Grade 1 Guided Learning Packet by Classical School Solutions

Classical School Solutions

Grade 1 - Sample Week Day 1

Day 2

1. Reading (pgs. 2-4)

1. Reading (pgs. 13-15)

2. Handwriting (pg. 5)

2. Poetry (pg. 16)

3. Grammar (pg. 6) 4. Math-U-See or Right Start Math 5. History (pgs. 7-11)

3. Handwriting (pg. 17) 4. Grammar (pg. 18) 5. Math-U-See or Right Start Math 6. Science (pgs. 19-20)

6. Read Aloud (pg. 12) *Days 1-4 Read Chapter 15-17 of The Children of Noisy Village by Astrid Lindgren

7. Read Aloud (pg. 12) *Days 1-4 Read Chapter 15-17 of The Children of Noisy Village by Astrid Lindgren

Day 3

Day 4

1. Reading (pgs. 21-23)

1. Reading (pgs. 31-33)

2. Handwriting (pgs. 24)

2. Handwriting (pg. 34)

3. Grammar (pg. 25) 4. Math-U-See or Right Start Math 5. History (pgs. 26-30) 6. Read Aloud (pg. 12) *Days 1-4 Read Chapter 15-17 of The Children of Noisy Village by Astrid Lindgren

3. Picture Study (pg. 35) 4. Grammar (pg. 36) 5. Math-U-See or Right Start Math 6. Science (pgs. 37-38) 7. Read Aloud (pg. 12) *Days 1-4 Read Chapter 15-17 of The Children of Noisy Village by Astrid Lindgren

©2021 Classical School Solutions | www.classicalschoolsolutions.com All rights reserved. This packet is intended for one student enrolled in our program and is not to be copied and shared with anyone else.

Grade 1, Sample

1. Reading

Day 1

Reading Warm Up: Have your child point to each phonogram and say the sound. Reading Warm Up: Have your child point to each phonogram and say the sound.

Phonogram ay

Reading Warm Have childend pointoftothe each phonog Read to the child: This is the phonogram ay /A/ the two letter /A/ that weUp: MAY useyour at the word as in (HAY). First read each sound in the words below, then put them together to read the word. Reading Warm Up: Have your child point to each phonogram and say the sound.

h-ay h-ay hay hay t-r-ay t-r-ay tray tray

d-ay d-ay day day c-a-k-e cake

c-l-ay c-l-ay clay clay

p-ay p-ay pay c-a-k-e pay

Reading Warm Up: Have your child point to each phono

cake g-a-m-e game

p-l-ay p-l-ay play c-a-k-e play

g-a-m-e game c-a-v-e cave

g-a-m-e cake game v-i-n-e l-i-f-e vine life Read the sentences below. All phonograms for you. The arrows remind you v-i-n-ehave been underlined l-i-f-e f-i-n-e of the “silent e” words. vine life fine

1. Ben will stay and play at home all day. v-i-n-e vine 2. The foal makes his bed in the hay.

l-i-f-e life

Have the child read the words, circle the word that matches the picture and then write the word. 3

pay play pray

gray hay stay

way track tray

day say nay

play spray stay

pay pray play

Grade 1, Sample

Reader

Silent

Sly

Reading Warm Up: Have your child point to each phonogram and say the sound.

Reading Warm Up: Have your child point to eac

c-a-k-e cake

g-a-m-e c-a-v-e sgame cave s Reading Warm Up: Have your child point to each phonogram an c-a-k-e g-a-m-e cake game Flora Gray

Flora Gray went one day v-i-n-e

l-i-f-e

f-i-n-e w g-a-m-e c-w fine v-i-n-egame l-i-f-e c vine life

to tend vine her bloomsc-a-k-e on life the cake

first of May. 2

This rose is red but I am blue. The pests have been here. Whatbake shall I do?

v-i-n-e vine

l-i-f-e life

Do not fret Flora Gray. bake 2

Grade 1, Sample

2. Handwriting

Trace the letters and then write your own starting on the dot.

Trace the numbers and then write your own starting on the dots.

Trace the ay phonograms below.

Draw water and waves and other sea creatures.

Grade 1, Sample

3. Grammar

Capitalization and punctuation: Unscramble and Rewrite the sentence correctly. Read to the child: unscramble the words below to make a sentence. Write the sentence on the lines below using correct capitalization and punctuation. Remember! Capitalize the first letter of the first word in a sentence. Always capitalize a person’s name. End a sentence that is a statement or tells something with a period (.)

in the tree I climb Parts of Speech: Verbs Read to the child: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place to thing. Play the grammar game. Have your child complete the sentence below using the appropriate parts of speech and using the words below. You can find grammar symbols to cut out under the resources

Nouns

Verbs

cat

sit

bat

fly

The big

had to to eat.

Grade 1, Sample

5. History- Read the following passage aloud with your child and have them retell the story in their own words.

A Boy King When you are twenty years old, what do you think you will be doing? Will you be playing sports on a college team? Will you be working in a bank, or in a factory? When Alexander, son of King Philip II, was twenty he was king of both Macedonia and Greece. But Macedonia and Greece were entirely too small for this wonderful young man. He wanted to own a much bigger country; in fact, he thought he would like to own the whole world; that was all - nothing more. So Alexander went right ahead with his father's plan to conquer Persia. The time had come to pay back Persia for that last invasion one hundred and fifty years before. He got together an army and crossed the Hellespont into Asia and won battle after battle against the first Persian armies sent out to stop him. He kept moving on, for Persia was a vast empire. Soon he came to a town where in a temple there was kept a rope tied into a very far-famed and puzzling knot. It was called the Gordian Knot, and it was very famous because the oracle had said that whoever should undo this knot would conquer Persia. But no one had ever been able to untie it. When Alexander heard the story, he went to the temple and took a look at the knot. He saw at once that it would be impossible to untie it, so, instead of even trying, as others had done, he drew his sword and with one stroke cut the knot in two. So now when a person settles something difficult, not by fussing with it as one untangles a snarl, but at a single stroke, cutting through all difficulties, we say he "cuts the Gordian Knot." Alexander cuts the Gordian Knot (1767) by Jean-Simon Berthélemy

Grade 1, Sample

From that time on, Alexander conquered one city after another and never lost any battle of importance until he had conquered the whole of Persia. Then he went into Egypt, which belonged to Persia, and conquered that country, too. To celebrate this victory, he founded a town near the mouth of the Nile and named it after himself, Alexandria. Then he started there a great library which later grew to be so big that there were said to be five hundred thousand books in it - that is, half a million - and was the largest library of ancient times. The books were not like those in the libraries we have now, of course, because printing had not been invented. They were every one of them written by hand, and not on pages, but on long sheets which were rolled up on The Library of Alexandria sticks to form a scroll. In the harbor of Alexandria was a little island called Pharos, and on this island some years later was built a remarkable lighthouse named from the island, the Pharos, and its light could be seen for many miles. It was really a building more like a modern sky-scraper with a tower. It was over thirty stories high, which seemed most remarkable at that time when most buildings were only one or two stories high, and its light could be seen for many miles. So the Pharos of Alexandria was called one of the Seven Wonders of the World. You have already heard of three others, so this makes the fourth. The Lighthouse of Alexandria, called the Pharos after the island it was on Alexandria grew in the course of time to be ©2021 Classical School Solutions

Grade 1, Sample

the largest and most important seaport of the ancient world. Now, however, the Pharos and the library and all the old buildings have long since disappeared. But Alexander did not stay very long in any one place. He was restless. He wanted to keep on the move. He wanted to see new places and to conquer new people. He almost forgot his own little country of Macedonia and Greece. Instead of being homesick, however, as most any one would have been, he kept going farther and farther away from home all the time. We should call such a man an adventurer or an explorer, as well as a great general. And so he kept on conquering and didn't stop conquering until he had reached far-off India.

The Macedonian Phalanx - the formation of long spears that Alexander’s army used to conquer the Ancient World

There in India his army, which had stayed on with him all the way, became homesick and wanted to go back. They had been away from home for more than ten years and were so far off that they were afraid they would never get back. Alexander was now only thirty years old, but he was called Alexander the Great, for he was ruler of the whole world - at least, all of it that was then known and inhabited by civilized people, except Italy, which was still only a collection of little, unimportant towns at that time. ©2021 Classical School Solutions

Grade 1, Sample

When Alexander found there were no more countries left for him to conquer, he was so disappointed that he wept! And so at last, when there was nothing more to conquer, he agreed to do what his army begged him and started slowly back toward Greece. He got as far as Babylon, the city once so large and so magnificent. There he celebrated with a feast, but while feasting and drinking he suddenly died. So he never reached Greece. This was in 323 B.C. when he was but 33 years old. You can remember these figures easily, for they are all 3’s except the middle figure in the date, which is one less than 3. Alexander the Great had conquered the largest country that has ever been under the rule of one man, and yet this was not the only reason we call him the "Great." He was not only a great ruler and a great general, but - this may surprise you - he was also a great teacher. Aristotle had taught him to be that. Alexander taught the Greek language to the people whom he conquered so that they could read Greek books. He taught them about Greek sculpture and painting. He taught them the wise sayings of the Greek philosophers, Socrates and Plato and his own teacher, Aristotle. He trained the people in athletics as the Greeks did for their Olympic Games. And so we can say that he taught far more people than any other teacher who has ever lived. Alexander had married a beautiful Persian girl named Roxana, but their only child was a baby, not born until after his father's death; so when the great king died there was no one to rule after him. He had told his generals before he died that the strongest one of them should Alexander the Great and Roxana (1756) by Pietro Rotari

Grade 1, Sample

be the next ruler; to fight it out among themselves, as we sometimes say, "May the best man win." So his generals did fight to see who should win, and finally four of them, who were victorious, decided to divide up this great empire and each have a share. One of his generals was named Ptolemy I, and he took Egypt as his share and ruled well; but the others did not amount to much, and after a while their shares became unimportant and went to pieces. Like a red toy balloon which stretches and stretches as you blow it up, Alexander's empire grew bigger and bigger until - all of a sudden - ”pop” - nothing was left but the pieces.

Ptolemy I - the Greek general who became Pharaoh. His dynasty lasted hundreds of years, and so all the Pharaohs after him were really Greek, not Egyptian.

Grade 1, Sample

6. Read Aloud • Over days 1-4 read Chapter 15-17 of The Children of Noisy Village by Astrid Lindgren • Color the picture below.

Grade 1, Sample

gram and say the sound.

Day 2

1. Reading

s-ay say

w-ay way

s-t-ay stay

p-l-ay play

Reading Warm Up: Have your child point to each phonogram and say the sound.

The gray sheep likes to sleep all day.

h-ay hay

d-ay day

p-ay pay

Read to the child: How many words can you make using the phonogram ay.

c-l-ay clay

aw p-l-ay pl play gr pr tr Grade 1, Sample

Study the picture below with the child. Have the child read the list of words and and circle words that that are found in the picture.

duck

curls

boat

foam

sway

girl

face

tree

spray

shirt

birds

coat

row

play

worm

lake

Choose words from the list that are found in the picture and write them below.

Write an “ay” word.

Write an “ow” word.

Write an “oa” word.

Write a “silent e” word.

Grade 1, Sample

Reader

Sly

Silent

Reading Warm Up: Have your child point to each phonogram and say

Reading Warm Up: Have your child point to each phono

Sly

Silent

c-a-k-e g-a-m-e c-a-v cake game cav c-a-k-e g-a-m-e cake game Silent

v-i-n-e

l-i-f-e life

Fickle vine Fay

v-i-n-e You may say Fay is fickle vine 3

f-i-nfine l-i-f-e life

but I am in quite a pickle. Sly

You see it is a very fine day. I have work tobake do but 3

I want to play.

bake

Come on Fay, my Nan will say. 2

Grade 1, Sample

2. Poetry

Tom, Tom, the Piper’s Son Tom, Tom, the piper’s son, Learned to play when he was young, But all the tune that he could play, Was “Over the hills and far away, Over the hills and a great way off, And the wind will blow my top-knot off.” Oral Exercise — Tell which words rhyme at the end of each line. Underline all of the “ay” phonograms and the “ow” phonograms.

Grade 1, Sample

3. Handwriting

Trace the letters and then write your own starting on the dot.

Trace the ay phonograms below.

Trace the ay words below.

complete the Blue Jay dot-to-dot.

Grade 1, Sample

4. Grammar

v-i-n-e l-i-f-e vine life them fill in the missing words from the options below. Gently have your child erase and correct any Written Exercise - Dictation: Have your child listen as you read “It Snows and it Blows”. Have mistakes. Be sure to spell all the words correctly.

way

play

blow

tune

Tom, Tom, the piper's son,

away

bake

Learned to

when he was young,

But all the

that he could play,

Was "Over the hills and far Over the hills and a great And the wind will

, off, my top-knot

off."

Grade 1, Sample

6. Science

Food from Plants Jim and Betty had gone with Mother to the store. While Mother was getting some meat for dinner, the children looked at the vegetables and fruit. “There are peaches and oranges and apples,” said Betty. “And lettuce and carrots and beets and onions,” said Jim. “My, there are many different kinds of fruit and vegetables!” Mother came up and said, “Yes, there are many kinds. But they are all alike in one way. They are all parts of plants. “A head of lettuce is the plant’s leaves. The carrots and the beets are roots, and the potatoes and onion bulbs are stems.” “Apples and oranges and peaches all grow on plants, too,” said Jim. “They are fruit, and they have the seeds of the plant inside them.” Mother looked at the vegetables. “We need green vegetables for dinner,” she said. “I’ll take some peas and lettuce.” “Oh!” said Betty. “Peas are seeds, and so are beans and corn. They are parts of plants, too!” ©2021 Classical School Solutions

Grade 1, Sample

‘It’s a good thing we have plants,” said dim. “If we didn’t, we would not have anything to eat but meat.” “We would have milk,” said Betty. “Milk comes from cows.” “Why, Jim and Betty!” said Mother. “How many cows do you think there would be if we didn’t have any plants?” Both children looked surprised. “Cows must have food,” said Mother. “That’s right,” said Betty. “Cows eat grass and other kinds of plants. So if we didn’t have any plants, we could not have any milk.” Jim said, “We could not have any meat, either. There would not be any pigs or sheep or chickens if they didn’t have plants to eat.” “Is there any food that does not come from plants?” asked Betty. “Look around the store,” said Mother. “See if there is any food here that does not come from plants.” Jim and Betty looked and looked. Suddenly Betty said, “Oh, Jim! This is a fine game! Maybe we can play it at school tomorrow. “We can have the children try to think of foods that do not come from plants.” “Yes,” said Jim. Then he laughed and said, “But it will not be an easy game. “You and I looked all over the store, but we didn’t find any kind of food that does not come from plants!” Name some roots that we eat. Name some stems that we eat. Name some leaves that we eat. Name some seeds that we eat. ©2021 Classical School Solutions

Grade 1, Sample

1. Reading

s-t-ay stay

Day 3

p-l-ay play

Reading Warm Up: Have your child point to each phonogram and say the sound.

c-a-k-e cake

g-a-m-e game

c-a-v-e cave

s-a-f-e safe

f-i-n-e fine

w-i-pwipe

Reading Warm Up: Have your child point to each phonogram and say the sound.

v-i-n-e vine

l-i-f-e life

The cow likes to play by the stacks of hay.

h-ay hay

d-ay day

p-ay pay

See how many words can you make with the phonogram “ay” using the letters in the boxes below. bake You may use the same letter more than once.

t h

t-r-ay tray

\\ay \\ay \\ay \\ay

d p g s

c-l-ay clay

p-l-ay play

\\ay \\ay \\ay \\ay Grade 1, Sample

c-a-k-e c-a-k-e g-a cake cake 22 ga Complete the sentences phonograms ay. v-i-n-e l-i-f-e f-i-n-e Have the child fill in the sentences below with the correct word. Have them read each sentence out vine life fine loud as they write.

pay lay

c-a-k-e Male birds do cake not

g-a-m-e eggs. game v-i-n-e v-i-n-el-i vine vine l

\\\\\

Gray May

bake

\\\\\ I have a slice of cake? v-i-n-e vine

l-i-f-e life

bake

clay hay

Our rabbit likes to sleep in \\\\. stray tray

bake

Grade 1, Sample

Reader

Sly

Silent

Reading Warm Up: Have your child point to each phonogram a

Reading Warm Up: Have your child point to each phonogram and say the sound.

Silent

c-a-k-e g-a-m-e c cake game Reading Warm Up: Have your child point to each phonogram g-a-m-e c-a-v-e s-a-f-e game cave safe

c-a-k-e cake Sly

v-i-n-e l-i-f-e f c-a-k-e g-a-m-e c vine life Ken and Kay Play v-i-n-e l-i-f-e cake f-i-n-e game w-i-p-e vine life fine wipe

Ken and Kay play hide and seek. 3

Close your eyes you may not peek. v-i-n-e 2 l-i-f-e Kay goes first and Ken runs that way. bakevine life

Ruff the dog barks as Ken runs away. bake Hush Ruff, do not make a sound.

bake

Grade 1, Sample

2. Handwriting

Trace the letters and then write your own starting on the dot.

Trace the ay phonograms below.

Trace the sentence below.

Draw bales of hay for the sheep and cow.

Grade 1, Sample

3. Grammar

on the mat sat cat the Parts of Speech: Verbs Read to the child: A verb shows action! For instance in the sentence “I ran to the park.” Ran is the verb because it tells what I did. A noun is a person, place to thing. Play the grammar game. Have your child complete the sentence below using the appropriate parts of speech and using the words below. You can find grammar symbols to cut out under the resources

Nouns

Verbs

kite

float

Balloon

fly

The red

is going to in the sky.

Grade 1, Sample

5. History- Read the following passage aloud with your child and have them retell the story in their own words.

Picking a Fight “Every dog has his day." A tennis or golf champion wins over the one who was champion before him and then has a few years during which he is unbeaten. Sooner or later, however, some younger and better man beats him and in turn takes the championship. It seems almost the same way with countries as with people. One country wins the championship from another, holds it for a few years, and then, when older, finally loses it to some new-comer. We have seen that Nineveh was champion for a while; then Babylon had her turn; then Persia had her turn; then Greece; and, lastly, Macedonia. You may wonder who was to be the next champion after Alexander's empire went to pieces-who was to have the next turn. When Alexander was conquering the world he went east toward the rising sun, and south. He paid little attention to the country to the west toward the setting sun. Rome, which we have not heard of for some time, was then only a small town with narrow streets and frame houses. It was not nearly important enough for Alexander to think much about. Rome herself was not thinking of anything then except keeping the neighboring towns from beating her. It is usual to speak of a city as "her" or "she" as if a city were a girl, A Roman soldier from the early days of Rome’s conquest of Italy.

Grade 1, Sample

but Rome was more like a small boy whom all the other boys were "picking" on. In the course of time, however, Rome began to grow up and was not only able to take care of herself but could put up a very stiff fight. She was then no longer satisfied with just defending herself. So she fought and won battles with most of the other towns in Italy, until at last she found herself champion of the whole of the "boot." Then she began to look around to see what other countries there were outside of Italy that she might conquer. Perhaps you have noticed that Italy, the "boot" seems about to kick a little island as if it were a football. This island is Sicily, and just opposite Sicily, in North Africa, was a city called Carthage. Carthage had been founded by the Phoenicians many years before and had become a very rich and powerful city. As she was by the sea, she had built many ships and traded with all the other seaports along the Mediterranean, just as the old Phoenician cities of Tyre and Sidon had done. Carthage did not like to see Rome getting so strong and growing so big and becoming so powerful. In other words, Carthage was jealous of Rome. Rome, on her side, was jealous of the wealth and trade of Carthage. So Rome anxiously looked around for some excuse to get into a fight with her. Now, you know how easy it is to pick a quarrel and start a fight when you are "looking for trouble." One boy sticks out his tongue, the other gives him a kick, and the fight is on. Well, two countries are at times just like little boys; they start a fight with just as little excuse, and though they call Carthaginian soldier of the First Punic War

Grade 1, Sample

the fight "war" it is nothing but a "scrap." Only there are no fathers to come along and give them both a spanking and send them to bed without any supper. So it didn't take long for Rome and Carthage to find an excuse, and a war was started between them. The Romans called this fight a Punic War, for "Punic" was their name for Phoenician, and the Carthaginians were Phoenicians. As Carthage was across the water, the Romans could not get to her except in boats. But Rome had no boats. She was not on the sea-shore, and she knew nothing about making boats, nor about sailing them, if she had had them. The Carthaginians, on the other hand, had many, many boats, and, like all the Phoenicians, were old and experienced sailors. But Rome happened to find the wreck of a Carthaginian ship that had, been cast ashore, and she at once set to work to make a copy of it. In a remarkably short time she had built one ship, then another and another, until she had a great many ships. Then, though she was new at the game, she attacked the Carthaginian fleet. It would seem that the Carthaginians could easily have won, for the Romans knew so little about boats. But in sea battles, before this, the fighting had been done by running into the enemy and ramming and sinking their ships. The Romans knew they were no match for the Carthaginians in this sort of fighting. So they thought up a way in which they could fight them as on land. To do this they invented a kind of big hook which they called a corvus (which means “raven” or “crow” in Latin). The idea was for a ship to run close alongside a Carthaginian ship and, instead of trying to sink her, to throw out this big hook or corvus, catch hold of the other ship, and pull both boats close together. The Roman soldiers would then scramble over the sides into the enemy's boat and fight them the same way they would on land. ©2021 Classical School Solutions

Grade 1, Sample

The scheme worked. This new kind of fighting took the Carthaginians by surprise, and they were no match for the Romans at first. But Rome did not have things all her own way by any means. The Carthaginians soon learned how to fight in this fashion, too. So Rome lost, as well as won, battles both on land and on sea. But at last she did win, and the Carthaginians were beaten. Thus ended the first Punic War, which gained Rome control of the island of Sicily.

How the Roman corvus worked - while the text calls it a “hook”, the corvus was actually more like a little bridge attached to the front of a Roman ship. When they got close to an enemy ship, instead of performing the difficult sailing maneuvers that the Carthaginians used, they would slam the corvus onto the deck of the enemy ship. The spike on the end of the bridge would cut into the deck, and the Roman soldiers would board the ship and fight like they were on land. This sort of ingenuity, where the Romans turned a weakness into a strength, was typical of the Roman character. They became great conquerors because they were able to adapt and change to meet whatever challenges were before them. ©2021 Classical School Solutions

Grade 1, Sample

This map shows how Rome came to rule all of Italy and Sicily. The different colors show the years when Rome conquered the different territories.

Grade 1, Sample

1. Reading

Day 4

Reading Warm Up: Have your child point to each phonogram and say the sound.

Blue Jay needs a bit of hay for his nest.

h-ay hay

d-ay day

p-ay pay

t-r-ay tray

c-l-ay clay

p-l-ay play

Read to the child: Using red and blue crayons, color the vowel pair phonograms red and all other phonograms blue. Use your phonogram tiles above to check your work. The first two have been completed for you as an example.

Grade 1, Sample

Read to the child: Little Fay needs our help with the hay. Help Fay gather the hay into the barn by reading all of the “AY” words. As you read, use a red crayon to underline all of the “AY” phonograms in the words on the stacks of hay.

pay say

hay

stay

play

way way

fray

day clay

pray sway

tray

bay Grade 1, Sample

Reader

Sly

Reading Warm Up: Have your child point to each phonogram and say the sound.

c-a-k-e g-a-m-e c-a-v-e 2 cake Little Joe game Grows cave

s-a-f-e safe

Little Joe works very hard. He plants trees all around the yard. 2 3 v-i-n-e l-i-f-e f-i-n-e He tends that are small. vine the treeslife fine 2

w-i-p-e wipe

He tends the trees that grow 3

quite tall. 2

Little Joe will show us the way 2

Grade 1, Sample

2. Handwriting

Trace the letters and then write your own starting on the dot.

Trace the ay phonograms below.

Trace the ay words below.

Trace the sentence below.

Copy the hen in the box provided.

Grade 1, Sample

3. Picture Study

Read to the child: Let’s explore this picture. What is the little girl doing? Is this a quiet or a loud scene? Does the picture have more warm colors (yellow, orange, red) or more cool colors (blue, green, purple)? Study the girl’s face. See how it’s lighter on one side. The sun is hitting her face. Point to where you think the sunshine is coming from. What do you imagine the little girl’s name to be? ©2021 Classical School Solutions

Grade 1, Sample

4. Grammar

P Noun

Personal Noun

Verb

Grammar Symbols: May be found to cut out in your google classroom.

sad the dog is

Parts of Speech: Nouns Read to the child: A noun is the name of a person, place or thing. Find three nouns in the picture study on the previous page. Draw or place a triangle on the nouns in the picture.

Grade 1, Sample

6. Science

Playing the Food Game The children at school all wanted to play Betty and Jim’s new game. They all tried to think of some kind of food that does not come from a plant. Tom was first. He said, “Eggs.” Miss Young said, “If Tom is right, he may have another turn. “Who can tell us if Tom is right?” “Eggs come from hens,” said Patty. “Hens eat corn and wheat, and they are plants. So eggs really come from plants.” “That’s right,” said Miss Young. “Now it is Patty’s turn.” Patty said, “Bread.” “Bread comes from wheat,” said Joe. “And wheat is a plant.” It was Joe’s turn, and he said, “Sugar.” Do you think he was right? Why?

Grade 1, Sample

Things to Find Out Name the foods in the picture. Where does milk come from? Where does butter come from? Where does sugar come from? Find out how plants help make each of the other foods in the picture. Can you think of any food that does not come from plants?

Grade 1, Sample