** NEW ** Thematic Playlists for Listening Centers or to develop a unit with. Students love these stories. These are great for ESL or to expand background knowledge for poverty at risk students, as well. Picture books are great for close reads (Students go back and look for clues and evidence in the pictures.) and writing prompts. St. Patrick's Day StoriesEaster Stories Winter StoriesThere Was an Old Lady Who Swallowed a.....Stories Valentine's StoriesBullying Stories Tips for Teaching: **You will notice routines in place as you teach. One major shift in teaching has been to have the students talk and explain their thinking. You will see that these lessons were planned to work on student's expressing themselves. Suggested organization and getting started are at the bottom of this page. **The essential question is frequently repeated in the handouts and lessons so that students understand the objectives of the lessons. The objectives and essential questions are very specific to the NGSS. ** For any online games, model on the Smartboard/interactive board for students before letting them explore. ** Model one step at a time on the crafts for classroom efficiency. ** Free student dictionary to keep writing moving. I have a free student dictionary. I use it to keep writing moving. Often when students don't know how to spell a word, the work stops. To use, teach the students to 1) Put their dictionaries on the letter of the the word that they need spelled. 2) Check and make sure that the word isn't already listed. 3) Then, raise their hand. Then, I just come around and write down the word for them to copy. It makes work time go so much faster. Also, they will always have their "words" listed for them. For more detailed instructions, look for the "For the Teacher" instructions included for each week. Week 1 Supplies: Handouts; glue; paper plates; yellow and orange tissue paper squares; yellow or orange yarn; yellow strips of construction paper; yellow and orange crayon; tape or stapler; hole puncher;, compass or compass app Student Objectives: Students observe, describe, and predict patterns of the sun. Standard(s): 1.ESS1.1 Use observations of the sun,to describe patterns that can be predicted. Essential Question: What patterns do the sun make each day? Monday- Tell class to watch the videos and afterwards you will take guesses on what we are learning this week. Play video 1 and video 2. (Encourage sing-along-good for fluency); read two stories about the sun. (use your favorite classroom stories or choose from "suggested book list". Discuss with a focus on day and night. Students will do the handout. (2 pages) Tuesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along-good for fluency); Do the sun mobile craft. Wednesday- Do the "Sun Position Inquiry". It starts in the morning. Sing along to video 1, video 2., and video 3. (Encourage sing-along-good for fluency); Play video 4. Students will fill out the observation log. Thursday- Do the "Sun Position Inquiry". It starts in the morning. Sing along to video 1, video 2., and video 3. (Encourage sing-along-good for fluency); Play video 4. Students will fill out the observation log. Friday- Sing along to video 1, video 2, and video 3. Do sun position inquiry debrief. Write a statement together about the patterns of the sun. Students will do performance assessment.
Week 2 Supplies: Handouts; 2 bags of flour; food dye; cooking oil; plastic bins; scoops; sandwich; bags (optional); lg. mixing bowls (optional); measuring cups; plastic forks; 8 Oreo Cookies per group of students (51 Oreos in a 20 oz. pkg.); plastic spoons Student Objectives: Students observe, describe, and predict patterns of the moon. Standard(s): 1.ESS1.1 Use observations of the moon to describe patterns that can be predicted. Essential Question: What patterns do the moon make? Monday- Play video 1 and video 2. Discuss with class. Tell class to watch the next 2 videos and afterwards you will take guesses on what we are learning this week. Play video 3 and video 4. (Encourage sing-along); read two stories about the moon. (use your favorite classroom stories or choose from "suggested book list". Discuss with a focus why the moon looks different throughout the month. Read some short poems together. Moon Poems. Write a classroom acronym poem. Brainstorm using chart paper. Students will write it into their poem booklet. (in handout) Tuesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along); Brainstorm and add to the chart. Write a class Haiku together. Make moon sand together. Wednesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along); Brainstorm and add to the chart. Write a class poem together. Play video 4. Do Oreo Moon Lab. Thursday- Sing along to video 1, video 2, and video 3. (Encourage sing-along); Brainstorm and add to the chart. Write a cinquain poem together. Play online games phases of the moon 1, phases of the moon 2, cinquain poem activity. Friday- Sing along to video 1, video 2, and video 3. Students will write a poem of their choice, while other students do a performance assessment. If time, play online games phases of the moon 1, phases of the moon 2, cinquain poem activity.
Week 3 **Supplies: Handouts; kite paper (8 colors); clear drying glue; toothpicks; crayons; cardstock; pushpins; flashlight(s); gold star stickers (lots); black construction paper; white chalk or white crayons Student Objectives: Students observe, describe, and predict patterns of the stars. Standard(s): 1.ESS1.1 Use observations of the stars to describe patterns that can be predicted. Essential Question: What patterns do the stars make? Monday- Tell class to guess what we will be learning about this week. After each video, take guesses. Play video 1, video 2, and video 3. (The first video includes fitness. Students will stand up, sing, and move along..); read two stories about the stars. (use your favorite classroom stories or choose from "suggested book list".) Discuss with a focus on patterns of the stars. Make kite stars. If time, play magical shape hunt. Tuesday- Play video 1, video 2, and video 3. Play Magic School Bus Sees Stars. Discuss what students noticed about stars and patterns. Students do handout. If time, play Shapes Construction. Wednesday- Play video 1, video 2, and video 3. Play video 4. Discuss. Create constellation cards. Let students take turns investigating with flashlights. Students will do handout. If time, let students create Constellations online. Thursday- Play video 1, video 2, and video 3. Play video 4. Discuss. Create constellation cards. Let students take turns investigating with flashlights. Students will do handout. If time, let students find the constellation with partners. Mindy's Constellation Exploration. Friday- Play video 1, video 2, and video 3. Students are given a performance assessment on the constellations. As the finish, they can explore and investigate any of the online games/activities this week. Magical Shape Hunt, Shapes Construction, Constellations Online, or Mindy's Constellation Exploration.
Week 4 **Supplies: Handouts-Seasons Inquiry Booklet; construction paper (variety of colors); scissors; Elmer’s glue; feathers; small pieces of brown yarn,; wiggly eyes; templates (included-prepare ahead of time.); washable paint; pie tins; scissors; Elmer’s glue; colored straws; foam flowers and/or sports balls Student Objectives: Students will observe, record, and discuss daylight in the different seasons of the school year. Standard(s): 1.ESS1.2 Make observations at different times of year to relate the amount of daylight to the time of year. Essential Questions: What are some daylight patterns that we have? Monday- Play video 1 (encourage singing along) and have students guess what we will be learning about. Play video 2 and have the students guess the season. Play video 3. Ask students what they noticed or learned from the video. Try to get students to piggy back off each other's ideas. Read two stories about seasons. (use your favorite classroom stories or choose from "suggested book list". Discuss with a focus on how the sun's tilt makes different seasons. Pull up visual (<--click) for students while they do page 1 in their Season Inquiry Booklets. Collect when finished. Tuesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Look up the sunrise and sunset for your area for the spring months in your area. Sunrise/Sunset.. Class will log data on page 2. Color in the graph on page 3. Do the bird's nest craft. Display. Students can explore online spring games. Wednesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Read two stories about spring. (use your favorite classroom stories or choose from "suggested book list". Discuss the characteristics of spring. Make a classroom chart. (Divide into four parts and just do spring today.) Students can explore online spring games. Thursday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Look up the sunrise and sunset for your area for the summer months in your area. Sunrise/Sunset.. Class will log data on page 2. Color in the graph on page 3. Do the flip flop sandal craft. Display. Students can explore online summer games. Friday- Sing along to video 1,video 2, and video 3. (Encourage sing-along) Read two stories about summer.. (use your favorite classroom stories or choose from "suggested book list". Discuss the characteristics of summer. Add to the chart. Students can explore online summer games.
Week 5 **Supplies: Handouts-Seasons Inquiry Booklet Student Objectives: Students will observe, record, and discuss daylight in the different seasons of the school year. Standard(s): 1.ESS1.2 Make observations at different times of year to relate the amount of daylight to the time of year. Essential Questions: What are some daylight patterns that we have? Monday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Look up the sunrise and sunset for your area for the fall months in your area. Sunrise/Sunset.. Class will log data on page 2. Color in the graph on page 3. Do the pumpkins on a fence craft. Display. Students can explore online fall games. Tuesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Read two stories about fall.. (use your favorite classroom stories or choose from "suggested book list". Discuss the characteristics of fall. Add to the chart. Students can explore online fall games. Wednesday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Look up the sunrise and sunset for your area for the winter months in your area. Sunrise/Sunset.. Class will log data on page 2. Color in the graph on page 3. Do Ice Skate Craft. Display. Students can explore online winter games. Thursday- Sing along to video 1, video 2, and video 3. (Encourage sing-along) Read two stories about winter.. (use your favorite classroom stories or choose from "suggested book list". Discuss the characteristics of winter. Add to the chart.. Students can explore online winter games. Friday-Play video about seasons to review. Give students a test. They can explore any of the season games as they finish. Play spring games, summer games, fall games, or winter games.
Week 6 **Supplies: Handouts; playdoh; paper towel rolls; rulers; plastic forks; pencils; tape (enough supplies for every student to make 3 prototypes) Student Objectives: Students will ask questions, make observations, and gather information about designing an object that cleans 1st grade bedrooms. Students will design and create models and prototypes, make improvements, share ideas, compare and contrast, do valid self-evaluations., and evaluate multi-prototypes. Standard(s): 1.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 1.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 1.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: What things make a bedroom messy? How can you solve problems using engineering? Monday- Play video 1 and discuss. Play video 2. (Encourage sing-along) Pass out page 1 and page 2. (optional: use to hang up page 1 around a bulletin board- click for sample- or wall display and use page 2 to put together to make a classroom booklet to display near bulletin board or wall display..) If time, students can explore Dr. Seuss Games and Activities. Tuesday- Put out supplies for "Jessie's Problem". Play video 1. (Encourage sing-along) Play video 2. and video 3. Ask the class what Jessi's problem is. Ask if anyone else has ever had that problem. Let's practice being engineers. Post "Engineering Questions" and go over with the class. Follow the teacher's instructions. Pass out the "Investigation Journals". Do pages 1 and 2. Students will get a partner and ask and answer questions about their creations. If time, students can explore Dr. Seuss Games and Activities. Wednesday- Put out supplies for "Jessie's Problem". Play video 1. (Encourage sing-along) Follow the teacher's instructions. Pass out the "investigation Journals". Have students do page 3 & 4. Students will use their model on page 4 to create a backscratcher. Students will get a partner and ask and answer questions about their creations. If time, students can explore Dr. Seuss Games and Activities. Thursday- Put out supplies for "Jessie's Problem". Play video 1. (Encourage sing-along) Follwo the teacher's instructions. Pass out the "investigation Journals". Students will talk to a partner about their backscratchers. They will test them and ask each other questions. Guide students through page 5. Give students time to make adjustments to their prototypes. Have them show a partner what they did to improve their prototype.. Partners and will ask and answer questions about their creations. Do page 6. (see instructions) If time, students can explore Dr. Seuss Games and Activities. Friday- Put out the supplies. Play video 1. (Encourage sing-along) Play video 2. Discuss video. Talk about how engineers build many prototypes and are constantly improving their designs. Tell them that it can take hundreds of trials and prototypes. Follow the teacher's instructions. Pass out the "investigation Journals". Tell the class that we are going to do a final prototype as a "performance test". Students will do pages 7 and the self-evaluation on page 8. When finished, do a gallery walk. Watch video 3. If time, students can explore Dr. Seuss Games and Activities.
Week 7 **Supplies: Handouts; plastic cups (optional: camera to take pictures of the prototypes) Student Objectives: Students will ask questions, make observations, and gather information to solve an ecology problem. Students will design and create models and prototypes, make improvements, share ideas, compare and contrast, do valid self-evaluations., and evaluate multi-prototypes, and explore the concept of "tall". Standard(s): 1.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 1.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 1.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: Why do we need to save trees? What is tall? Extra: If you have the time or want to let your students watch the most recent "The Lorax" movie here is an online link 1:35 minutes. I used the old version (25 minute) for the lessons to fit better for teaching time constraints. Monday- Play video 1 and video 2 discuss. (Encourage sing-along) Play video 3-The Lorax read-aloud. Play video 4. Discuss. Pass out the "Investigation Journals". Do page 1 together, comparing and contrasting The Lorax and video 4. Model the writing with class, use writer's dictionaries, or make a class chart with words. Do page 2 together. Talk about the words. If time, students can explore Dr. Seuss Games and Activities. Tuesday- Play video 1, video 2, and video 3. (Encourage sing-along) Ask the students what they noticed in video 3. Play video 4. Pass out the "Investigation Journals". Do page 3 together. Model the writing with class, use writer's dictionaries, or make a class chart with words. If time, students can explore Dr. Seuss Games and Activities. Wednesday- Play video 1, video 2, and video 3. (Encourage sing-along) Ask the students what happens when someone in business gets too greedy. (Greedy people aren't responsible, they destroy the Earth, they hurt animals, etc.) Ask the students why the people wanted to let the tree grow. (people need trees for oxygen, for animals to live in, animals need food, as a resource, etc.) Play video 4. Pass out the "Investigation Journals". Do pages 4, 5, & 6 together. Model the writing with class, use writer's dictionaries, or make a class chart with words. If time, students can explore Dr. Seuss Games and Activities. Thursday- Put out supplies. Play video 1, video 2, and video 3. (Encourage sing-along) Ask the students why the people wanted to let the tree grow. (people need trees for oxygen, for animals to live in, animals need food, as a resource, etc.) Pass out the "Investigation Journals". Do page 7 together. If students have problems with "taste" prompt them with asking if their tree has fruit or nuts. Ask what would the wood taste like to an insect or animal. If they struggle with sound, they can put "silent" or describe the sound if you knocked on it or if the wind was rustling through the leaves. Model the writing. Play video 4. Stop at 1:43 and let the students try to build a tower. Explain the word "stability" If something is stable, it won't wobble or shake. Do pages 8 & 9 together. If time, students can explore Dr. Seuss Games and Activities. Friday- Put out supplies. Play video 1 and video 2. (Encourage sing-along) Play video 4. Start at 1:43 and play the rest of the video. Students try to build a tower as a performance assessment to see what they have learned. Do pages 10 and 11. Read the questions for them and write words that they need spelled in a writer's dictionary or on chart paper. They should demonstrate that they understand that a larger base gives more stability. If time, divide into teams and play The Lorax Jeopardy.
Week 8 **Supplies: Handouts Student Objectives: Students will ask questions, make observations, and gather information to solve a problem. Students will design and create models and prototypes, make improvements, share ideas, do valid self-evaluations., and evaluate multi-prototypes, for their imaginary, self-designed pet. Standard(s): 1.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 1.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: What is the perfect pet for you? Extra: If you have the time or want to let your students watch "The Secret Life of Pets" <--here is an online link 1:27 minutes. It would be good for background knowledge to spark ideas for the students for Thursday when they make up their stories. Monday- Play video 1 (Just Dance-Brain Break) and video 2 & video 3.. Let students make comments about the videos to each other. Play video 4-There's a Wocket in my Pocket read-aloud. Discussion questions. Play video 5. Pass out the "Investigation Journals". Do page 1 & 2. Students should get a partner and describe their ideal pet. If their ideal pet is a specific real breed, that's okay. Encourage all efforts. Use writer's dictionaries, or make a class chart with words. If time, students can explore Cartoonize My Pet. Tuesday- Play video 1 (Just Dance-Brain Break), video 2 and video 3. Allow students to make comments to each other. Play video 4. Make a chart: "What do Pets Need". Play video 5. Add new ideas to the "What do Pets Need" chart. Play video 6. Pass out the "Investigation Journals". Do page 3. Students should get with a partner to share and describe some of the things that pet needs. After talking with partners, give them time to add more ideas on page 3. If time, students can explore Pet Monster Creator. Wednesday- Play video 1, video 2, and video 3. Let students make comments to each other. Play video 4. - What Kind of Pet Should I Get? Pass out the "investigation Journals". Give students time to do page 4. 2) Have students talk to their partners about what their pet will need. Students do page 5. Tell class to consider what their pet "needs". They can consider any new information that they learned, can look back at their ideas on page 3, and they should write down as many things as they can think of. If time, students can explore Boogie Woogie Bird Legs. Thursday- Play video 1, video 2, and video 3. Play video 4. Next, the cat owners didn't know how their cat kept escaping so they set up a hidden camera. Play video 5, video 6 and video 7. Pass out the "investigation Journals". Students will work together in small groups of 4 to make up a story about a pet that gets into mischief when it is alone. They will do page 6 and draw their plot/main events. Afterward, students share their stories with each other in small groups or to the class. (depending on the time) Collect investigation booklets. The students will need them for next week. If time, students can explore Pet Daycare Decorations. Friday- Play video 1, video 2, and video 3. Play read aloud for Green Eggs and Ham, video 4 or you can read it yourself. Play the animated Green Eggs and Ham, video 5. Pass out the homework packet due next Wednesday. Go over each page. Pass out the student feedback forms and go over with students, as well. If time, play Fair Shares online game. Week 9 **Supplies: Handouts; Craft supplies: construction paper (multi-colors); scissors; colored pencils; crayons; markers; stickers; lots of Popsicle sticks; Elmer's glue; pipe cleaners; pom poms; masking tape; and transparent tape.; or other craft supplies. Student Objectives: Students will ask questions, make observations, and gather information to solve a problem. Students will design and create models and prototypes, make improvements, share ideas, do valid self-evaluations., and evaluate multi-prototypes by developing a habitat for their "perfect pet". Standard(s): 1.ETS1.1 Ask questions, make observations, gather information, and develop a drawing to illustrate how the shape of the object helps about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. 1.ETS1.2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 1.ETS1.3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Essential Question: Can you design a model of a habitat for your perfect pet? Monday- Put out the craft supplies. Play video 1,video 2, video 3, & video 4. Discussion questions. Let class explore "Pet Homes" to research ideas. Pass out the "Investigation Journals". Do pages 1, 2, and 3. If time, students can explore Pup Pals. Tuesday- Play video 1, video 2, video 3, & video 4. Discussion questions. Pass out the "Investigation Journals" and the ones from last week. They can look through their designs to get ideas from their designs and what their pet needs are. Let class explore "Pet Homes" to research ideas. Students will gather supplies and build a home for their pet. Using their models, they should show their pet habitats to a partner and explain how the design of their habitat meets their animal's needs. If time, students can explore Martha's Steaks. Wednesday- Put out the same supplies from Tuesday. Play video 1,video 2, video 3, & video 4. Let class explore "Pet Homes" to research ideas. Pass out the "Investigation Journals". Do pages 4 & 5. Students will get supplies and design a 2nd prototype. If time, students can explore Busy Day Frogs. Thursday- Play video 1, video 2, & video 3. Pass out the "Investigation Journals". Do pages 6 & 7. Debrief. Pass out the feedback forms and students should get a partner. Have them practice their Green Eggs and Ham presentations with each other. Each student will fill out a form to help their partner. If time, students can explore Chicken Coop. Friday- Play video 1, video 2, & video 3. Use the “Presentation Forms” and the teacher tracker to keep track of the class scores. Students should answer the question “What helped design my recipe?” and “What didn’t help design my recipe?”.
Organize your materials: Print master copy and put into binder. Gather science tub materials and put into a tub. Tape the "Science Tub" label on the top or side. Functional options for you to choose from: *Pull the "For the Teacher", craft, investigation and print on cardstock and laminate. Supplies: Use Ziploc Bags and Label, and put in science tub or other convenient place. or *Punch holes and keep the master in a binder. (Take out the binder cover and tub label before putting in the holes.) You will still be able to access the master copy (without holes) as long as you have the download. Use the Binder Cover for this. You may opt to put a divider and put all of the student handout pages together in the back for easy copying.
