1st GRADE

Distance Learning Packet

Week 2

1

Table of Contents ENGLISH LANGUAGE ARTS

ELA Lesson 1………………………………………………………………………… page 2

ELA Lesson 2………………………………………………………………………… page 10

ELA Lesson 3………………………………………………………………………… page 19

ELA Lesson 4………………………………………………………………………… page 28

ELA Lesson 5…………………………………………………………………………… page 36

MATHEMATICS

Math Lesson 1………………………………………………………………………… page 46

Math Lesson 2………………………………………………………………………… page 48

Math Lesson 3………………………………………………………………………… page 50

Math Lesson 4………………………………………………………………………… page 52

Math Lesson 5………………………………………………………………………… page 54

SCIENCE

Science Lesson 1……………………………………………………………………... page 56

Science Lesson 2……………………………………………………………………... page 62

SOCIAL STUDIES

Social Studies Lesson 1……………………………………………………………... page 65

Social Studies Lesson 2……………………………………………………………… page 67

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 1: Exploring H, I, and J Learning Objective: Students will be able to identify the letters H, I and J by writing, proofreading, and listening for the sounds in words. English Language Arts Standards:

• 1.WF.1a: Demonstrate and apply handwriting skills. Write upper and lowercase manuscript alphabet from memory using correct letter formation.

• 1.WF.3a.1: Know and apply phonics and word analysis when encoding words. Spell common, regular, single-syllable words using- short vowels and single consonants.

• 1.WF.3a.4: Know and apply phonics and word analysis when encoding words. Spell common, regular, single-syllable words using- long vowel patterns spelled correctly, including VCe (Vowel-Consonant-Silent) (e.g., came, like), common vowel teams, and open syllables.

• L.1.1a: Print all upper- and lowercase letters.

________________________________________________________________________________ Directions: Follow the numbered steps provided to write the uppercase and lowercase Hh’s, Jj’s,

and Ii’s. After reviewing the vowel chant, complete the Long and Short I vowel sort.

3

Capital and Lowercase Hh

Remember: Capital or uppercase letters are used to begin important words like a person’s name or the first word in a sentence. The first word in this sentence begins with a capital letter. So does your name!

Directions: Follow the numbered steps in the picture to help you write the capital H and lowercase h. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

4

Listening Activity

Directions: We are listening for the consonant sound H /h/. Watch the video and listen carefully for the /h/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /h/ then say the sound and give a thumbs-up.

Row 1: Hat Hit Not

Row 2: Hop House Happy

Row 3: Hair Mop Point

Row 3:

Hand

Day

Heal

5

Capital and Lowercase Jj

Directions: Follow the numbered steps in the picture above to help you write the capital J and lowercase j. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

6

Listening Activity

Directions: We are listening for the consonant sound J /j/. Watch the video and listen carefully for the /j/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /j/ then say the sound and give a thumbs-up. Row 1: Jog Juice Goat

Row 2: Jelly Jacket Stamp

Row 3: Jungle Two Joy Row 3:

Glow

July

Frog

7

Capital and Lowercase Ii

Directions: Follow the numbered steps in the picture above to help you write the capital H and lowercase h. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

8

Reviewing Vowels

Vowel Chant:

A [clap ] E [clap ] I O U [clap ]

I can name the vowels for you. [clap ]

A [clap ] E [clap ] I O U [clap ]

You can name them, too! [clap ]

Remember! A vowel is special because it has two sounds. It can have a short sound and a long sound. When a vowel has a long sound, it says its own name. A vowel is also special because every word or syllable must have a vowel!

9

Long or Short I?

Directions: Look at the pictures below. Sort them into the column for “short i” or “long i” sound. If you have a pair of scissors and glue at home, then you can cut and paste the pictures. You can use the word bank to print the names of the pictures in the correct column.

Long i Short i

Word Bank:

Igloo Kite Pig Tie Fish Icicles Zipper Ice Lips Lion

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 2: Exploring K, L, M, and Initial Consonant Sounds Learning Objective: Students will be able to identify the letters K, L, M, as well as initial consonant sounds by writing, proofreading, sorting, and listening for the sounds in words. English Language Arts Standards:

• 1.L.1a: Print all upper- and lowercase letters • 1.WF.1a: Write upper and lowercase manuscript alphabet from memory using correct letter

formation. • 1.RF.2b: Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends.

________________________________________________________________________________

Directions: Follow the numbered steps provided to write the uppercase and lowercase Kk’s, Ll’s,

and Mm’s. Then, complete the worksheets on initial consonant sounds.

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Capital and Lowercase Kk

Attention! Remember: Capital or uppercase letters are used to begin important words like a person’s name or the first word in a sentence. The first word in this sentence begins with a capital letter. So does your name!

Directions: Follow the numbered steps in the picture above to help you write the capital K and lowercase k. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

12

Listening Activity

Directions: We are listening for the consonant sound K /k/ which sounds like the click of a camera. Watch the video and listen carefully for the /k/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /k/ then say the sound and pretend to click your camera.

Row 1: Kid King Foot

Row 2: Store Kettle Kite

Row 3: Fork Fine Sock Row 3:

Pack

Pork

Rock

13

Capital and Lowercase Ll

Directions: Follow the numbered steps in the picture above to help you write the capital L and lowercase l. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

14

Listening Activity

Directions: We are listening for the consonant sound L /l/. Watch the video and listen carefully for the /l/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /l/ then say the sound and give a thumbs up. Row 1: Finger Lap Land

Row 2: Line Lint Hope

Row 3: Pail Ball Still Row 3:

Damp

Seal

School

15

Capital and Lowercase Mm

Directions: Follow the numbered steps in the picture above to help you write the capital L and lowercase l. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

16

Listening Activity

Directions: We are listening for the consonant sound M /m/. Watch the video and listen carefully for the /m/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /m/ then say the sound and give a thumbs up.

Row 1: Me Beat Map

Row 2: Moon Meat Marble

Row 3: Am Lime Light Row 3:

Right

Rhyme

Dream

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Activity 1: Sort the words or pictures into the correct column by their initial consonant sound. For example, the word “boy” would go under the column for “B”. *Note: Not all words in the word bank will be sorted. Activity 2: Listen to the teacher read the words in each row. You will listen to the word picture in column A, then circle the words in column B that have the same first sound. For example, if the word in column A is “frog” then you would circle all of the words in column B that start with the letter “f”. If you have a parent or guardian helping you with this activity, please ask them to first read the words in column A then the following pictures in column Bb.

Bb Tt Pp Dd Mm

Tooth

Dog

Beetle

Peach

Teacher

Noodles

Deer

Balloon

Milk

Nose

Doctor

Boy

Snake

Toy

Pillow

Mouse

Queen

Dessert

Word Bank: Tooth Dog Beetle Peach Teacher Noodle Deer Balloon Milk Nose Doctor Boy Snake Toy Pillow Mouse Queen Dessert

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Listening Activity: Initial Consonant Sound

Directions: Listen to the teacher read the words in each row. You will listen to the word picture in column A, then circle the words in column B that have the same first sound. For example, if the word in column A is “frog” then you would circle all of the words in column B that start with the letter “f”. If you have a parent or guardian helping you with this activity, please ask them to first name the picture in column A then the following pictures in column B.

Column A Column B

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 3: Exploring N, O, and P Learning Objective: Students will be able to identify the letters N, O, and P by writing, proofreading, and listening for the sounds in words. English Language Arts Standards:

• 1.WF.1a: Demonstrate and apply handwriting skills. Write upper and lower-case manuscript alphabet from memory using correct letter formation.

• 1.WF.3a.1: Know and apply phonics and word analysis when encoding words. Spell common, regular, single-syllable words using- short vowels and single consonants.

• 1.WF.3a.4: Know and apply phonics and word analysis when encoding words. Spell common, regular, single-syllable words using- long vowel patterns spelled correctly, including VCe (Vowel-Consonant-Silent) (e.g., came, like), common vowel teams, and open syllables.

• L.1.1a: Print all upper- and lowercase letters.

________________________________________________________________________________

Directions: Follow the numbered steps provided to write the uppercase and lowercase Nn’s, Oo’s,

and Pp’s. After reviewing the vowel chant, complete the Long and Short O vowel sort.

20

Capital and Lowercase Nn

Attention! Remember: Capital or uppercase letters are used to begin important words like a person’s name or the first word in a sentence. The first word in this sentence begins with a capital letter. So does your name!

Directions: Follow the numbered steps in the picture above to help you write the capital N and lowercase n. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

21

Listening Activity

Directions: We are listening for the consonant sound N /n/. Watch the video and listen carefully for the /n/ sound in each word. If you have a parent helping you, please ask them to read the list below. If you hear /n/ then say the sound and give a thumbs up.

Row 1: Nap Not Pot

Row 2: Beat Neat Note

Row 3: In An Of Row 3:

Tan

Touch

Tough

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Capital and Lowercase Oo

Directions: Follow the numbered steps in the picture above to help you write the capital O and lowercase o. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

23

Capital and Lowercase Pp

Directions: Follow the numbered steps in the picture above to help you write the capital P and lowercase p. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

24

Listening Activity

Directions: We are listening for the consonant sound P /p/. Watch the video and listen carefully for the /p/ sound in each word. If you have a parent helping you, please ask them to read the list below. If you hear /p/ then say the sound and give a thumbs-up. Row 1: Peanut Paste Fill

Row 2: Post Duck Pail

Row 3: Home Leap Hope Row 3:

Top

Slip

Bet

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Directions: After reviewing the vowel chant, complete the Long and Short O vowel sort. Finally, listen to the words and repeat the long A or long O vowel sounds.

Reviewing Vowels

Vowel Chant:

A [clap ] E [clap ] I O U [clap ]

I can name the vowels for you. [clap ]

A [clap ] E [clap ] I O U [clap ]

You can name them, too! [clap ]

Remember! A vowel is special because it has two sounds. It can have a short sound and a long sound. When a vowel has a long sound, it says its own name. A vowel is also special because every word or syllable must have a vowel!

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Long or Short O?

Directions: Look at the pictures below. Sort them into the column for “short o” or “long o” sound. If you have a pair of scissors and glue at home, then you can cut and paste the pictures. You can use the word bank to print the names of the pictures in the correct column.

Long o

Short o

Word Bank:

Dog Boat Popcorn Doughnut Frog Yoyo Rocket Goat Socks Nose

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Listening Activity

Directions: We are listening for the long vowel sounds A /ā/ and O /ō/. Watch the video and listen carefully for the /ā/ and /ō/ sound in each word. If you have a parent helping you, please ask them to read the list below. They will start with row 1 and move down the line. When you hear /ā/ then point to the letter A and say the sound aloud. When you hear the /ō/ then point to the letter O and say the sound aloud. Row 1: So Say Pay

Row 2: Grow Gray Rose

Row 3: Show Snow Slow Row 4:

Gate

Go

Ate

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 4: Exploring CVC Blending, Q, R, and S Learning Objective: Students will be able to identify the letters Q, R, and S by writing, proofreading, and listening for the sounds in words as well as identify and blend initial consonant sounds and blend consonant-vowel-consonant (“cvc”) words. English Language Arts Standards:

• 1.RF.3b: Decode regularly spelled one-syllable words. • 1.L.1a: Print all upper and lowercase letters. • 1.WF.1a: Write upper and lower-case manuscript alphabet from memory using correct

letter formation. ________________________________________________________________________________

Directions: In Part 1, practice blending the letter sounds to create the words. In Part 2, look at the picture and say the word. Listen to each sound you hear and blend it together. Write the word on the line.

Part 1: In this activity, we are going to put together, or blend, sounds to make words. Look at the chart below. First look at the word. Then name the individual letter sounds. Finally, blend them together. The “A” will say its short /a/ vowel sound.

Word Letter Sounds Blend It

Am

At

Mat

0

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Part 2: We will be practicing blending words with the short vowel /a/ sound. Say the name of each picture below. Listen to the beginning, middle and ending sound. If you hear the short /a/ sound, write the letter a on the line.

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Capital and Lowercase Qq

Attention! Remember: Capital or uppercase letters are used to begin important words like a person’s name or the first word in a sentence. The first word in this sentence begins with a capital letter. So does your name!

Directions: Follow the numbered steps in the picture above to help you write the capital Q and lowercase q. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

31

Listening Activity

Directions: We are listening for the consonant sound Q /kw/ like quack. Watch the video and listen carefully for the /kw/ sound in each word. If you have a parent helping you, please ask them to read the list below. If you hear /kw/ then say the sound and give a thumbs-up.

Row 1: Queen Quiet Blink

String

Row 2: Quail Quake Quick

Spring

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Capital and Lowercase Rr

Directions: Follow the numbered steps in the picture above to help you write the capital R and lowercase r. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

33

Listening Activity

Directions: We are listening for the consonant sound R /r/. Watch the video and listen carefully for the /r/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /r/ then say the sound and give a thumbs-up. Row 1: Rat Rag Tag

Right

Row 2: Ram Rap Nightlight

Ride

34

Capital and Lowercase Ss

Directions: Follow the numbered steps in the picture above to help you write the capital S and lowercase s. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

35

Listening Activity

Directions: We are listening for the consonant sound S /s/ like sizzle. Watch the video and listen carefully for the /s/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /s/ then say the sound and give a thumbs-up.

Row 1: Kite See Say

Book

Row 2: Sit Song Boat

Soap

Row 3: Bus Pass Dress Toad

Row 3:

Fun Grass Like Less

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ENGLISH LANGUAGE ARTS - Week 2 Lesson 5: Exploring T, U, V, and Punctuation Learning Objectives: Students will be able to identify the letters T, U, and V by writing, proofreading, and listening for the sounds in words. Students will review punctuation by naming punctuation marks and applying it to a sentence. English Language Arts Standards:

• 1.RF.3b: Decode regularly spelled one-syllable words. • 1.L.1a: Print all upper and lowercase letters. • 1.WF.1a: Write upper and lower-case manuscript alphabet from memory using correct

letter formation. • 1.WF.3a.1: Spell common, regular, single-syllable words using short vowels and single

consonants. • 1.WF.3a.4: Spell common, regular, single-syllable words using long vowel patterns spelled

correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like), common vowel teams (e.g., boat, play, wait, see, team, right), and open syllables (e.g., go, cry).

________________________________________________________________________________

Directions: Follow the numbered steps provided to write the uppercase and lowercase Tt’s, Uu’s,

and Vv’s. After reviewing the vowel chant, complete the Long and Short U vowel sort.

37

Capital and Lowercase Tt

Attention! Remember: Capital or uppercase letters are used to begin important words like a person’s name or the first word in a sentence. The first word in this sentence begins with a capital letter. So does your name!

Directions: Follow the numbered steps in the picture above to help you write the capital T and lowercase t. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

38

Listening Activity

Directions: We are listening for the consonant sound T /t/. Watch the video and listen carefully for the /t/ sound in each word. If you have a parent helping you, please ask them to read the list below. If you hear /t/ then say the sound and give a thumbs-up.

Row 1: Tea Sea Two

Turtle

Row 2: Tight Table Snail

Tickle

Row 3: Am At Hat Hot

Row 3:

Shot Pot Room Rod

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Capital and Lowercase Uu

Directions: Follow the numbered steps in the picture above to help you write the capital U and lowercase u. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

40

Capital and Lowercase Vv

Directions: Follow the numbered steps in the picture above to help you write the capital V and lowercase v. Use your finger to help you space the letters. They should be one finger width apart. Write as many as you can.

41

Listening Activity

Directions: We are listening for the consonant sound V /v/ like vacuum. Watch the video and listen carefully for the /v/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. If you hear /v/ then say the sound and give a thumbs-up.

Row 1: Vase Visit Nurse

Yellow

Row 2: Bubble Voice Vine

Basketball

Row 3: Move Have Sign Class

Row 3:

Laugh Drive Pave Five

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Directions: After reviewing the vowel chant, complete the Long and Short U vowel sort. Finally, listen to the words and repeat the long I or long U vowel sounds.

Reviewing Vowels

Vowel Chant:

A [clap ] E [clap ] I O U [clap ]

I can name the vowels for you. [clap ]

A [clap ] E [clap ] I O U [clap ]

You can name them, too! [clap ]

Remember! A vowel is special because it has two sounds. It can have a short sound and a long sound. When a vowel has a long sound, it says its own name. A vowel is also special because every word or syllable must have a vowel!

43

Long or Short U?

Directions: Look at the pictures below. Sort them into the column for “short u” or “long u” sound. If you have a pair of scissors and glue at home, then you can cut and paste the pictures. You can use the word bank to print the names of the pictures in the correct column.

Long u Short u

Word Bank:

Drums Unicycle Sun Cube Umbrella

Music Jump Vacuum Duck Mule

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Listening Activity

Directions: We are listening for the long vowel sounds I /ī/ and U / ū /. Watch the video and listen carefully for the /ī/ and /ū/ sound in each word. If you have a parent or guardian helping you, please ask them to read the list below. They will start with row 1 and move down the line. When you hear / ī / then point to the letter I and say the sound aloud. When you hear the / ū / then point to the letter U and say the sound aloud.

Row 1: Cube Few Use

Sigh

Row 2: Fry Mute Sly

Lie

Row 3: Hide Ride Useful Uniform

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Capitalization / Punctuation

Directions: Read each sentence. Circle the correct punctuation.

Check your writing!

Capital Letters

A

Period

Exclamation

Question

I go at the beginning of every sentence, names, and places.

I am for telling. I am for yelling. I am for asking.

Where is my blue shirt

The dog lost his bone

That broccoli is not good

I am so happy today

Where did you go

It is so hot

I am hungry

Bonus! Try to rewrite the sentence and fix all the punctuation errors.

are you going To amy’s house today!

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MATHEMATICS - Week 2 Lesson 1: Left and Right; Numbers Learning Objective: Students will differentiate their left and right and find numbers on a graph. Math Standards:

• 1.OA.A: Represent and solve problems involving addition and subtraction. • 1.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word

problems.  Represent a word problem as an equation with a symbol for the unknown ________________________________________________________________________________ Directions: Complete the following math questions to review number pronunciation, left and right,

and counting to 100.

1. Which letter is on the left?

Which letter is on the right? Which letter is in the middle?

2. 9-1 = _______________ 8+1 = _______________

3. Count from one to twenty. ___, ____, ____, ____, ____, ____, ____, ____, ____,____, ____, ____, ____, ____, ____, ____,____,____,____,_____,_____.

g d i

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4. Write the letter a to the left of c.

Write the letter a to the right of c. Write the letter e to the left of m. Write the letter y to the right of m.

___, c , ____, d , ____, m , ______. 5. Use a crayon to color these numbers on the chart. Cross off each number as you color it. 27, 15, 23, 6, 28, 38, 75, 13, 42, 93 3, 66, 33, 12, 55, 98, 67, 22, 67, 88

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MATHEMATICS - Week 2 Lesson 2: Addition Facts Learning Objective: Students will demonstrate understanding of doubles facts with sums of 18. Math Standards:

• 1.OA.A: Represent and solve problems involving addition and subtraction. ________________________________________________________________________________ Directions: First, read/listen to the Doubles Rap song. Then, complete the Doubles Addition Fact

sheet.

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Doubles Addition Facts Directions: Draw a line from the double fact to the correct answer.

3 + 3 =

1 + 1 =

6 + 6 =

4 + 4 =

8 + 8 =

5 + 5 =

7 + 7 =

8 + 8 =

6

2

16

10

6

12

14

8

50

MATHEMATICS - Week 2 Lesson 3: Pattern Blocks Learning Objective: Students will be able to identify common geometry shapes. Math Standards:

• 1.G.A.1: Distinguish between defining attributes for two dimensional shapes; built and draw shapes that possess defining attributes.

________________________________________________________________________________ Directions: Review the shapes below. Then practice drawing them on your own by completing the

“Drawing Shapes” activity. Write the number of sides that each shape has in the box. For example, a

hexagon has 6 sides.

51

Drawing Shapes

Directions: On the middle lines, practice drawing the shape to the left. In the squares to the right,

write how many sides the shape has.

52

MATHEMATICS - Week 2 Lesson 4: Pattern Blocks Learning Objective: Students will be able to identify common geometry shapes. Math Standards:

• 1.G.A.1: Distinguish between defining attributes for two dimensional shapes; built and draw shapes that possess defining attributes.

________________________________________________________________________________ Directions: Review the shapes below. Then, complete the Shapes review by matching each shape to

the correct name.

53

Shapes Review

Directions: Match each shape with its name by drawing a line to connect them. Look at the example provided.

54

MATHEMATICS - Week 2 Lesson 5: Ordinal Numbers Learning Objective: Students will demonstrate understanding of doubles facts with sums of 18. Math Standards:

• 1.NBT.A:1 Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral.

________________________________________________________________________________ Directions: Complete the Ordinal Numbers activity by placing the students in order. Then, complete

the “Shapes” review questions.

Ordinal Numbers It’s time to line up for lunch! Let’s practice our ordinal numbers. Who is 1st in line? Who is 6th in line? Let’s find out! Match the ordinal numbers to the correct student in line. You may cut and past the ordinal numbers or write it in with a pencil.

1st 5th 6th 2nd 3rd 4th

55

Now, let’s practice with shapes! Look at the pattern of shapes below:

Draw the shape that is 2nd in the pattern. __________________ Draw the shape that is 1st in the pattern. ___________________ Draw the shape that is 6th in the pattern. ___________________

56

SCIENCE - Week 2 Lesson 1: Science Safety Learning Objective: Students will be able to identify the rules of safety for conducting science experiments by answering questions and drawing pictures. Science “Core” Standards:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

• U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

________________________________________________________________________________ Directions: With an adult helper, work your way through the following science packet to learn about science safety! Today we are going to talk about safety with science. Can you think of 1 example of things that you should do during a science experiment to be safe? Can you think of anything that you might do during a science experiment that would be unsafe? Directions: Draw your examples below or write a sentence for each question.

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Safety Begins Before You Start the Experiment!

Before we start any project, we must make sure our area is prepared. You will want to clear off your

desk by removing the school supplies. Look under your desk and on the floor around your desk to be

sure you have collected all your belongings and put them away. If you are done early, please ask

your neighbor if you can help them to get ready so too. When your area is ready you will wait for the

teacher to give you directions on what to do next. Remember it is polite to sit quietly in your chair and

wait patiently. It is not polite to yell at the teacher that you are ready. The experiment cannot begin

until everyone is ready and quietly waiting to hear the directions.

What do you do if there is a book on your desk and you need to prepare for a science lab? Put an X

next to the correct answer.

_____ Put it away.

_____ Leave it on my desk.

Dressing for Science

Sometimes you need to dress especially for science experiments.

• Secure your hair

• Check your jewelry

• Take off your sweater

• or jacket

• Tie your shoes

• Tuck in baggy shirts

• Use gloves & safety glasses

When you do science projects and experiments you must make sure that you are ready also.

Depending on what your class is doing you might need to do all these things you see here. If you are

doing something messy you will want to be sure that your hair is pulled up, so it stays clean. You

might want to take off your sweater or jacket to keep it clean or to make sure it does not get caught in

anything you are building. Most of the time you will need to remove rings and bracelets and tuck

58

necklaces into your shirt. Tying your shoes is very important so you do not accidentally trip while

carrying something important. Sometimes we need to wear gloves to protect our skin from chemicals

that might irritate it. You can wear safety glasses, sometimes called safety goggles, to protect your

eyes from splashing liquids.

Do you need gloves to cut and paste paper? Put an X next to the answer.

_____ yes _____ no

Directions: Draw a picture of yourself with your shirt tucked in.

Safe Lab Practices

There are some warnings that we need to cover when talking about safety with science. You must

follow all the directions very carefully. Follow along with the teacher demonstration so you do not

make a mistake. Be careful with your materials. If You are working with liquid, you do not want to spill

it. Powders should never be blown into the hair or thrown into the air. Sometimes you use glass with

science, it can break, and you can cut yourself. You also want to make sure that you are not wasting

supplies by adding too much of something just because it sounds like fun. If you are working with a

partner or group, you must be nice and take turns with them.

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How would you feel if your partner did not let you do any of the science experiment?

Directions: Draw a picture or write a sentence about how you would feel if your partner did not let

you do anything for the science project.

Ask for permission!!! This part is very important. Sometimes we use things in science that we do not want to touch, taste,

or smell. You would not want to touch the borax solution for making slime. You would not want to

smell any power that might get up your nose, you would not want to taste the dish soap used to make

bubbles. If you want to touch, taste, or smell something in science you must ask your teacher first.

These 3 rules are to keep you safe from liquids and powders used in science labs. You can safely

see and hear science without getting hurt.

If the teacher gives you a cup with candy in it for a science experiment should you eat it without

asking permission? Put an X next to the answer.

_____ yes _____ no

In the Event of a Lab Accident…

What do you do if you have an accident? You guessed it! If anything, bad happens let your teacher

know so they can help you fix it. You can send your neighbor to get a teacher for you if you need to.

Accidents are always forgiven, and messes can be cleaned up. However, if you have created a mess

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on purpose or misused your materials which resulted in a mess then you might have your science lab

taken from you. In this situation, you will watch someone else do the experiment, but you will not get

to do it yourself. It is best to be responsible so that your teacher can trust that you will make good

choices.

What will happen if your neighbor accidentally spills something on your desk? Put an X by the right

answers.

_____ I will yell at him.

_____ I will move my stuff to keep it safe.

_____ I will get a teacher to help.

_____ I will pour something on his desk, so it is fair.

Will you be in trouble if you have an accident?

_____ yes _____ no

At the End of Your Lab Time…

When you are finished with your project it is time to clean up. Sometimes there are special supplies

that you need to put in certain spots. Follow the teacher's instructions to know what to do. Do not put

any extra liquid back into bottle with the rest of it unless the teacher tells you to. If your liquid has

other items in it then you could ruin the bottle by adding used liquids in. Do not wipe any powder from

the desk and try to put it back into the container it came out of. Wet flour mixed with dry flour will ruin

all the flour. Most of the time if it has come out of the container the extra will go into the trash. Only

the unused part is saved. If there are spoons, plates, bowls, tiles, scales, or anything that you used

during science you need to put that where the teacher tells you to. Sometimes we use plastic spoons

and throw them out. Sometimes we use measuring spoons that must be washed and saved. Make

sure your trash is in the trash can if you did cutting and gluing. Check your floor for anything that

might need cleaned up. Check your paper for your name and be sure to turn it in so it can be graded.

When you are finished, check with your neighbor and see if you can help.

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Who cleans up after you during science? Put an X by the right answer.

_____ me_____ the teacher_____ my neighbor

Remember Safety First!

We cannot do science experiments if you cannot do them safely. If you have questions about what to

do before, after, or during an experiment you must ask your teacher. Always remember that if your

class cannot follow directions there will be less fun science and more worksheets. If you cannot follow

directions and stay safe, then you will watch other people do science while you complete your

worksheet. How you act, think, and speak, and what you do is always your choice so if you make

good choices you will have fun with science.

Can you name one way to stay safe during science labs?

Can you name one thing that you should not do during science labs?

Directions: Draw a picture below of a child being safe and a child being unsafe.

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SCIENCE - Week 2 Lesson 2: Different Types of Science Learning Objective: Students will be able to identify the main branches of science by discussing differences between Physical Science, Earth Science and Life Science. Science “Core” Standards:

• U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

• U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

________________________________________________________________________________ Directions: With an adult helper, work your way through the following science packet to learn about different types of science!

Introduction: The 3 Main Categories of Science

1. Physical Science is the sciences concerned with the study of inanimate natural objects. 2. Earth Science is the branch of science dealing with the physical constitution of the earth and

its atmosphere. 3. Life Science is sciences concerned with the study of living organisms.

Physical Science

• Physics is the natural science that studies matter, its motion and behavior through space and

time, and the related entities of energy and force.

• Chemistry the study matter, its properties, how and why substances combine or separate to

form other substances, and how substances interact with energy.

A Famous Chemist: Louis Pasteur was a French chemist who made a lot of contributions to medicine,

chemistry and industry that greatly benefited humanity. His discovery that bacteria spread diseases

has saved countless lives.

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Earth Science

• Ecology is the branch of biology that deals with the relations of organisms to one another and

to their physical surroundings. Geology is the science that deals with the earth's physical

structure and substance, its history, and the processes that act on it.

• Oceanography is the branch of science that deals with the physical and biological properties

and phenomena of the sea.

• Meteorology is the branch of science concerned with the processes and phenomena of the

atmosphere, especially as a means of forecasting the weather.

• Space and Astronomy is the branch of science which deals with celestial objects, space, and

the physical universe.

A Famous Geologist: James Hutton first developed the idea of the theory that changes in the earth's

crust during geological history have resulted from the action of continuous and uniform processes.

Life Science

• Biology is the study of living organisms, divided into many specialized fields that cover their

morphology, physiology, anatomy, behavior, origin, and distribution.

• Botany is the scientific study of plants, including their physiology, structure, genetics, ecology,

distribution, classification, and economic importance.

• Zoology is the scientific study of the behavior, structure, physiology, classification, and

distribution of animals.

• Human biology is the scientific study of human beings and populations from a biological point

of view.

• Mycology is the scientific study of fungi.

• Bacteriology the study of bacteria.

A Famous Zoologist: Charles Darwin’s theory of evolution by natural selection is the foundation upon

which modern evolutionary theory is built.

Conclusion The 3 main types of science are Physical Science, Earth Science, and Life Science.

Each type of science can be broken down into a more specific type of science.

Every type of science has many people who are famous for their discoveries.

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Types of Science Draw a line to connect each branch of science with its main category. Use the pages about science to

find the answers.

Oceanography

Geology

Astronomy

Chemistry

Physics

Biology

Physical Science

Life Science

Earth Science

Human biology

Zoology

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SOCIAL STUDIES – Week 2 Lesson 1: Making Friends Learning Objective: Students will be able to understand how to make friends at school by discussing different ways to be good friend. Social Studies Standard:

• 1.C1.1: Apply values of respect, responsibility, equality, and fairness as a member of a community.

________________________________________________________________________________

Directions: These pictures are about making friends. Circle the best answer to the question.

How are these children making friends?

a. Talking to one another. b. Saying goodbye

How are these children making friends?

a. Sharing a book. b. Reading to one another c. All the above.

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How are these children making friends?

a. Holding hands. b. Working together. c. All the above.

How are these children making friends?

a. Playing together b. Staying by themselves.

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SOCIAL STUDIES – Week 2 Lesson 2: Classroom Jobs Learning Objective: Students will be able to understand the importance of classroom jobs by discussing different responsibilities of each job. Social Studies Standard:

• 2.C1.1: Apply values of respect, responsibility, equality, and fairness as a member of a community.

________________________________________________________________________________

Directions: Look at each picture. Draw a line from each picture to the word that is the correct name of each job.

Classroom Jobs

Directions: Draw a line from the picture to the correct word.

Library Monitor

Plant Monitor

Fish Monitor