocabulary Word Definition

cockroaches brown or black insects that live in warm, dark places

pests creatures that bother or destroy other animals or plants

trumpeting sounds loud noises that sound like a horn

Vocabulary Activities

1. Create a sentence: Use each vocabulary word in a sentence. Try to include your name, or one of your friends’ names, in the sentences.

2. Visualize/draw: Visualize one of the words, draw or sketch what you visualize.

Reading: Monday

3rd Grade

The purpose of using “Think, Pair, Write” is to practice explaining your thinking before writing.

Use the strategy you practiced in the lesson to complete the writing about reading activity on the next page.

.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Writing About Reading: Monday 3rd Grade

Think and Write Question: What do you think is most important to understand and remember from the passage about elephants?

If possible, share your thinking with someone. Then write your ideas on the lines below.

3rd Grade Reading: Wednesday

Think, Pair, Write: Follow along with the lesson. Record your thinking about saguaro cactuses on the next page.

__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Writing About Reading: Wednesday 3rd Grade

Think and Write Question: What do you think is most important to understand and remember from the passage about saguaro cactuses?

If possible, share your thinking with someone. Then write your ideas on the lines below.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3rd Grade Vocabulary: Wednesday

Directions Step 1: Read each word and its definition. Step 2: Do one of the activities below.

Vocabulary Word

Definition

250 gallons about four bathtubs full

thrives grows easily

moaning making a sad, crying sound

Write a Story Use one of the vocabulary words to inspire a short story. Write your story below. Share your story with someone.

I’m Thinking of a Word… Think about clues for one of the vocabulary words. Write the clues below. Ask someone to guess which word the clues describe.

Vocabulary: WednesdayVocabulary: WednesdayReading: Friday

3rd Grade

Think, Write: Follow along with the article as you listen to the lesson. Record your thinking about hermit crabs on the next page.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

3rd Grade Writing About Reading: Friday

Think and Write Question: What do you think is most important to understand and remember from the passage about hermit crabs? Write your ideas on the lines below.

Elementary Science Learning Activity Materials to accompany Chapter 4,

Lessons 1 and 2

Grade 2

ChangingLandforms: The DisappearingCliff

This packet has content materials for these lessons in Chapter 4 of Changing Landforms

Chapter 4 Lesson Pages in the Packet Investigation Notebook page

4.1 A: 4-5 B: 6-7 p. 60-61 4.2 A:8-14 B: 15 p. 64-68 English/Spanish Glossary 16-17

Not mentioned in the video

If you do have a computer and internet access, here is how to obtain access to the available Amplify online resources

● For the book, Handbook of Land and Water, navigate to: https://learning.amplify.com/books/9781 945191626/#page=1

● Select “Log In with Amplify” button ● Enter teacher-provided username

and password (see below)

Username: [email protected]

Password: SeattleSci2020

To view the Read Aloud video of the book, Handbook of Land and Water, navigate to:

https://www.youtube.com/watch?v=w3oL0-q74ms&feature=youtu.be

https://learning.amplify.com/books/9781945191626/#page=1

https://learning.amplify.com/books/9781945191626/#page=1

mailto:[email protected]



Chapter 4, Lesson 1, part A

How can Landforms Erode Quickly?

What we know Questions we have

4

Chapter 4, Lesson 1, part A

Diagramming How the Nearby Cliff Eroded 1

Directions:

1. Look at the first picture in the diagram below and read its caption

2. Complete the second picture in the diagram and complete the caption to explain how the nearby cliff changed.

3. Look at the third picture in the diagram and read its caption.

Yesterday

1. Yesterday, thenearby cliffwas bigger.

Today

2. Overnight,

happened.This caused

3. Today,thenearbycliff looksdifferent than it did yesterday.

.

5

Chapter 4, Lesson 1, part B

6

Chapter 4, Lesson 1, part B

Questions from the video

What can cause landforms to be less stable?

What is an example of a landform that can erode quickly because of cracks in the rock?

What is an example of a landform that can erode quickly because it is made of loose materials?

7

Changing Landforms, Chapter 4, Lesson 2, part 1

Pause the video to answer these three questions. We will review them together afterward. Feel free to discuss with a family member.

1. What new information did Handbook of Land and Water give us about how landforms can erode quickly?

2. What are some examples of loose materials that we read about in Handbook of Land and Water?

3. Does sand or chalk better represent loose materials? Explain your thinking.

8


Daily Written Reflection

Why do you think some things fall apart more quickly than other things?

Make a drawing first if it helps you explain your thinking. Label your drawing.

9


Modeling Erosion with Chalk

1. Draw the chalk in the box below.

2. Observe what the water is doing to the chalk. Record yourobservations.

64

10


Modeling Erosion with Chalk (continued)

3. Draw what the Chalk Model looks like now. Label yourdrawing.

65 11


Modeling Erosion with Sand

1. Draw the sand in the box below.

2. Observe what the water is doing to the sand. Record yourobservations.

66 12


Modeling Erosion with Sand (continued)

3. Draw what the Sand Model looks like now. Label yourdrawing.

67 13


Comparing theModels

How was the erosion of the sand different from the erosion of the chalk?

Which was more stable, the sand or the chalk? Why do you think so?

68 9


These are more questions from the video, pause to answer.

4. What was different about how the chalk and sand eroded?

5. Which was more stable, the sand or the chalk? Why do you think so?

14


Pause the video to answer these three questions. We will review them together afterward. Feel free to discuss with a family member.

1. What did you picture in your mind when you visualize how wind can erode a sand dune?

2. What did you observe happening when air was blown at the mound of sand?

3. What do you think would happen if we blew air at the chunk of chalk? Would wind cause the chalk to erode? Why or why not?

4. Why do you think we used both models in the same lesson? How did that help us better understand erosion?

5. Why do scientists use models, and why have we been using them?

15

Glossary

diagram: an illustration that shows how something works or what its part are diagrama: una ilustración que muestra cómo funciona algo o cuáles son sus partes

erosion: when rock, soil, or sand is worn down and moved from one place to another erosión: cuando la roca, el suelo o la arena son desgastados y movidos de un lugar a otro

evidence: information that supports an answer to a question evidencia: informaciónque respaldauna respuestaaunapregunta

explanation: a description of how something works or why something happens explicación: una descripción de cómo algo funciona o por qué algo pasa

geologist: a scientist who studies the solid part of Earth geólogo/a: un científico o una científica que estudia la parte solida de la Tierra

landform: a feature of Earth’s surface, such as a mountain, a cliff, or a valley accidente geográfico: un rasgo de la superficie de la Tierra, como una montaña, un acantilado o un valle

model: something scientists make to answer questions about the real world modelo: algo que los científicos crean para responder preguntas sobre el mundo real

observation: something you notice using any of the five senses observación: algo que notas usando cualquiera de los cinco sentidos

scale: how big or small something is, or how fast or slow events happen escala: qué tan grande o pequeño es algo, o qué tan rápido o lento suceden los eventos

16

Glossary (continued)

stable: staying mostly the same estable: que permanece más o menos igual

visualize: to make a picture in your mind using information from different sources visualizar: hacer una imagen en tu mente con información de diferentes fuentes

17

Elementary Science Learning Activity

Materials to accompany: Chapter 3, Lesson 5 Chapter 3, Lesson 6

Grade 3 Week 8

Weather and Climate: Establishing an Orangutan Reserve

1

Table of Contents

Chapter 3, Lesson 5 Activities Comparing Climates (2 pages)

Reflecting on Weather Patterns Around the World

Chapter 3, Lesson 6 Activities Daily Written Reflection

Visualizing Future Weather Reflecting on Evidence

Investigation Packet 2

48

Name: _______________________________________ Date: ________________

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Comparing Climates

Directions: 1. Choose one location in World Weather Handbook and record its name. 2. Use the temperature and precipitation bar graphs and information in the

text to complete the table. 3. Choose another location with a different climate. Use the second table.

Location #1: ________________________________

Temperature-related seasons: Check the box that is true and explain why.

No cold or warm season

This is because _______________________________________

____________________________________________________

Has a cold and a warm season

Some cold season months:

_________________________

_________________________

_________________________

Some warm season months:

_________________________

_________________________

_________________________

Precipitation-related seasons: Check the box that is true and explain why.

No wet or dry season

This is because ______________________________________

___________________________________________________

Has a wet and a dry season

Some wet season months:

________________________

________________________

________________________

Some dry season months:

________________________

________________________

________________________

Weather and Climate—Lesson 3.5

49

Name: _______________________________________ Date: ________________


Comparing Climates (continued)

Location #2: ________________________________

Temperature-related seasons: Check the box that is true and explain why.

No cold or warm season

This is because _______________________________________

____________________________________________________

Has a cold and a warm season

Some cold season months:

_________________________

_________________________

_________________________

Some warm season months:

_________________________

_________________________

_________________________

Precipitation-related seasons: Check the box that is true and explain why.

No wet or dry season

This is because ______________________________________

___________________________________________________

Has a wet and a dry season

Some wet season months:

________________________

________________________

________________________

Some dry season months:

________________________

________________________

________________________


50

Name: _______________________________________ Date: ________________


________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Reflecting on Weather Patterns Around the World

1. Last January, Creek island got much colder than it did in August. Do you think every January will be cold on Creek island? Why?

2. Does that mean Arc Island and Blue Island were also cold in January?


51

Name: _______________________________________ Date: ________________


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Daily Written Reflection

Does every place have a hot season and a cold season? How about a rainy season and a dry season? Explain.

Make a drawing if it helps you explain your thinking. Label your drawing.


52

Name: _______________________________________ Date: ________________


Visualizing Future Weather

Directions: 1. Find the month you were born on the graphs for local temperature and

precipitation. 2. Visualize what you will be wearing and doing on your eighteenth birthday. 3. Draw a picture of what you visualized, and then share your drawing with

a partner. Can they guess what time of year you were born?


54

Name: _______________________________________ Date: ________________


______________________________________

___________________________________________________________________

___________________________________________________________________

Evidence Card 24

______________________________________

___________________________________________________________________

___________________________________________________________________

Reflecting on Evidence

Directions: 1. List the evidence card numbers for cards with strong evidence for

comparing and predicting the weather for many years in the left column. 2. List the evidence card numbers for cards with weak evidence for

comparing and predicting the weather for many years in the right column. 3. Answer the questions below.

Strong evidence card numbers Weak evidence card numbers

What predictions can you make aboutEvidence Card 15 Arc Island daily high temperatures in August: weather in the future using Evidence

Card 15?

© 2016 The Regents of the University of California

2010 Average High Temperatures on Arc Island

What predictions can you make aboutEvidence Card 24

weather in the future using Evidence Card 24?


Dear 2nd Grade Families,

We’re glad you are all hanging in there. Here are some new math learning activities you can do at home with your student(s) this week. If there are games or activities that your child especially enjoys, keep playing those as well.

This week’s focus – for this packet and video lesson (found at SeattleSchools.org) – is recognizing and counting up the value of money in the forms of coins and bills. Counting on, Counting up, and skip counting are important parts of this skill. Encourage students to always be counting. This week we’ve included some Choral Counting activities for families to do together.

We have a new game this week called Pico, Fermi, Bagel. This is game that works for all ages, from young children who can just count to 20 to adults who haven’t yet thought about the game. It can be played anywhere and doesn’t require any materials.

Stay well everyone. We will see you soon.

Pico Fermi Bagel― How to Play: The game begins with one person secretly choosing a number with no repeated digits. (example: 123) We will start with a three-digit number. Then others attempt to guess the number, and the one who chose the number responds to each guess as follows:

• If the guess has no digits in the correct place, they respond: "Bagel." • If the guess has a correct digit - but in the wrong place, they respond: "Pico." “Pico, Pico” would be for

two digits correct- both in the wrong place. • If the guess has a correct digit - and in the correct place, they respond: "Fermi." “Fermi, Fermi” would

be for two correct digits in the correct place. • And finally, If the guess has three correct digits – all in the correct places – they would respond –

“Fermi, Fermi, Fermi!” the guess is correct!

Example: let’s say that you thought of the secret number 489. Guess 1: 362 — no digit is correct – “Bagel” Guess 2: 820— the 8 is correct but is in the wrong place. –“Pico” Guess 3: 418 — the 8 is correct but is in the wrong place, the 4 is in the correct place. – “Pico, Fermi” Guess 4: 518 — the 8 is correct but is in the wrong place. “Pico” Guess 5: 487 — the 4 and 8 are in the correct place. “Fermi Fermi” Guess 6: 489 “Fermi Fermi Fermi!” — all digits are in the correct place. Variations: Play with more or fewer digits Questions to explore: What is the smallest number of guesses it would it take to determine the secret number if it only had one digit? Two digits? Three?


https://SeattleSchools.org

Which One Doesn’t Belong?

Look at this set of four number sentences. Each compares two numbers.

Decide which one doesn’t belong with the other three. Describe your thinking using math words. There are many ways to think about each one!

Challenge See if you can find reasons why each one of the number sentences might not belong with the other three.

Share Explain your thinking to someone else. Do they have different reasons why one doesn't belong?

Task Fill in the missing numbers on this subtraction table. Some of the numbers have already been filled in for you. Use those numbers to understand how the table works.

Visual Pattern Below is a pattern of puppies in stages 1-3 below. Draw what you think stage 4 might look like. Label how many puppies are in each stage.

Making a Dollar -circle the coins that make a dollar

Counting up Gather as many people in your home to count with you. Starting at one dollar, count up by ten cents. When you reach the bottom of a column… Start at the top of the next column.

1.10 1.20

2.30 1.90

How much money did you add onto your starting amount?

What patterns do you notice?

How is counting by dimes different than counting by tens?

Does it help to count with friends and family? Why?

Making Change Make 47¢ in three different ways with either quarters, dimes, nickels, or pennies.

Subtracting Two-Digit Numbers Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the greatest difference.

Hint To make a big difference – how should you think about the number on the left? What about the number on the right ?

https://www.openmiddle.com/wp-content/uploads/2015/12/elem_subtract_two_digit.png

The Shape Shop

Another Trip To The Shape Shop

Circle the coins that make a dollar

Dear 3rd Grade Families,

We’re glad you are all hanging in there. Here are some new math learning activities you can do at home with your student(s) this week. If there are games or activities that your child especially enjoys, keep playing those as well.

This week’s focus – for this packet and video lesson (found at SeattleSchools.org) – is Using a ruler to measure objects to the nearest inch, foot or meter and to Identify fractions of units on a ruler. The importance of measurement is understanding that there are many units and that we can use fractions of those units when they don’t exactly fit what we are measuring.

We have a new game this week called Pico, Fermi, Bagel. This is game that works for all ages, from young children who can just count to 20 to adults who haven’t yet thought about the game. It can be played anywhere and doesn’t require any materials.


Pico Fermi Bagel― How to Play: The game begins with one person secretly choosing a number with no repeated digits. (example: 123) We will start with a three-digit number. Then others attempt to guess the number, and the one who chose the number responds to each guess as follows:

• If the guess has no digits in the correct place, they respond: "Bagel." • If the guess has a correct digit - but in the wrong place, they respond: "Pico." “Pico, Pico” would be for

two digits correct- both in the wrong place. • If the guess has a correct digit - and in the correct place, they respond: "Fermi." “Fermi, Fermi” would

be for two correct digits in the correct place. • And finally, If the guess has three correct digits – all in the correct places – they would respond –

“Fermi, Fermi, Fermi!” the guess is correct!

Example: let’s say that you thought of the secret number 489. Guess 1: 362 — no digit is correct – “Bagel” Guess 2: 820— the 8 is correct but is in the wrong place. –“Pico” Guess 3: 418 — the 8 is correct but is in the wrong place, the 4 is in the correct place. – “Pico, Fermi” Guess 4: 518 — the 8 is correct but is in the wrong place. “Pico” Guess 5: 487 — the 4 and 8 are in the correct place. “Fermi Fermi” Guess 6: 489 “Fermi Fermi Fermi!” — all digits are in the correct place. Variations: Play with more or fewer digits Questions to explore: What is the smallest number of guesses it would it take to determine the secret number if it only had one digit? Two digits? Three?


https://SeattleSchools.org

Cut out measuring stick.

Inches.

When measuring, you may not land on the whole number unit.

Use what you know about fractions to make measurements with PRECISSION.

Use what you know about ESTIMATION to make less precise measurements.

Which One Doesn’t Belong?

Look at this set of four pictures. Decide which one doesn’t belong with the other three. Describe your thinking using math words. There are many ways to think about each one!

Challenge Imagine someone picked differently from you. They have a good reason. Why didn’t their choice belong?

See if you can find reasons why each of the pictures might not belong with the other three.

Share Explain your thinking to someone else. Do they have different reasons why one doesn't belong?

What Comes Next?

1. What patterns do you see? ? ?

2. What would the next 2 pictures in the sequence look like?

3. Create your own sequence and share it with someone else. Ask them what comes next!

Missing Digits Fill in the blanks with digits to make the answer closer to 200 than 300.

What is the Length?

What does the word ‘about’ mean in when measuring the ribbon?

Bamboo Growth Chart

Toothpicks

Twelve toothpicks can outline shapes with areas of 5 and 9. What other areas can you outline with 12 toothpicks?

Inches and Feet

The Best Unit if Measurement

Estimate the size of each object by choosing the best unit of measurement.

The Best Unit if Measurement

Measurement to the nearest ¼ inch.

Centimeters are a Different Unit

Centimeters are part of the metric system. They are not partitioned into fourths like inches are.

Use the diagram to think about which fractions centimeters are partitioned into.

½ centimeter is equal to what fraction?

Investigations

Find objects from around your home.

Estimate its length or width using to the nearest ½ inch. Use a measuring stick to measure with accuracy.

Build a fence

Build a “fence” around the perimeter of a room of your home - using shoes! How many shoes will it take to surround the perimeter of the room?

Before your start, estimate how many ‘feet’ long your fence will be.

You probably don’t have enough shoes to go all the way around the room. What are some ways you can solve this problem?

Hello from the Arts!

The Visual & Performing Arts team in Seattle Public Schools has put together arts lessons to continue learning while we are away from school. This week has lessons in General Music and Elementary Instrumental Music. We have designed the lessons so they require minimal materials (things you can find at home).

We want English learners to continue to engage in the arts. The arts are a great way in which we incorporate all domains of language, reading, writing, speaking and listening. When your child has created an art project, think about ways that they can describe what they have done. Asking saying things like, “Can you tell me more?” or “Describe what you have done.” are great ways your student can use rich and descriptive language. Students could add labels to their creations. This work can all be done in your home language or English!

How much art should I do? • To meet elementary standards in the arts, students should engage in 60 minutes per week

of the arts discipline(s) taught at their school. You can always do more! • Making art doesn’t have to happen all at once as students can create in small 10-minute

sections or stay with it for as long as they like.

Why is art making important right now? • The arts are a way to express thoughts and feelings. • The arts help students say what cannot be said by showing it in different ways. • The arts are a way for students to show multiple perspectives and that all perspectives

matter. • The arts are a way for students to engage in other subjects. For example, create a play

about the immune system, draw a picture for the beginning, middle, and end of a story, or create a rhythm for how they are feeling.

Arts Videos Check out the arts videos on SPS TV Channel 26 and the SPS YouTube Channel. Search for the arts discipline and pick a video! https://www.youtube.com/c/SeattlePublicSchoolsTV

Thank you for keeping the arts as part of your child’s education while we’re on this break away from school. Explore. Engage. Have fun!

Sincerely, Gail Sehlhorst Visual & Performing Arts Program Manager

https://www.youtube.com/c/SeattlePublicSchoolsTV

MUSIC Grade 2/3 Activity

This week, let’s explore MELODY. Melody is how music rises and falls as you sing, hum, or whistle. You can

also hear a melody if you play an instrument like a piano, flute, violin, or glockenspiel.

Take a look at the first picture. Imagine that it shows a melody. We know that music can have many charac-

teristics, such as long or short, fast or slow, rising or falling, Which of these characteristics might you gather

from this picture?

Circle the characteristics you might interpret from this picture

LONG/SHORT RISING/FALLING LOUD/QUIET

FAST/SLOW PAUSES REPEATING PATTERN

How is this picture different? What does the difference tell you?

What has changed? What will you sing or hum differently because of the change?

How is this picture different? How do you interpret the added information?

What has changed? What will you sing or hum differently because of the change?

Compose a melody based on the third picture. Explain how the picture and your melody are alike.

How is your melody like the picture? Think about the characteristics listed on the first page.

Here a further change has been made to the original picture. How do you interpret the added information?

What will you sing or hum differently based on the changes you noticed?

Challenge: Draw your own curving line in the box below. Think about how your melody will match the picture.

Share your melody with someone at home. If you like, you can add words to your melody. You might choose your words from a

poem you know, or write your own words to make a song about something special to you.

MUSIC VIDEO LESSONS

For more lessons, go to Seattle Public Schools YouTube site.



learning packets grades 2-3 for the week of may 25...learning activities 2nd and 3rd grade suggested...

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