Day 1 Day 2 Day 3 Day 4 Day 5

Lesson/Title Math Science I Writing Guided Reading Science II

Objective(s) At the conclusion 1.Throughout the At the conclusion After completing Throughout the
of the lesson, lesson, students will of the lesson, the stations lesson, students will
students will investigate and students will regarding explore and begin
demonstrate their describe different demonstrate their summaries, students to understand how
understanding of states of matter understanding of will have a deeper clouds are formed
how to order based on what they voice by understanding of and what the
numbers from least have learned in the participating and the plot of the book different types of
to greatest and mini lesson as well discussion and and how to clouds are.
greatest to least by as what they have taking part in the summarize the At the conclusion
participating in observed from the writing process. events of a book of the lesson,
group discussion experiment at the using beginning, students will be
and completing the beginning of the middle, and end, as able to identify
story problems. lesson. well as beginning, different types of
2.At the conclusion rising action, clouds by
of the lesson, climax, and end participating in
students will through completion discussion and
understand and and participation in taking part in the
identify the activities. observation
different states of exercise.
matter by
participating in the
experiments and
class discussion.

Standards 2.NS.2: Read and 2.PS.1 Plan and 2.W.3.3 Develop 2.RL.2.2 Recount 2.ESS.1 Record
write whole conduct an topics for friendly the beginning, detailed weather
 numbers up to investigation to letters, stories, middle, and ending observations,
1,000. Use words, describe and poems, and other of stories, including including cloud
models, standard classify different narrative purposes fables and folktales cover, cloud type,
form and expanded kinds of materials that – from diverse and type of
form to represent by their observable • Include a cultures, and precipitation on a
and show properties. beginning. determine their daily basis over a
equivalent forms of • Use temporal central message, period of weeks and
whole numbers up words to signal lesson, or moral. correlate
to 1,000. event order (e.g., observations to the
first of all). time of year. Chart
• Provide details to and graph collected
describe actions, data.
thoughts, and
feelings.
• Provide an
ending.

Materials - Hundreds, tens, -Balloon - “They All Saw a -5 Roller Coaster -Mason jar
and ones dice -Baking soda Cat” by Brendan Worksheets + 5 -Hair spray
-5 sets of Base 10 -Vinegar Wenzel Coaster Carts -Boiling water
blocks -20 little plastic -5 Magic Summary -Ice cubes
-6 copies cups Makers -Power point
(laminated) of the -2 liter of root beer -5 copies of “When -Investigation
attached “Which -1 tub of vanilla ice Sophie Gets sheets
Number is greater?” cream Angry...Really
game -20 Hypothesis Really Angry”
-6 dry erase Papers
markers/erasers -Solid, Liquid, Gas
(paper towel will cards
work)
-Document camera
 -17 copies of the
story problems
-Phone timer
-iPads (for after the
game)

Body/Activities The class is split -The anticipatory -I will teach a mini 3 stations will be This lesson starts
into two groups. set includes mixing lesson on voice and occurring. One with a cloud in the
One group works baking soda and help students think group will be jar experiment.
with me while the vinegar in a bottle about voice by working on their Then there is a mini
other group plays a to blow up a connecting the anchor folders, one lesson about the
game. I teach a balloon. unique perspectives group will be different types of
small mini lesson -Students will learn in the book to independent clouds and how
on putting numbers about solids, unique perspectives reading and clouds form. Next,
in order from least liquids, and gasses of all people. searching for the students will
to greatest and through discussion -we will brainstorm beginning, middle, explore how clouds
greatest to least and mini lesson. what a dog would and end of the and weather are
based on their -students will say and feel as an book, and the other related through
knowledge of participate in an exercise exploring group will be with discussion. Last,
greater than and activity where voice. me. The two groups students will
less than. The students will hold -I will remind I meet with will be conduct a multiple
students working at up a card with a students of the different, but we day investigation of
their seat roll 3 word “solid, liquid, science lesson from will read the same predicting the
dice. One dice or gas” that the previous day. book. In the first weather based on
results in the ones corresponds with a group, we will read the type of clouds
value of a number, picture on the “When Sophie Gets and the
one dice results in screen. Angry--Really, temperature. Then
the 10’s, and the -students will Really Angry…”, students will create
other number hypothesize what then discuss the a hypothesis about
results in the 100’s. the solid, liquid, beginning, middle, the weather for the
Students roll to see and gas are in a root and end how how rest of the day
whose number is beer float when we put the based on what they
largest. Whoever’s -students will watch story in order, we observed.
number is largest me create a root can give a good
gets a point. beer float summary of a story.
-students will drink We will do this
root beer floats and with the Magic
draw root beer Summary Maker,
floats and label the which has space for
solid, liquid, and students to write the
gas within. beginning, middle,
and end of the
story, then read
them together to
form a summary. In
the second group,
we will read the
same book, but we
will discuss
beginning, rising
action, climax, and
end. I will describe
an event in the story
and students will
use a provided
paper with a roller
coaster cart and
move the cart to
show if the event is
at the beginning,
part of the rising
action, the climax,
or the end.
Assessments -Students fill out -The students -I will use -The Magic -The recording
worksheets during holding up the conferencing to see Summary Maker as sheet will serve as
the lesson. We cards with words where students are well as the roller summative
work on them will serve as at and help them coaster that students assessment as well
together. This will formative think through ways will use during the as formative
serve as a sort of assessment they can improve lesson will serve as assessment
formative - The students their writing, formative throughout.
assessment to see drawing root beer specifically the assessment. -Student discussion
what students floats and labeling voice of their will serve as
understood during the parts will serve writing. This will formative
the lesson. as summative serve as formative assessment.
-Students will show assessment assessment. -Every discussion
me numbers with -I will read student day each table
base 10 blocks, work to see if group will share
which will serve as students understand their hypothesis
a formative the prompt as well which will serve as
assessment to see as if they a formative
what students understood the mini assessment.
understand about lesson on voice.
numbers and place The final product
value. will serve as
summative
assessment.

Safety Not Available When performing Not Available Not Available If there is a thunder
the demonstrations storm on an
with the balloon investigation day,
and the root beer we will not go
floats, I will have outside.
students circle
around the back
table, but take a
step back as to stay
away from anything
that could
potentially go
wrong.