Daily Learning Activities
Miss Keller's dog Calvin says, "Don't forget to make time for games & fun today!"
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If your child is a student with Mrs. Durns for any subject, please look on her website for work regarding the subject(s) that she teaches.
All special class lessons can be found by visiting the Butler Homepage. There is a link in the NEWS FROM BUTLER section titled: Specialist Distance Learning Links. Today we have Music, however you can visit any specialist page to work on anything you'd like!
Day 5 - March 24, 2020
Overview- Fiction Reading
Estimated Time- 45 minutes
Explanation- In class, students have learned to apply strategies to understand a fiction text. When answering questions about a text, students have learned to look back in the text and find text evidence to support their answer.
Three Quick Things to Know-
1. Good readers make connections while they are reading. They think about how this relates to their real life, other books, and previously known material.
2. Good readers ask themselves questions while they are reading and monitor their thinking.
3. Good readers look back at the text to answer questions about the text (look for text evidence!)
Tasks- Read the article titled, “Class Leader” from your grab bag. While you are reading, stop to think about the text. Highlight or underline any parts of the story that you think are important or interesting. When you are finished, answer the questions attached to the article. Students should write in complete sentences, and restate the question when appropriate. When you are finished, read an independent reading book of your choice for the remaining time. If you have time- write down 2 words in your personal dictionary!
Materials/Activities- You will need the article titled, “Class Leader.” The questions to answer are attached to the article. Students may also choose to use a highlighter. Finally, students will need an independent reading book.
Overview- Informative writing
Estimated Time- 40 Minutes
Explanation- When we wrote our informative writing pieces in class, we wrote an introduction and conclusion (in addition to our body paragraphs). You should have finished the body paragraphs for your writing yesterday.
Three Quick Things to Know-
1. An informative writing piece has an introduction, body paragraphs, and a conclusion.
2. In your introduction paragraph, include a thesis statement. Remember, a thesis statement tells the reader what your paragraphs will be about. For example, "You will learn why elephants have a unique diet, where they live, and how humans can help."
3. In your conclusion paragraph, remember to close your writing by restating the thesis statement you created, and summing up everything you wrote.
Tasks– Using your informative writing draft, you will write an introduction paragraph and conclusion paragraph for your informative writing. Try to grab, or hook, your reader's attention by giving an interesting fact you learned or asking a question in your introduction. For example, "Have you ever wondered how much food sharks eat in a day?" Or, "There are more than 15,000 species of butterflies in the world!" Then, write your thesis statement. In your thesis statement, tell your reader everything your writing will teach them! For your conclusion, don't forget to restate your thesis statement, and sum up everything you shared!
Materials/Activities- Informative Writing Draft Organizer
Estimated Time- 30 minutes
Explanation- You can use what you know about multiplication and division to find factors and multiples. You can identify prime and composite numbers.
Three quick things to know-
1. A prime number has only 2 factors: 1 and itself. Example- 17 is a prime number because it only has 2 factors (1x17)
2. A composite number has more than 2 different factors. Example- 6 is a composite number because it has MORE than 2 factors (1x6, and 2x3)
3. Factors are two numbers that multiply together to make a product. For example, 4 and 5 are factors of 20 because 4x5 equals 20! Multiples are what we get when we multiply a whole number by another number. For example, the first 3 multiples of 5 are: 5, 10, 15. This is because 5x1 equals 5, 5x2 equals 10, and 5x3 equals 15. I always remind students- multiples are just like skip counting!
Tasks- Complete the page in your math review packet called “Factors and Multiples”. On the back of the “Factors and Multiples” page, please complete the page titled, “Prime and Composite”. If you have time, once you have completed these 2 pages, please find your “Division of the Day” packet and complete page 1, which focuses on the problem: 544/4. In the box that says “Label It”, please label which number is the dividend and which number is the divisor! Remember, the dividend is the larger number being divided, and the divisor is the smaller number you are dividing by. In the box that says “Solve It”, please use long division to find the quotient.
*Optional: Choose to play either the Multiple Game or the Factor Game. Both games, and directions on how to play, can be found in the back of your math review packet (after the Prime/Composite worksheet)!
Materials/Activities- You will need your math review packet that includes the "Factors and Multiples" page, as well as the “Division of the Day” packet (page 1). Please reference the videos below for review on factors and multiples!
Prime Number Song: https://www.youtube.com/watch?v=cRz4hW9SPPc
Factors Review: https://www.youtube.com/watch?v=GG1luzhhT_g
Multiples Review: https://www.youtube.com/watch?v=RALUdHy6ONk
Overview- This week you are going to observe and collect data on our weather! We have learned about the Water Cycle in class. You will review the Water Cycle while you observe the weather each day!
Estimated time- 30 minutes
Explanation- We have learned about the Water Cycle in class. We learned about the steps of the water cycle, and what water does at each of these steps.
Three things to know-
1. We learned that evaporation, condensation, transpiration, precipitation, percolation, and collection are all parts of the water cycle. Use your article from yesterday to review these if you need to.
2. Scientists make observations by using all their senses. Each day you will be using these to investigate what is happening outside. Take note of the climate, temperature, precipitation etc.
3. Remember that in the U.S. we use Fahrenheit to measure temperatures. Another scale of temperature is Celsius, which is used in other parts of the world.
Tasks: Using the PDF below, print the Weather Journal if you are able. If you aren't able to print it, record your observations on scrap paper. There are pages in the journal for Monday through Friday. You can skip Monday, or you can record what you remember from yesterday! Check the temperature through a weather app, or through your local weather channel, and record the temperature on the thermometer by coloring it in to about the correct temperature. On the water cycle diagram, circle to show where you think water is located that day. Then, illustrate a picture capturing a scene from outside your window to show a visual of our weather that day! Be as detailed as possible in your picture. You can use crayons, markers, colored pencils, etc.
Materials/Activities: You will need a copy of the attached Weather Journal or you may make your own from any journal pages or scrap paper. You will also need an iPad, laptop, or tablet to view the following video.
- Username: simonbutlerel
- Password: brainpop
Weather Journal PDF: Daily Weather Journal PDF
Optional! Use any remaining or extra time to complete these activities!
Tasks- Students may choose to go on Freckle math or EPIC! reading. Please refer to the Grab Bag instruction sheet for information on how to log on to/access these accounts. Students can also use the Fact Fluency choice board to play a multiplication/division game or practice their fact fluency using one of the options on the board. Students may also choose to free write or read an independent book of their choice.
Materials/Activities- Students will need a phone, tablet, laptop or computer to access EPIC! or Freckle.