Story time optional

Picture books you can read together on this site.

From the library

Free with a library card. Availability varies.

All Are Welcomeby Alexandra PenfoldBorrow in LibbyWatch a read-aloud · Brightly StorytimeFrom Seed to Plantby Gail GibbonsBorrow in LibbyBorrow in Hoopla

Standards this week

The same codes and I Can statements as the printed books.

Books by grade

Grade 1

  • 1.5I can describe community languages, buildings, transport, foods and varied backgrounds.
  • 1.5.1I can explain shared needs, differences, benefits of diversity and ways to resolve misunderstandings.

Science

Not in the Grade 1 Science book this week.

Grade 2

Social Studies

Not in the Grade 2 Social Studies book this week.

  • 2-LS2-1I can test plants’ needs for light and water using controlled comparisons.
Grade 1 Social Studies book, p. 34–35
In your book

Session 1, Read and notice: Notice, ask and include

Week 9 big question: How can neighbors learn from each other?

Start with a story (optional) We Are All Nepali — Read it hereAt a school fair, Aliza meets friends who share their languages and festivals.

A community has many kinds of people.

Your neighbors may have stories you have never heard before. They form a community, a group that shares a place or something else. Some have lived here a long time. Others came from a new town or country. They may speak other languages and like other foods. American citizens come from many backgrounds, so they do not all look alike. A name, clothes, looks, or language cannot show if someone is a citizen.

Listen to people to learn about them.

At the library, you may find books in more than one language. Along the street, homes may be houses, apartments, or other buildings. People may walk, use a wheelchair, ride a bike or bus, or drive. Even foods made and sold nearby can carry stories of people’s histories and choices. These clues show some ways people live. But they cannot tell each person’s whole story. To learn about real neighbors, we need to listen to them.

We can fix a barrier so more people can join in.

Now picture a game where only one child can read the rules. The others want to play, but the words are a barrier. A barrier is something in the way that may need fixing. So they ask the child to show them how the game works. Then they draw picture rules together so that everyone can join in. They still speak their own languages, with skills and stories to share. With their picture rules ready, the game can begin.

Grade 1 · Source card

A place to meet

The Filipino Community Hall is in Delano, California. People have met there to work together. A shared place can help people meet a shared need. What places bring people together near you? Find a real place near your home. Ask what people use it for. Do not guess who people are from how they look.

A place where people meet. Draw a real place near you. Tell one way it helps people.

Sources for this card
Look and think

Show what you notice

  1. Neighbors may speak different languages. What do they still share?
  2. What helped the two children share the game? Did either child have to give up a language?

Answer your waypointact it outtell or dictatewrite

Grade 2 Science book, p. 38–40
In your book

Session 2, Investigate: What do seedlings need?

We change one thing at a time to test what plants need.

Would the tallest plant always be the healthiest one? Green plants need light and water to make food for growth. Yet a seedling in the dark may stretch tall and pale. That is why height alone cannot tell us how it is doing. Leaf color and drooping give us more clues. Even soil without added water may still be damp. To learn what a variable does, we change one condition at a time. In our test, a comparison of A and B checks water. A and C check light. Watch the leaves as well as the ruler for clues.

Set up the test

Gather three similar leafy bean seedlings in matching drained pots · equal soil amounts · labels A B C · ruler and plant log · measuring teaspoon · ventilated opaque box prepared by an adult · water and catch tray

Safety Adult prepares a cool, ventilated dark box away from heaters. Wash after soil contact. End the plant’s time without light or water at seven days. Stop sooner if a plant wilts badly. Restore light and water, and record why.

  1. Label three alike seedlings A, B, and C. Measure each one. Guess what no water or no light will do.Adult: Note leaf color and how firm the leaves are. Start all three with equally damp soil.
  2. Put A and B in the same bright window. Put C in the dark box.Adult: Keep all three about equally warm.
  3. Give A and C the same small amount of water at the same times. Give B none.Adult: Choose the amount and write it down each time.
  4. For seven days, write the date. Measure from soil to tip, and note color and droop.Adult: Do not stretch the plant when you measure.

Try the model

A model to try after your real test.

Getting the model ready…

Grade 1 Social Studies book, p. 36Grade 2 Science book, p. 41

Session 3: Record and make — A community welcome page

My test record · What do seedlings need?

1Date or try
2Date or try
3Date or try

What really happened

Keep the seven-day dated log on the plant data record, p. 237 (plan: p. 236).

Fill this in on your workbook page.

A community welcome page

Make a page about your real community. Keep it private, and use facts an adult can check.

  1. Make four boxes: languages, buildings, food, and getting around. Put one real local example in each.Adult: Share two publicly known community histories and name the source. Say so if a detail is unknown. Do not ask strangers about their backgrounds.
  2. Name a thing neighbors share. Tell one way it helps when people know and do different things.
  3. Show a kind way to fix a mix-up. You could ask, show how, or draw pictures.

Connect the ideas. Why should we look with care, not guess? Think of a community and a seedling.

Look closely

Tap a picture to make it big. Zoom in and find the clues.

Primary source · photographNeighbors share a garden, 1943Ann Rosener, U.S. Office of War Information · Public domain
PhotographPumpkin seedlings, Washington, D.C., 2017U.S. Department of Agriculture · Public domain
PhotographJones Library, Amherst, Massachusetts, 2019Carol M. Highsmith · CC0

Field trip

Visit with a grown-up. These open other websites in a new tab.

Grade 1 Social Studies book, p. 37Grade 2 Science book, p. 42

My evidence page: Our community and our questions

Show real examples from your community. Show one kind way to fix a mix-up. On the plant log, write what you see today for A, B, and C.

  • 1My community: examples and a kind fix
  • 2How plants A, B, and C look at the start

3Choose and explain · Checkpoint game

Listen, then choose. Finish the game to earn this week’s stamp.

The game needs JavaScript turned on.

For the adult · what each grade shows

Grade 1

Show real community examples in four boxes, and act out or tell one kind way to fix a mix-up.

Grade 2

Explain which plant pair tests water and which tests light, using your starting records.

Showing the Grade 1 line for your book.

Showing the Grade 2 line for your book.

Take a photo of the evidence page or the test. Add your child’s own words. It stays on this device.

Add to my portfolio

Parent corner

How to run this week, in a few minutes.

At a glance

Time

From the workbook: Read and notice about 20 min · Investigate 20–30 min, plus short checks · Record and make 20–30 min.

Core

Start the fair plant test with dated starting records, and show real community examples.

Materials
  • three similar leafy bean seedlings in matching drained pots
  • equal soil amounts
  • labels A B C
  • ruler and plant log
  • measuring teaspoon
  • ventilated opaque box prepared by an adult
  • water and catch tray
Safety

Adult prepares a cool, ventilated dark box away from heaters. Wash after soil contact. End the plant’s time without light or water at seven days. Stop sooner if a plant wilts badly. Restore light and water, and record why.

Short week

Read together, then do Investigate steps 1–4 and the evidence page.

Next week

Prepare seedlings in advance; postpone testing if they lack leaves. Choose watering to keep A and C moist, not waterlogged. Log any changes. End deprivation after seven days; continue recovery observations through Week 12.

Library books

  • All Are Welcome by Alexandra Penfold. A school community welcomes children of many backgrounds.
  • From Seed to Plant by Gail Gibbons. Explains how seeds sprout and what young plants need to grow.
Answer key (for grown-ups)

Talk together

  1. Neighbors may speak different languages. What do they still share?
    Neighbors may share public spaces, safe-travel needs, or clean water while differing in languages and traditions. Do not claim every person has the same preferences.
  2. What helped the two children share the game? Did either child have to give up a language?
    A demonstration and picture directions remove a communication barrier. Differences can remain without preventing cooperation; avoid framing diversity itself as a defect.

What to expect in the investigation

B may change little while starting soil remains moist. C may grow taller yet become pale or weak. Results depend on conditions; no visible difference is valid. Three plants provide limited evidence because individuals naturally vary. Keep plant kind, starting size, pot, soil amount, and temperature the same. Record height, leaf color, and droop; taller is not always healthier, and a seedling in the dark may stretch tall and turn pale. After seven days, all three get normal care.

Checkpoint question

Choice A. B and C differ in two conditions, so their comparison does not isolate water.

Kindergarten this weekSocial Studies: Jobs long ago and nowScience: Read our bean results