Math= M Science 1= S1 Science 2= S2 Guided Reading= GR Writing= W

ST – Mastery 35%
Strategies Planned
 Demonstration
o S1: Filtering dirty water
o S2: Watering plant with acid rain
o W: Personal writing example
 Hands-on experience
o M: Mystery bag-guessing the shape and building 3-D and 2-D shapes with
playdough and sticks
o S2: Planting the plants in the jars and mixing the mixture of acid rain
o GR: Dropping a rock in water to state an act of kindness
 Direct instructions
o S1: Lesson presentation on a clean water plant
o S2: Lesson presentation on air pollution and acid rain
o GR: Guided reading stations
o W: Lesson presentation on sentence fluency
 Categorizing (different types of technology)
o M: iPads - find 3-D and 2-D shapes in the classroom and take a picture of them
o GR: iPads – taking a picture of spelling words in playdough

Multiple Intelligences fostered

 Body/Kinesthetic
o M: Buildings 3-D and 2-D shapes with playdough and sticks
o S2: Planting the plants in jars, and pouring the acid rain mixture on the plant
o GR: Flyswatter with sight words, story sequencing, and spelling words in
playdough

SF – Interpersonal 35%

Strategies Planned
 Group experiences and working with others
o M: Students categorize shapes that are 2-D and 3-D
o S1: Whole group instruction and demonstration
o S2: Working in small groups to plant their plant
o GR: Story sequencing
 Chances to share ideas with other students and present ideas to the class
o M: Students share 2-D and 3-D shapes they see everyday
o S1, S2: Discussion throughout the lesson gives students an opportunity to share
their ideas and ask questions
o GR: Discussion during guided reading stations
o W: Shared writing
Multiple Intelligences fostered
 Musical/Rhythmic –
o W: classical music playing while students write
 Interpersonal –
o M, GR: Group stations
o S2: Small group work

NI - Understanding 20%
Strategies Planned
 Relating and connecting different ideas
o M: Connecting 3-D shapes to the real world and how they can be used
o S1, S2: Students learning their part to help with water pollution
o GR: Read aloud connects to being kind to others
o W: Researching how to care for animals and their importance in the environment
 Gaining information through direct instruction and searching the textbook for
information.
o GR: Guided reading station
 Chances to work independently in hands-on activities.
o S1: Recording sheet
o S2: Science journal
o GR: Thank you letters
 Comparing and contrasting
o M: 2-D versus 3-D shapes
o S2: Discovering what a lot of acid, little acid, and no acid does to a plant

Multiple Intelligences fostered

 Intrapersonal –
o S1, S2: Recording sheet
o W: Ten minutes of drafting or planning
 Verbal/Linguistic –
o M, S1, S2, GR, W: Class discussions
NF – Self-expressive 10%
Strategies Planned
 Discussion and chance to ask questions during instruction
o M, GR, W: Grand conversation after read aloud and closure conversation
o S1: Discussion and questions on filtering dirty water
o S2: Discussion throughout the lesson gives students an opportunity to share their
ideas and ask questions
 Discovery learning
o S1: How to get a dirty cup of water cleaner
o S2: The effect of acid rain on plants
 Creating hypotheses
o M: Using 3-D shapes to build a structure
o S1: How can a cup of dirty water become cleaner by using a coffee filter?
 o S2: What will happen to the plants with a variety of mixtures being poured on
them?
o GR: What is an act of kindness you can do for someone?
o W: How can sentence fluency make our stories better?

Multiple Intelligences fostered

 Logical/Mathematical –
o M: Creating a hypothesis for building a structure
o S1: Creating a hypothesis for how to get dirty water cleaner by using a coffee
filter
o S2: Creating a hypothesis for what acid rain will do to the plants
 Visual/Spatial –
o S1: Recording sheet
o S2: Science Journal
o GR: Writing or drawing a thank you letter
 Naturalist –
o S1, S2: Taking a step to end water pollution
o W: Researching and drafting about a favorite animal