Weekly Informational Knowledge Overview - (Students will know...)
Students will know what weather is.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to build on prior knowledge and share what they know about weather
and weather words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Main Activity:
As a class we will speak about weather. Students will begin to watch and record the
weather. Students will an graph and analyze weather on a daily basis.
Evaluation:
Teacher will observe and monitor and use visuals to ensure students grasp meaning.
Learning and Language Objectives:
Students will know how to classify, compare, and draw
conclusions about weather.
Main Activity:
Students will work on the morning message discussing the weather and answer
questions based on vocabulary words of the week such as sunny, windy, snowy, cloudy, and rainy.
Students will be able to draw pictures of each of these words.
Evaluation:
Teacher will watch and monitor students pictures and have them share in partners.
Learning and Language Objectives:
Students will be introduced to comparing and contrasting and will
start to learn what they mean.
Main Activity:
Students will act out the weather using their bodies and then compare and contrast
various weather types such as stormy, cloudy, warm, and cold.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will be able to observe, record, and talk about weather
with other peers and be able to communicate it on paper.
Main Activity:
Students will continue to use the class calendar to grasp what the weather words are.
Students will use a graph made by the teacher to help learn how to full out what kind of weather.
Students will take turns coloring and counting the weather pattern of the week. Students will sing a
daily weather song to ensure they understand the meaning of words.
Evaluation:
Through acting out, singing, and filling in graphs teacher will be able to recognize what
students are grasping.
Learning and Language Objectives:
Students will use the weather card images and be able to verbally
discuss what weather means.
Main Activity:
Students will read the morning message and calendar with the teacher and discuss
various weather and patterns. Teachers will put the weather card images in a center and students will
play a game of memory and be able to discuss what each word means.
Evaluation:
Teacher will watch and observe and assist if they are not grasping concepts of what
weather is and is all about.
Materials / Resources (including technology)
Objects to sort and count, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper
State of Minnesota Standards Covered
0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes. For example: Recording cloudiness, rain, snow and temperature
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what the five senses are.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to know how to observe, classify, communicate, and investigate
ways we use our senses.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to build on prior knowledge and share various
things they know about the five senses.
Main Activity:
Students will learn and draw pictures for the vocabulary words hear, taste, touch, smell,
and see. Students will read the questions what can you do with apples? Students will discuss and
brainstorm that with apples we can use all our five senses while observing apples.
Evaluation:
Learning and Language Objectives:
Students will be able to use the five senses to sort, classify, and
categorize objects.
Main Activity:
Students will discuss the senses as they carefully observe their investigation by sorting
objects by size, shape, and color. Students will identify characteristics involving sight, touch, and hearing. They will work whole group and then in small groups for classifying.
Evaluation:
Teacher will assist and monitor lessons by using visual and verbal clues.
Learning and Language Objectives:
Students will be able to use the five senses to sort, classify, and
categorize objects.
Main Activity:
Students will work after class discussion in small groups categorizing different objects
that are both same and different. For example they will draw a picture of a green apple and red apple,
different in sizes and discuss. Students will talk about different senses while comparing apples. They
will discuss how they can see them, smell them, touch them, hear while people bite them.
Evaluation:
This activity will be whole group mini lesson and follow up small group during investigation.
Teacher will monitory and observe.
Learning and Language Objectives:
Students will read a story and discuss how animals might look or
feel.
Main Activity:
During small group students will discuss what senses are used to describe the animal.
Students will draw pictures of their different senses and teacher will take a dictation.
Evaluation:
Teacher monitors and observes.
Learning and Language Objectives:
Review of the week.
Main Activity:
Students will play memory game with laminated cards based on the five senses. When
they will a pair they will act out what they won. This will be done in a small group center activity.
Evaluation:
Teacher will observe as students act out various different senses.
Materials / Resources (including technology)
Objects to sort and count, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, farm animal toys, rubber duck, apples, pocket chart, magnetic letters
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others.
0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know what living and non -living things are.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to grasp the concept of living and non-living things.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know what living and non living things are.
Main Activity:
Students will answer the question about what they see in this given Science Center
(animals and rocks and plants) Students will graph what living and non living things are via guidance
from the teacher.
Evaluation:
Teacher will make sure each child is able to name a living and a non living thing.
Learning and Language Objectives:
Students will be ale to understand through experimenting and
looking through books what things are alive and what things are not. We will start a class chart on living
and non living things.
Main Activity:
Students will read books about what scientists do and read books with pictures of
animals. Students will be able to verbally name why they are living. Students will look around the
classroom and discuss living and non living things.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to make plant observations and begin to
divine all living and non living things.
Main Activity:
Students will observe on page 18 plants and begin to define them as living and non living.
Teacher will choose two vegetables and record children’s observations on chart paper. Students will
then break up into small center groups and draw about their observations. Teacher will take a dictation
and students will hang them in the science center.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to sort photo cards of living and non living
things.
Main Activity:
Students will categorize different photo pictures of living and non living things. They will
then draw their own.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to understand compare, contrast, and classify
different living things into groups.
Main Activity:
Students will work in small groups with a teacher to act out various different living and
non living things.
Evaluation:
Teacher will watch observe and intervene if students are not grasping concepts.
Materials / Resources (including technology)
Objects to use for patterning, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pictures of signs, pocket chart, magnetic letters
State of Minnesota Standards Covered
0.4.1.1.3 Differentiate between living and nonliving things.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that plants are organisms with parts that help them get what they need
in order to grow and get bigger.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to name the vocabulary names root, stem, leaf, and seed.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will discover, then know and understand that plants are
organisms with parts that help them get what they need to grow.
Main Activity:
Students will read books about different kinds of plants and look at various parts of the
plant that they notice might help them get what they need in order to grow. Teacher will prompt
answers such as roots and stems. Students will then act out different parts of a plant and somebody
will be the sun and the water. They will put on a little skit about what plants need.
Evaluation:
Students watch and observe.
Learning and Language Objectives:
Students will know and be able to draw pictures of the vocabulary
terms for air, light, water, and soil.
Main Activity:
Students will look at plant books and be able to name different parts of a plant through
mini whole group lesson and then during small centers will look at books and discuss various parts of
plants and what they are do.
Evaluation:
Students will observe and assist.
Learning and Language Objectives:
Students will know that plants get food from soil, and their leaves.
Main Activity:
Teacher will make a set of five root cards, five stem cards, and enough leaf cards so that
every child will have a card. Students will understand what each card is and discuss the different parts
of a plant. Students will find partners to match up what they need to do in order to create a plant.
Evaluation:
Students will work together to make plants using given cards and teacher will assist.
Learning and Language Objectives:
Students will match sets of cards using one –to one
correspondence.
Main Activity:
Students will have cards face down and take turns flipping cards over for a match. When
they find a match and describe the stem, leaves, and other aspects of the plant. Students will continue
to play until all matches are met.
Evaluation:
Teacher watches and monitor.
Learning and Language Objectives:
Wrap up of the week students will know understand all parts of a
plant.
Main Activity:
Students will paint all parts of a plant during small center activity time.
Evaluation:
Plants will be hung up in the science center. Teacher will assist and evaluate each plant to
make sure students grasp knowledge of all the parts.
Materials / Resources (including technology)
Musical instruments, objects to use for patterning, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pocket chart, magnetic letters
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals.
0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will recognize that a plant is an organism that needs air, water, light, and soil to
survive.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand what a plant needs in order to survive.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how to recognize that a plant needs air, water, and
soil, and light in order to live.
Main Activity:
Students will make a class book about what plants need in order to survive after reading
various books about plants.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will know the vocabulary words air, light, water, and soil.
Students will know that plants get food from soil, and their leaves.
Main Activity:
Students will experiment with plants, on will get water on a regular basis and one will not.
Students will become scientists and observe what happens to the plants and why.
Evaluation:
Students will make comments and teacher will monitor making sure they are grasping
concept.
Learning and Language Objectives:
Students will know that if plants don’t get enough food it will die.
Main Activity:
Students will observe the plants that are getting food and those that are not getting food. They will draw pictures and teacher will take a dictation or they will write about what happens.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will be able to understand the function of roots through
observation and experimenting with various roots.
Main Activity:
Students will look through various home decore magazines and make a plant collage.
They will work in small groups during centers. They will discuss plants that they made a collage from
and discuss what the plants need in order to survive.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Review all about plants.
Main Activity:
Students will choose their favorite plant with a partner and act out how a plant grows they
will act out how they need water, air, and soil in order to survive. Students will ask comments and
questions.
Evaluation:
Comments and questions will help teacher monitor understanding.
Materials / Resources (including technology)
Musical instruments, objects to use for counting, number cards, plants, pictures and books of plants, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pocket chart, magnetic letters , chart paper
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals.
0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how plants grow.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will recognize how plants and animals grow and change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know the vocabulary seed, seedling, fruit, and flower.
Main Activity:
Students will use vocabulary pictures to help understand the meaning of air, light, water, and soil. They will copy and draw their own vocabulary words in their science journals.
Evaluation: watch and monitor
Evaluation:
Watch and monitor.
Learning and Language Objectives:
Students will be able to look at two different types of plants and compare and contrast them.
Main Activity:
Students will observe the two different plants and discuss how the one in the plastic bag with a moist towel verses another one without the moist towel will not grow the same.
Evaluation:
Watch and monitor.
Learning and Language Objectives:
Students will be able to understand that plants are organisms with parts that enable them to live and grow.
Main Activity:
Students will label all the parts of the plant and read various books about plants.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to predict what will plant grass seeds and observe and watch them grow. They will take observations and record them in their journals..
Main Activity:
Over the course of the week or two students will continue to take observations on what happens to the class grass that is growing. They will draw and chart pictures in their class section.
Evaluation:
Learning and Language Objectives:
Students will know the vocabulary parts root, stem, leaf, and seed and be able to name them and say what they do.
Main Activity:
Students will look through magazines and pick out their favorite plant and cut it out and label it. Another center will draw a picture of their favorite vegetable and write about what it needs in order to grow.
Evaluation:
Watch monitor.
Materials / Resources (including technology)
Musical instruments, objects to use for counting, number cards, plants, pictures and books of plants, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pocket chart, magnetic letters , chart paper
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals.
0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how plants grow.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will recognize how plants and animals grow and change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know the vocabulary seed, seedling, fruit, and flower and be able to plant and watch seeds turn into plants all while labeling parts.
Main Activity:
Students will use vocabulary pictures to help understand the meaning of air, light, water, and soil. They will copy and draw their own vocabulary words in their science journals. Students will plant seeds (week 2) and observe how they grow. Students will be in charge taking care of them and observing them as they grow. They will record all activity in science journal.
Evaluation:
Watch and monitor.
Learning and Language Objectives:
Students will be able to look at two different types of plants and compare and contrast them.
Main Activity:
Students will observe the two different plants and discuss how the one in the plastic bag with a moist towel verses another one without the moist towel will not grow the same. Students will start to make a book comparing and contrasting different types of plants. They will work together to illustrate and label different plants and write down different parts and start working on big book.
Evaluation:
Watch and monitor.
Learning and Language Objectives:
Students will be able to understand that plants are organisms with parts that enable them to live and grow.
Main Activity:
Students will label all the parts of the plant and read various books about plants. Students will look a many different books about plants as well as plants that are being grown and continue adding factual pages including illustrations to our big plant book.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to predict what will plant grass seeds and observe and watch them grow. They will take observations and record them in their journals.
Main Activity:
Over the course of the week or two students will continue to take observations on what happens to the class grass that is growing. They will draw and chart pictures in their class section. Student will continue to work on big class book on plants. Students will also work in science centers and look at various books on plants and write questions and comments. In the painting center students will paint various plants.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the vocabulary parts root, stem, leaf, and seed and be able to name them and say what they do.
Main Activity:
Students will look through magazines and pick out their favorite plant and cut it out and label it. Another center will draw a picture of their favorite vegetable and write about what it needs in order to grow. Students will finish big class book on plants and take turns reading it in the author chair. Each student will have a change to read their work and have comments and questions.
Evaluation:
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to recognize that plants can be identified by their parts.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify plants and their different parts.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know that plants can be identified by their different parts.
Main Activity:
Students will take a nature walk and draw all the different kinds of plants they see and notice the different leaves which occur when plants fall off of trees. Students will have collection bags and will add the leaves to our ongoing science center. Students will do an art project with the non living leaves and trace them using oil pastels to see the outlines and then compare how they are alike and different.
Evaluation:
Learning and Language Objectives:
Students will know the scientific terms for fruits, and vegetables. Students will know which parts of the vegetables are flowers, streams, seeds, and fruit.
Main Activity:
Students will use a prepared feely box during whole group circle time that will be filled with vegetables and fruits. They will each take turns putting a hand in and describing what they feel. After they describe the best they can they will pull their hand out and see if they got the right answer. After the class does the feely box students will break up into centers and take another turn. They will write and draw what they chose on sticky note and place it on a prepared chart with names and pictures of all the fruits and vegetables in the box.
Evaluation:
Teacher will monitor and observe.
Learning and Language Objectives:
Students will know what parts of the vegetables are flowers, stems, seeds, and fruit.
Main Activity:
Students will break into center small groups and look at various different kinds of books with fruits and vegetables. They will choose a plant and draw it and label all of the parts in that plant. Students will make a model of their favorite plant and write about it. In the science center there will be various real plants available for the students to observe.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to identify shapes of pattern blocks.
Main Activity:
Students will use a prepared recording sheet while making a flower using pattern block shapes. When they are finished they will trace their designs.
Evaluation:
Students will work in pairs and assist each other. Teacher will watch and monitor.
Learning and Language Objectives:
Students will be able to classify different types of plants into different kinds of different groups.
Main Activity:
Evaluation:Students will go on a second nature walk and collect all sorts of plants in their observation bags. They will use crayons and trace and color leaves. Students will do different activities during center times such as leaf rubbings, sorting plants, making plants out of rip art paper, and painting all the parts of a plant.
Evaluation:
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans. 0.4.1.1.3 Differentiate between living and nonliving things. 0.4.2.1.1 Observe a natural system or its model, and identify living and nonliving components in that system
Weekly Informational Knowledge Overview - (Students will know...)
Students will know and explore plants that we eat and the foods that come from them.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to know and use specific vocabulary terms such as fruits and vegetables.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know the parts of the vegetables that are flowers, stems, seeds, and fruit.
Main Activity:
Students will look at vegetables one at a time and have the group describe them. Teacher will choose two of the vegetables and record children’s observations on chart paper. Students will predict and observe what will happen to vegetables after they are cooked.
Evaluation:
Teacher will observe and monitor conversation and provide lots of books in the science center to ensure students see pictures of the various parts of a plant.
Learning and Language Objectives:
Students will know the scientific vocabulary terms for fruits, vegetables and be able to identify them on a plant.
Main Activity:
Students will form a circle. Volunteers will come to the center of the circle and name their favorite fruits. Students will come into the circle to stand on one foot if they like the same fruit. Repeat with vegetables. Students will then have a free dance and dance like their favorite vegetable.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will use math to count and graph observe, and predict counting peas.
Main Activity:
Using a blank bar graph with six columns and the numbers 3-8 along the bottom. Students will open a pea pod and show the seeds. We will talk about eating this part of the vegetable. Students will then guess how many seeds they think there are and take them out one at a time and record the results on the graph.
Evaluation:
Students will record their number of seeds and then pass it to a friend to double check.
Learning and Language Objectives:
Students will be able to know what parts of a plant they can see such as stem, flower, seeds, and fruit.
Main Activity:
Students will brainstorm and review fruits and vegetables using various read-aloud books. Students will name facts they know about plants and teacher will record. Later during centers students will make a big book about facts about plants that we eat.
Evaluation:
All students will participate in the class big book and teacher will monitor and observe.
Learning and Language Objectives:
Students will understand what parts of plants we eat.
Main Activity:
Students will read stone soup and we will make it as a class. Students will all bring in vegetables and we will watch and monitor which ones we eat, how they change when they are cooked and write a class recipe describing which part of the vegetables we ate.
Evaluation:
Teacher will watch and monitor.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know the basic habitat of an animal and explore animals in our surrounding neighborhood.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recognize that animals are organisms that need air, water, food, and shelter to stay alive.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know the vocabulary words for animals, and habitat.
Main Activity:
There will be a whole group discussion about a variety of types on animals. They are alike and different. Students will brainstorm ideas to fill in a KWL chart about animals. Students will be invited to repeat the vocabulary words the teacher reads to them. Ask the children to identify what is the same about the following words: food, fish, fly, fur, feathers, and fins. Then have the children brainstorm more words that start like food.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will know the vocabulary words animal, and habitat.
Main Activity:
Develop vocabulary with children by introducing the term habitat. As children discuss where animals might live, have them describe each animal’s home and what surrounds it, such as walls around it, trees, or dirt. Teacher will explain that habitat is where an animal lives. Students will choose an animal and name its habitat.
Evaluation:
Students will draw a picture of an animal and its’ habitat and teacher will observe.
Learning and Language Objectives:
Students will know how to sort and classify various types of animals, and example would be animals with fur, or animals they see at the park.
Main Activity:
Students will use provided animal cards and sing Old McDonald had a farm. After the farm we can sing Old McDonald had a pond, and students can sing what animals live in a pond.
Evaluation:
Teacher will observe and monitor and engage each and every child one way another in the song and be able to observe that kids understand what animals are and their habitat.
Learning and Language Objectives:
Students will be able to fill out a Venn Diagram comparing and contrasting humans to animals.
Main Activity:
Students will make an animal mural and focus on the background of where animals live. Students will take turns working on the background or (habitat) of the animal and then during small center activities they will draw their animal and place it on the mural.
Evaluation:
Kids work with kids and teacher watches and monitors students activities.
Learning and Language Objectives:
Students will know the definition of an animal and explore animals around us through books.
Main Activity:
Students will look at all kinds of animal books and write comments on post it notes to place in the books. They will break into centers and do various small group activities. One will place a guessing game (with a teacher to assist) and act out what animal they are. Memory will be another center, students will have to find pairs of the same animals and be able to tell their habitat.
Evaluation:
Teacher will work with a small group and assess concepts grasped.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.2.1.1 Observe a natural system or its model, and identify living and nonliving components in that system.
Social Studies 0.1.4.7.1 Identify examples of rules in the school community and explain why they exist; describe incentives for following rules and consequences for breaking rules.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that animals are organisms that need food, air, water, and shelter to stay alive.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to inquire skills on caring for pets.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be know the vocabulary terms air, water, shelter, food and space and be able to relate them to animals.
Main Activity:
Students will learn the vocabulary terms and act out what they are whole group. Students will brainstorm different types of shelters for pets. Students will help fill out a chart all about pets and what it takes to care for them. Teacher will call out a letter of the alphabet and invite children to move like an animal that starts like that letter. This game will go on for the entire week to take movement breaks.
Evaluation:
Teacher will have class discussion and watch and monitor.
Learning and Language Objectives:
Students will learn the vocabulary terms air, shelter, water, food, and space.
Main Activity:
Students will read various books on pets and discuss and chart things we need to do in order to take care of them. We will continue from Monday’s discussion and then make a class pet book. Students will be able to verbally describe how humans take care of pets. Students will then choose a pet to pretend to take care of and draw a picture of it. Teacher will take a dictation to write about what they do to care for the pet. Teacher will guide by asking questions such as what does your pet need to stay alive? When students are done we will make a class book to add to our library.
Evaluation:
Teacher will take dictations and be able to know who grasps concepts and who needs assistance.
Learning and Language Objectives:
Students will know and be able to talk about how animals are alike and different using visuals to compare them.
Main Activity:
Students will review the terms real and fantasy. Students will talk about the difference between animals and how they are alike and different using pictures to assist. Teacher will have real bear pictures and fake bear (teddy bear pictures) and students will discuss how they are alike and different. We will use stuffed animals from our class and real animal pictures to discuss how they are the same and different. We will read Corduroy by Don Freeman and discuss how the bear in this book is fantasy. Students will watch a short utube on real animals and discuss the difference.
Evaluation:
Class discussion during centers students will chart real and imaginary animal pictures on a chart and teacher will observe.
Learning and Language Objectives:
Students will know how to discover where animals live in a school neighborhood.
Main Activity:
Students will read books about animals. Students will then take a walk outside and discover any animals they can find that live or even pass by our campus. We will use our science notebooks to record write and draw about them. When we return inside we will chart all of the animals we find.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will be able to write and obseve about how animals are in their own habitat.
Main Activity:
Students will discuss and look over all of our charted animals and habitat. They will work in small groups and each create a page and sentence about an animal and what its habitat is. Students will create a class big book and read it as a group.
Evaluation:
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans. 0.4.2.1.1 Observe a natural system or its model, and identify living and nonliving components in that system.
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn about bugs, their attributes, and where they live.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to compare and contrast different types of bugs.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn and know about bugs, their attributes, and where they live. They will know and understand the word insect.
Main Activity:
Students will do a KWL chart to start out and discuss what they know about bugs. Students will then close their eyes and be given a small treat to smell and take a guess what it is. They will learn that we use our senses like bugs to touch and smell with our hands and noses. Bugs can use their feelers. Students will pretend to be a bug and freeze dance as bugs to a song.
Evaluation:
Teacher will watch and observe.
Learning and Language Objectives:
Students will know how bugs are alike and different.
Main Activity:
Students will be asked prior knowledge about discussing bugs they might seen in the park. Students will look at bug books and try to name all the bugs they can see. Students will discuss how they are a like and different. Teacher will draw bugs on the whiteboard and students will come up to circle bugs with wings, bugs with six legs, and eight legs. They will discuss how they are alike and different.
Evaluation:
Learning and Language Objectives:
Students will learn about bugs, their attributes, and where they live.
Main Activity:
Students will look at various bug books during centers after whole group mini lesson charting different kinds of bugs. Insects and arachnids. Students will choose which bug they would prefer to have and why. Students will make a bug mask.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will be able to compare and contrast different types of bugs.
Main Activity:
Students will have all types of pictures of bugs. They will use construction paper to make their own bug and label all the three parts, head, thorax, and abdomen. Students will add feelers and six legs and know what an insect it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what insects are.
Main Activity:
Students will work in small center based groups to work on a different insect. Each group will brainstorm a factual sentence about an insect and use colored paper, scissors and glue to create a bug. Students will draw the back ground to be sure to grasp the concept of habitat. Each page will become a big book and we will add them to our library.
Evaluation:
Each child will read the class book and understand what an insect is.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand the basic definition of a reptile.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit B Lesson 4. Students will understand the basic definition of a reptile, its attributes, and where it lives.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn the vocabulary definitions of a reptile, its attributes, and where it lives.
Main Activity:
Students will look at various photos of reptiles and be asked questions such as what do they notice about reptiles. They will be asked what they notice are the same and different. Students will be prompted to discuss how the milk snake and rattlesnake are the same and different using photos. Students will act like snakes and slither. They will act like other reptiles and learn about them.
Evaluation:
Teacher will observe and monitor through questions and comments.
Learning and Language Objectives:
Students will know the difference between mammals and reptiles.
Main Activity:
Teacher will show various pictures of mammals and discuss how they are the same. Teacher will explain that they are called mammals. Next teacher will show pictures of three reptiles and ask what is the same about them. The teacher will chart all of this information. After the teacher will ask what is different about them? Students will compare and contrast how mammals and reptiles live together.
Evaluation:
Learning and Language Objectives:
Students will be able to tell the difference between mammals and reptiles using a Venn Diagram.
Main Activity:
Students will know that reptiles breathe air even in an egg. Students will use straw to blow bubbles. They will be asked what makes bubbles. They will then look at eggs. They will discuss how they think the baby reptiles gets its air. The will learn through observation that that the egg’s shell has tiny air holes. Students will draw pictures and try to label or dictate about their experiment.
Evaluation:
Through experiment students will have hands on opportunity of teacher to see who grasps concepts.
Learning and Language Objectives:
Students will be able to tell the difference between reptiles and mammals.
Main Activity:
Students will have all types of pictures of bugs. They will use construction paper to make their own bug and label all the three parts, head, thorax, and abdomen. Students will add feelers and six legs and know what an insect it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what insects are.
Main Activity:
Students will work in small center based groups to work on a different insect. Each group will brainstorm a factual sentence about an insect and use colored paper, scissors and glue to create a bug. Students will draw the back ground to be sure to grasp the concept of habitat. Each page will become a big book and we will add them to our library.
Evaluation:
Each child will read the class book and understand what an insect is.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Unit B (Lesson 5) Students will learn and know about fish, birds, and other water animals.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to tell the differences between birds, fish, and other water animals.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn the vocabulary words wings, fins, and reef
Main Activity:
Students will sit in a circle formation and be invited to act like a flying animal. Each student will say what animal they are and what color. Students will discuss why animals fly and what helps them fly. Teacher will use chart paper and list all responses. During centers students will use stick notes to write about their favorite animal that flies.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will know what helps a bird fly.
Main Activity:
Through class discussion students will learn what makes a bird fly. Students will discuss body parts which are similar on the birds and which are different. Students will discuss how fins and wings are alike and different. We will make wings during centers and kids will pretend to fly around the playground. We will read Ladybug girl and discuss real and fantasy birds.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know different types of birds and learn about some new ones.
Main Activity:
Students will watch utubes on different types of birds and discuss. They will look at books about birds and be able to name some and learn others. Students will draw their favorite bird and write about it. Students will share their pictures with various peers.
Evaluation:
Teacher watches and monitors and students share.
Learning and Language Objectives:
Students will develop vocabulary through kinesthetic learning skills.
Main Activity:
Students will learn about and observe about different types of birds and make their own bird feeders. They will use empty milk cartons, hole punch, string, lard, hot water, oatmeal flour, wild birdseed, and create in small centers a bird nest. Throughout the following weeks students will observe birds eating from their nests.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to tell the differences between birds, fish, and other water animals.
Main Activity:
Students will have a basket of magazine or printed out photos of fish and birds. They will do a class project during center activities creating habitat for birds background and fish background. Murals. They will cut out pictures of birds and place them on the proper mural, and do the same for fish. Students will then write some comments about both birds and fish and post them on the mural.
Evaluation:
Teacher will watch and monitor and work with each group.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Unit B (Lesson 6 Staying Safe) Students will know how animals have adapted to their environment.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to draw and label forest animals.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn the vocabulary words skin, fur, scales, shell, and feathers. Students will learn and know how animals have adapted to their environment.
Main Activity:
Students will brainstorm ways how we stay safe and communicate. Students will start the circle time with a mystery bag. In it various items such as sunglasses, suncreen, mittens, umbrella, shoes, and keys. Students will pick an iten and be encouraged to discuss how these items keep us safe. Students will then be asked how a polar bear stays warm? Students will look at books and discuss how animals keep safe and teacher will chart it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to communicate how animals hide and stay safe. Students will learn science facts about various animals and what they do to keep safe.
Main Activity:
Students will read aloud Flip -book page 21 and 22 and discuss what animals need in order to stay safe. Teacher will chart ideas onto paper so that students get to see other responses. Students will learn about skunks, and fawns, and turtles and all the ways these animals are able to stay safe. Students will then during center activity illustrate and comment about either an animal they have learned about or an animal they know about and how it stays safe. We will have a group share at the end of the day.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Through observations of worms students will know and understand that worms need a specific environment in order for them to stay safe..
Main Activity:
Teacher will use chart paper, drawing paper, pencils, crayons, colored pencils, eyedropper and their science journals for this lesson. They will look at worms in pairs observing what they do and how they adapt. With a drop of water, black and white paper, a small piece of sponge students will observe how the worm reacts. Worms like dark paper better because dark colors keep them warm. Students will discuss results with peers and then as whole group
Evaluation:
Teacher will use whole group time to listen to students responses and ensure kids grasp concepts.
Learning and Language Objectives:
Students will be able to explore how animals adapted to their environments.
Main Activity:
Students will act out different types of animals throughout the week and use various props to show how they protect themselves. Students will read books about different animals and discuss that the animals need to stay safe. Students will write post it notes and write comments in the books.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will draw and label forest animals.
Main Activity:
Students will read books about forest animals and choose and label them. They will work in groups to make a class book each group doing a page on a different forest animal. Students will then read each page made by the class and understand the different forest animals.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 0.4.1.1.1 Observe and compare plants and animals.
Weekly Informational Knowledge Overview - (Students will know...)
Unit B (lesson 7 Grow and Change) Students will know how animals change and grow as they get older.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary words grow, and change.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how animals change and grow as they get older and will also know the vocabulary words grow, and change.
Main Activity:
Teacher will discuss whole group who has a baby in their family and have them share stories about what they baby does or how the baby acts. Teacher will chart answers to the question if all babies act the same and why? Next students will jump up and down when they hear you say the word baby in a sentence. Students will put their hands on their head when they hear the word adult in a sentence.
Evaluation:
Students will chart answers about babies and act out how a baby acts and discuss what they need. Teacher will observe and monitor.
Learning and Language Objectives:
Students will revisit the vocabulary words grow and change. Students will also know that some animals need their parents to survive.
Main Activity:
Students will read the big book story Animals Grow. Students will be invited to say the predictable text out loud as teacher reads. Students will discuss the vocabulary words grow and change. Students will draw pictures of their favorite animal from the book and either write about it or dictate what they know about how animals change.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to draw about how people change and grow as they mature.
Main Activity:
Students will do a picture time line of themselves from birth till now. They will notice all the different mile stones they met along the way such as bottle drinking, walking, crawling. Students will notice that they could not survive without their parents. We will share our picture time lines during small group and have kids discuss and have comments and questions.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to make timelines to compare and contrast themselves to baby animals.
Main Activity:
Students will look at books of both babies growing up and baby animals growing up. They will work whole group to create a class picture graph comparing a baby and a baby animal. Students will then work in centers to create their own timelines of a baby comparing to a baby animal. A teacher will be present during this small group center to help students grasp concepts.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to know how people grow and change.
Main Activity:
Students will be given a piece of paper that they will fold into four pieces. They will then use the four spaces to draw a baby and how it changes. Students will use books and peers to work together.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
Unit B (Lesson 8 People and Animals) Students will know that animals and people are both alike in many ways and different as well.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to classify and infer and explore relationships between people and animals.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know that animals and people are both alike in many ways and different as well.
Main Activity:
Students will discuss a list of animals that can be kept as pets. Then have them list animals that can be found on a farm. Teacher will record information on the Venn diagram. Are there any that can live on a farm and be a pet? Teacher will set up a Venn diagram and discuss.
Evaluation:
Teacher watches and monitors and makes sure students understand.
Learning and Language Objectives:
Students will know the vocabulary words beekeeper, and farmer.
Main Activity:
Students will learn about bees and how farmers keep them. They will learn that they lay eggs. Teacher will create a two-column chart. Children discuss their ideas of what a farmer does. Students will brainstorm other jobs in which a person works with animals (pet store worker, zookeeper, veterinarian, police officer). Students will continue to add to the chart by adding comments on post it notes as the week continues.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to compare and contrast pets to farm animals.
Main Activity:
Students will read books about pet animals and farm animals and discuss the differences and similarities. Students will sign into a Venn diagram and labeled pets and farm animals and be able to discuss what is the same and different about them. Students will then choose to have a pet animal or a farm animal and give a dictation why.
Evaluation:
Students will be working in center groups with the teacher. Teacher will discuss similarities and differences with students to ensure they grasp concepts.
Learning and Language Objectives:
Students will know how animals can help us: example chickens, cows, and bees.
Main Activity:
Students will read books all about animals and how they can help us. Students will draw pictures of various animals and things we get from them. Examples would be cows give us meat and milk. Chickens meat and eggs etc. Students will chart this information and label and write about it in their science journals.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to use blocks to create a model of a farm.
Main Activity:
During circle time teacher will talk to the children about building a farm in the Block Area. Teacher will ask “ What kinds of structures will you need? Teacher will list their ideas and post them near the Block Area. Students will then create a model of a farm and then draw a picture of it.
Evaluation:
Teacher checks models and pictures and discusses with children.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.2.1.1 Observe a natural system or its model, and identify living and nonliving components in that system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit C: (Lesson 1 Soil Under Your Feet) Students will know and be able to explore the composition and uses of soil.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand and discuss different kinds of environments through use of pictures, books, and media.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know the vocabulary terms soil, dirt, and earth.
Main Activity:
Students will read the books Down to Earth by Melissa Stewart, and A Handful of Dirt by Raymond Bial, and Sand by Ellen J. Prager and discuss. Students will discuss Science Vocabulary and have it charted while students help come up with definitions. Students will be encouraged to recognize similarities and differences between rocks and sand by creating a Venn Diagram. Teacher will guide them to think about how sand and rocks are similar and different. Students will review all the answers together.
Evaluation:
Teacher watches and modifies.
Learning and Language Objectives:
Students will know the vocabulary terms soil, dirt, and earth.
Main Activity:
Teacher will build on prior knowledge and ask children to talk about times when they have planted things in soil, or dug in the soil. They will discuss what if felt like, and what it smelled like. Students will then use provided visuals of soil and discuss things that are living and non living in soil. What is on top of the soil? What is underneath the soil? Teacher will chart all ideas with pictures and put it in the science center where students will look at real soil with rocks in it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and understand why soil is a good place for worms to live.
Main Activity:
Students will learn and read about how soil is made up of sand, silt, and clay, along with humus, organic material from decomposing vegetation, roots, and animals. They will discuss that animals like ants, and earthworms burrow through the soil, mixing, the humus with sand, silt, and clay. The soil ends up containing lots of air spaces, which can sometimes fill with water. Worms can find food and get water. Worms can make tunnels. Students will then draw soil with small rocks and air spaces where worms can live and either take a dictation or write about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn about root vegetables and where they come from. Students will be able to locate root vegetables in a book and free draw and label them.
Main Activity:
Students will look at an assortment of root vegetables that will be in the science center. Students will describe each vegetable by shape and color. Students will then use oil pastels to draw and label one or more root vegetables
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know that some rocks are heavier than others through exploration. Students will be able to discuss different kinds of environments through use of pictures, books, and media.
Main Activity:
Students will bring in different sizes of rocks from home and put them in our rock display center. Students will sort rocks according to size and discuss them. At another center students will make collages using magazine to show different types of environments. Students will work with peers to find and cut out pictures and discuss. Teacher will provide magazines or printed out photos of various types of environments.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit C (Lesson 2 Rocks) Students will know and investigate the characteristics of different rocks and be able to classify them based on color and attributes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to match different rocks by name and characteristics.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and investigate the characteristics of different rocks.
Main Activity:
Students will read the Big Book about rocks to discover characteristics. Students will work in small centers and sort and weigh rocks using a scale. They will answer questions such as why do you think some rocks weigh more or less? Students will look at different pictures of rocks and discuss how they are alike and different. Students will use adjectives to describe rocks such as bumpy, shiny, smooth, rough, and round or square. Students will sort various picture cards of rocks and rocks brought in by students.
Evaluation:
Teacher will overview class discussion and monitor and make sure students grasp concepts.
Learning and Language Objectives:
Students will be able to classify rocks into two or more different groups based on color and attributes.
Main Activity:
Students will look at various books about rocks and write comments they have about them on sticky notes. Students will try sorting class brought in rocks into two categories and then later on three. They will verbally have to name different attributes. Students will then draw pictures of their favorite rocks and label.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will recognize and be able to infer which rocks might be used to make a building and which rocks might be used for pumice. (small, huge)
Main Activity:
Students will discuss and teacher will chart answers about various rocks used for various things. Students will then work during small group centers to create rock collages. Students will use colored paper to cut out shapes of rocks and make a building from them. Students will also work in the rock sorting center, and others will be reading books about various kinds of rocks and writing comments on post it notes.
Evaluation:
Teacher watches and monitors
Learning and Language Objectives:
Students will know how to match rocks by name and characteristics.
Main Activity:
Students will be shown Photo Sorting Cards 1-30 and be explained that in this game they will divide the pile of cards into two sets, one for each player. Each player flips over a card from the pile and places it face up into a center pile. Each time a rock car is flipped onto the center pile, the first child to cover the card with his or her hand gets to take the entire pile. Play continues until one player has no cards left.
Evaluation:
During small group center time teacher watches over card game and makes sure kids grasp concepts.
Learning and Language Objectives:
Students will know what rocks are and be able to sort them by different attributes.
Main Activity:
Students will have a basket of magazine or printed out photos of fish and birds. They will do a class project during center activities creating habitat for birds background and fish background. Murals. They will cut out pictures of birds and place them on the proper mural, and do the same for fish. Students will then write some comments about both birds and fish and post them on the mural.
Evaluation:
Teacher will watch and monitor and work with each group.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit C (Lesson 3 Land High and Low) Students will know the different geographic characteristics of features that are high and low.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use their bodies to show what they understand about high places such as mountains, and low places such as plains.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to use their bodies to show what they understand about high places such as mountains, and low places such as plains.
Main Activity:
Teacher will explain to the kids that some mountains are formed when tow big pieces of land below Earth’s surface push against one another and the pressure causes the land to rise. Students will work in pairs sitting on the floor with their backs touching. Have them push against each other’s backs and slowly rise up. Students will grasp the concept of mountains. Students will also look at pictures cards of valleys, plains and canyons after they finish their mountain activity.
Evaluation:
Students will act out mountains and describe to the teacher how they are made after using their bodies to do it.
Learning and Language Objectives:
Students will practice and know what the vocabulary words are for mountains, valleys, plains, and canyons.
Main Activity:
: Students will look at the pictures on the Flipbook page to define each of these words. Teacher will write their definitions on chart paper. Students will then work in centers and draw pictures of various valleys, mountains, plains, and canyons and label them and post them to the chart paper.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how volcanoes can change the earth.
Main Activity:
Students will look in the flipbook at the before and after pictures of a volcano and discuss how the earth changes. Teacher will write lava on chart paper and have children try to read it by sounding out the letter sounds. They with the help of the teacher will come to a definition such as “ It is rock that gets so hot that it melts to liquid and comes out of a volcano”. Teacher will show pumice which is cooled volcano rock.
Evaluation:
Students will draw before and after pictures of a volcano.
Learning and Language Objectives:
Students will be able to recognize different types of landforms in books, using media, and in magazines.
Main Activity:
Students will look through magazines and find different types of landforms and make a collage and then verbally tell their neighbor which landform they have. Teacher will provide extra printed out pictures of landforms to assist. Students will take home their collages and teach the landforms to their parents.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know which geography types are good for planting.
Main Activity:
Using the flipbook and teachers guidance students will be able to discuss which areas would be better for farming. Students will then draw a pictures of their land form chosen for better growing and farming and draw what they would grow and label.
Evaluation:
Teacher monitors and observes.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit C: (Lesson 4 Water all Around) Students will learn the characteristics of rivers, lakes, and oceans, and be able to identify water as a natural resource.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to describe how water can change the earth.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn the vocabulary terms river, stream, lake, and ocean.
Main Activity:
Students will be asked to get in a circle. They will then be asked to pretend they are swimming. The teacher will ask where they are swimming and will chart all the different answers the children give. Students will be encouraged to think of other bodies of water through discussion such as what water is salty, and what water is not. Students will then discuss which animals live in salty water.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how water can change the earth.
Main Activity:
Students will read the flipbook and notice how bodies of water can look different from each other. Students will describe water in each picture and what it is doing. Students will discuss plants and animals that live by each place. During center time students will choose their favorite body of water and draw a picture and write about it.
Evaluation:
Students will tell the teacher which body of water they drew.
Learning and Language Objectives:
Students will learn how the school building gets water.
Main Activity:
Students will make a mural after brainstorming where water comes from. Teacher will list ideas on a chart and discuss how we get water using prompted words if needs such as faucet, water pipes etc. We will then make a class mural how water gets in the pipes. Students will used recycled toilet paper holders to make the pipes and will paint and create them during centers in small groups.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will observe how water flows down.
Main Activity:
At the sand and water table each child will be given a piece of wax paper or coated paper and an eyedropper. Have them drop water at the top of the paper, Ask: Where does it go? Have children hold paper vertically and ask will the drops go faster or slower? Then during centers children will be able to explore and experiment on their own at the water table center in a small group.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will look at a world map and be able to locate water.
Main Activity:
Teacher will show a world map and discuss where the water is on it. Students will then get a printout of the world map and try to label all the water parts blue like the one that will be posted in front of them. Students at higher levels will label the map.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit C Lesson 5 Students will learn about Earth’s natural resources that are used in everday life and how resources can be conserved.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn the vocabulary terms for resource and firefighter.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to observe, communicate, and infer about how plants are resources.
Main Activity:
Students will Read Apple Farmer Annie to children. They will revisit pictures and talk about what Annie does throughout the book. Students will recall where Annie gets her apples. Students will discuss where apples come from and how we get them from the trees. Students will discuss different types of apples and apple picking experiences. Teacher will show a short u-tube on apple picking for children. Students will then make a graph of what they can make from apples.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will Be a writer and create a class book about items that come from trees.
Main Activity:
Students will discuss what comes from trees and graph it. Teacher will also chart all ideas. Students will decide which item they like best made from a tree.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how we use resources.
Main Activity:
Students will be shown visuals of various resources such as windmills, trees, and solar energy. Students will be prompted to answer questions about resources. Teacher will write the word resources on the board and students will brainstorm while teacher charts ideas. Students will use individual white boards to draw what resources they think of. Students will label the resources.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and understand how we use water.
Main Activity:
Teacher will ask students to brainstorm how we use water. Teacher will show various pictures of water such as drinking, boats, firefighters. Students will discuss how we use water. In students science journals students will write the word firefighter and understand that it is a compound word. Students will then draw a story about a firefighter using a beginning, middle, and end with pictures. Depending on levels students will label their drawings.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what It means to conserve water.
Main Activity:
Students will need plastic toy dishes, sink two large plastic containers, chart paper, and science journal page 44. Teacher will engage students in a discussion about the uses of water. Students will discuss how we use water every day. Students will fill two containers of water and discuss what will happen if you leave water in the sink running. Students will discuss why it is important to turn off the water while doing the dishes.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.4.1.1.1 Observe and compare plants and animals. 0.4.1.1.2 Identify the external parts of a variety of plants and animals including humans.
Weekly Informational Knowledge Overview - (Students will know...)
– Unit C Lesson 6 Students will know that it is important to recycle and reuse things from our Earth.
Weekly Procedural Knowledge Overview - (Students will be able to...)
– Students will be able to communicate and infer using the science vocabulary words recycle, reduce, and reuse.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will use and learn different reasons for and ways of recycling.
Main Activity:
Teacher will do a KWL chart and recycling. Teacher will help students brainstorm various ideas about what we can do to save the Earth. Students will get a used piece of paper to be crumbled up tightly. They will toss the paper into a pail or bin, each time move further away from it. Remember to recycle the paper when the game is over.
Evaluation:
Teacher watches and monitors and gets a bit of information from everybody.
Learning and Language Objectives:
Students will learn the words recycle, reduce, and reuse.
Main Activity:
Students will read the big book called Recycle, Reduce, and Reuse. Students will predict and communicate their thoughts on the subject. Students will get their science journals and write down all the facts they know after they write the three definitions.
Evaluation:
Students share their science journals in pairs.
Learning and Language Objectives:
Students will make sculptures out of recycled products.
Main Activity:
Students will look at various pictures on pages 35 and 36 and discuss. Students will then come up with their own sculpture that they can use from recycled items collected so far throughout the year in our science center. Students will then write about their sculptures and share them with their peers.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will make a classroom recycling center and communicate, investigate and infer about it.
Main Activity:
Students will make a corner of the room transformed into a recycle center. It will be near the area of the garbages. There will be a newspaper recycle box, plastic box, and cardboard. Students will be encouraged to bring in things from home to add to the box. Students will make an abstract art project of their choice using recycled items.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will create posters about how to recycle.
Main Activity:
During circle time, students will be invited to make posters to put up outside the classroom that will encourage people to recycle. Students will write and label their posters and share them with the other grades.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit D Lesson 1 Students will recognize the characteristics of different kinds of weather such as wind, sun, rain, and snow.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to give definitions for the vocabulary terms: rainy, windy, snowy, and sunny.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will identify and describe various characteristics of weather and how people and places are different are affected by weather.
Main Activity:
Teacher will read a read aloud focusing on weather. Afterwards teacher will write the word weather on chart paper and students will brainstorm everything they know about weather. During science centers students will write in their science journals everything they know about weather and draw pictures that are labeled.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the science vocabulary words for: rainy, windy, snowy, and sunny.
Main Activity:
Students will watch a u-tube on various forms of weather and write about which kind of weather they like best and why. Teacher will hang pictures and writing in the science center.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will explore different weather.
Main Activity:
Teacher will read the book What is the Weather? Teacher will ask questions about what type of weather they see. Teacher will reread it , inviting children to chime in.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will create a visual and written image of one type of weather.
Main Activity:
Students will use paint, oil pastels, and art paper to create an image of a weather pattern. Students will use describing words to describe the weather pattern with at least two sentences. Students will share their work in the authors chair.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will play a memory game and be able to name and describe each of the weather cards used in the game.
Main Activity:
Students will play a memory game during science center and each time they choose a card they will act out the weather in the picture. Example windy moving arms all around, sunny covering eyes.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes. For example: Recording cloudiness, rain, snow and temperature
Weekly Informational Knowledge Overview - (Students will know...)
Unit D Lesson 2 – Look at the Clouds. Students will be able to describe what the sky looks like on rainy days and clear days.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know how to make a graph and record the weather clouds for the week and compare and contrast them. If there are no clouds in the sky teacher will bring in various pictures of clouds to discuss.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to describe clouds and how they change.
Main Activity:
Students will read the Flipbook page 40 and discuss. Teacher will chart a poem about clouds and students will use sticky notes to draw pictures of his own and place them on the poem.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make paintings that convey the shape and color of clouds.
Main Activity:
During center activities students will paint and label three different types of clouds.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to sort clouds by categories.
Main Activity:
Teacher will print out various pictures of clouds. Students will also look through magazines and cut out pictures of clouds. Students will put the clouds into two different categories. Teacher can guide the categories if they cannot choose on their own: color (grey, white) and shape (fluffy, flat) After they finish they will be encouraged to think of two different categories.
Evaluation:
students share work with each other while teacher watches and monitors
Learning and Language Objectives:
Students will be able to discuss that shapes and colors of clouds are different and can change.
Main Activity:
Students will read the Flipbook again page 40 and discuss what they notice about all the different types of clouds. Teacher will chart all the different adjectives they use to describe the clouds. Teacher will make a favorite cloud graph and students will draw write their name and draw their favorite type of cloud and post it on the graph.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to create a book that shows all the different kinds of cloud shapes.
Main Activity:
Students will use paper, crayons, cotton, and colored pencils and make a book drawing and labeling all the different types of clouds they have learned about.
Evaluation:
Students will share books with their peers.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes. For example: Recording cloudiness, rain, snow and temperature
Weekly Informational Knowledge Overview - (Students will know...)
Unit D Lesson 3 The Seasons Students will identify what happens in nature and what people do in different seasons. Students will use visuals to determine what season they see.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Unit D Lesson 3 Students will be able to draw pictures of the four seasons of the year.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to identify what occurs in nature and what people do in different seasons.
Main Activity:
Students will start with a Venn Diagram. One circle will be labeled Winter and the other Summer. Students will brainstorm words that go either with winter, summer, or both. Then students will act out the four seasons.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what happens in each season.
Main Activity:
Students will read page 40-41 in the flip book and discuss the different seasons. They will describe what each student is doing in the four pictures. Students will notice what the kids are wearing in each picture and discuss. Then students will go and use their science journals and draw and label their favorite season and write about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will identify what happens in nature during different seasons.
Main Activity:
Teacher will use chart paper, markers, paper, paint, and glue, clipboards, pencils , and science journal page 48. They will take a nature walk outside and make predictions about what they might see. They will be asked to collect items they see. When they come back inside they will make a mural of an outside scene using the information they gathered. Students will be asked to compare their season to another season and discuss it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what the four seasons are.
Main Activity:
Students will make a four column language experience chart. Winter Spring Summer Fall. They will be asked to share different types of weather, clothing, or seasonal changes related to each season and write their ideas in the appropriate column of the chart.
Evaluation:
Students will revisit chart and make pictures to match the words. Teacher will watch and monitor.
Learning and Language Objectives:
Students will know the four seasons.
Main Activity:
Students will work in cooperative groups to make a book illustrating and writing about the four seasons.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.2.2.1 Monitor daily and seasonal changes in weather and summarize the changes. For example: Recording cloudiness, rain, snow and temperature
Weekly Informational Knowledge Overview - (Students will know...)
Unit D, Lesson 4, Night and Day. Students will recognize changes that occur in the sky from day to night and night to day.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know and understand the vocabulary terms for day, night, moon, sun, stars, and patterns.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will create shapes by making lines between points.
Main Activity:
Students will discuss what starts and patterns are and draw them in their journal. They will create a story and draw about it in their journal. During Science centers they will do a science/math activity which will include creating shapes using geo boards and pretending that they are creating and drawing patterns of stars they see at night.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to discuss how the sky changes.
Main Activity:
Students will read pages 41 and 42 in the Flipboook and discuss the sky. Students will be asked if they have ever seen the sky at night and to describe it. Students will be asked how did the sky at night look different from the sky during the day. Students will develop the vocabulary for sun, moon, day, and night. Students will fold a white paper in half and draw the day time on one side and night time on the other. They will use the vocabulary words to label each side and be encouraged to write sentences about day and night.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will build on prior knowledge of what the sky looks like at night.
Main Activity:
Students will read pages 42 and 43 and discuss. They will know that the stars make patterns and that the moon that we see each night is always changing. Students will be asked questions about what they think they would see during the night and day sky on a rainy day or a cloudy day/night. Students will have a Venn diagram on chart paper. One circle will be night sky and the other day sky. Students will discuss what is the same and what is different. Afterwards students will be given white paper plates and yellow paper plates (moon/sun). Have the children move their objects such as the sun goes up, the Sun goes down, the Moon goes up, the Moon goes down. Repeat several times.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will identify and name various elements of the night sky.
Main Activity:
Students will each have three cards and place the remaining ones face down in a pile. Taking turns the students will as a classmate to match on of the cards in his or her hand. If there is not a matching card, the child should pick a card form the pile. Students will continue playing till each card is matched.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make sky collages that show various elements of the night sky.
Main Activity:
Students will talk about elements of the night sky. Students will use construction paper, small pieces cardboard, felt, scissors and glue and make a night sky collage. They will write on a separate paper all the things that are in their night sky using learned vocabulary.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.2.2.2 Identify the sun as a source of heat and light. For example: Record the time of day when the sun shines into different locations of the school and note patterns.
Weekly Informational Knowledge Overview - (Students will know...)
Unit D, Lesson 5, Sun and Shadows – Students will recognize that the sun creates shadows and appears to move through the sky.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary terms: shadows, shade, and heat.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will recognize that the sun creates shadows and appears to move through the sky.
Main Activity:
Teacher will hang paper in front of a window with light from outside shining through it. Teacher will hold an object behind it and ask kids to guess what it is. Teacher will continue to identify a number of different objects. During small activity centers students will use a variety of provided objects and paper and ask each other what is behind the paper. Students will know that at shadow appears from light.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will notice their own shadows.
Main Activity:
Students will take turns being their partner’s shadow. The child who is the “shadow” needs to stand behind his or her classmate and imitate every movement that his or her partner makes.
Evaluation:
Kids notice and talk about shadows to each other while the teacher talks.
Learning and Language Objectives:
Students will draw and write about the experiences of being in the sun.
Main Activity:
: Students will draw pictures of themselves in the sun noticing how the sun makes them feel. Teacher will take a dictation or child will write on their own.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will measure the length of shadows using non standard units.
Main Activity:
Teacher will tell kids that they are going to measure a shadow at different times during the day. On a sunny day, small groups will go outside to measure the shadow of a small stick placed upright in a spot with full sunlight. Kids will use cubes to measures and record. Later during the day kids will come again and measure again and discuss why the length has changed.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the vocabulary shadow, shade, and heat.
Main Activity:
Students will read pages 43 and 44 in their flip book and discuss. Students will then use white boards and dry erase markers to trace objects and its shadow on each page of the flip book. Students will notice how the object and its shadow are similar or different.
Evaluation:
Students will make a book of shadows and add to the science library.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.2.2.2 Identify the sun as a source of heat and light. For example: Record the time of day when the sun shines into different locations of the school and note patterns.
Social Studies
0.1.1.1.1 Demonstrate civic skills in a classroom that reflect an understanding of civic values.
0.4.1.1.1 Use a variety of words to reference time in the past, present and future; identify the beginning, middle and end of historical stories.
Weekly Informational Knowledge Overview - (Students will know...)
Unit E Lesson 1. Children will explore characteristics of different types of matter.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn the vocabulary words bend, fold, tear, and cut.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Children will explore characteristics of different types of matter.
Main Activity:
Students will look at page 47 in the flipbook and discuss the differences between the ducks. The teacher will explain that we will be learning about materials that we use to make things. They will be asked to notice what materials are used to make the different ducks on the page. They will write in their science journal various ways that ducks are made. For example wood, they will draw and label the wood. Etc.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will observe, communicate, and compare.
Main Activity:
Teacher will write paper and cloth on a large piece of chart paper. One piece of paper and one cloth swatch for each child. Students will try to crumble, fold, and tear their paper and cloth. Teacher will record what happens on the chart.
Evaluation:
Students will give answers and teacher will make sure they grasp concepts.
Learning and Language Objectives:
Students will compare the properties of different substances.
Main Activity:
Students will have pictures on the board of various things that are soft and hard objects. Students will come up and un tape the objects and put them in the right category of soft and hard. Students will then use their science journals to make two columns and brainstorm their own objects in small groups to put under each area and draw a picture.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand how paper is used to make a book.
Main Activity:
Students will look at various books each holding one and discuss how they are made with their peers. Teacher will provide many different types of colored pages for inside their books and students will make a book. Teacher will staple the book for them and discuss how it has a spine.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how we can change paper.
Main Activity:
Students will be invited to point to images where they see paper or objects made with paper. Then students will be invited to come and point to images where they see cloth or objects made out of cloth. Socks, hats, and various different items will be in the flipbook on page 47 and 48. Students will use and be subjected to the vocabulary words bend, fold, tear, and cut. Students will act out doing all of these motions.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit E Lesson 2. Students will identify and explore the ways we can use and change natural resources, such as wood and metal.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary words for wood and metal.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will identify and explore the ways we can use and change natural resources, such as wood and metal.
Main Activity:
TStudents will be given a feely box with different objects and children will determine objects using learned vocabulary to describe what they feel. Students will decide if their object is wooden or metal and add a picture (self made) onto a prepared chart graph. At the end of the feely box and after each child draws their object on a post it note and graphs it the teacher will do a math count to see which had more objects.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will sort and count objects by tens.
Main Activity:
Students will have a box of metal objects including screws, bolts, etc. Students will sort them into provided egg cartons and count by tens.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Volunteers will point to provided images that are either made of wood or metal.
Main Activity:
Students will discuss what they are used for and teacher will write it down on chart paper. Students will then work in a center and have provided metal and wooden objects. Students will use small individual white boards and make a graph of their choice to show they understand metal and wooden objects.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand how to manipulate wood and write to create a sculpture using wood and wire.
Main Activity:
Students will use wood scraps of different sizes, different kinds of metal, glue, and make a sculpture of their own. They will describe how they made it and either write about it or take a dictation to have teacher write about it. Students will keep their sculptures on display for a while so that other students can make comments and questions about their work.
Evaluation:
Teacher watches and monitors and assists.
Learning and Language Objectives:
Students will recognize and examine tools
Main Activity:
Students will look at various books all about different tools. Students will each work in groups and choose a tool to illustrate and write about. They will describe what it is used for. When each group has finished pages to add to their book, the teacher will assemble it and then share it with the class.
Evaluation:
The book will remain in the class library.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit E Lesson 3. Students will identify clay as a natural resource that can be changed to make different things.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary terms for clay, kiln, and fire.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will observe, communicate, and infer about clay.
Main Activity:
Each child will get a small bag of play dough and a small ball of clay. They will be asked to feel, smell, and play with both. Volunteers will be chosen to describe the difference between play dough and clay. The teacher will record the responses.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what clay is and where is comes from.
Main Activity:
Students will play pass the clay. Children sit in a circle and pass a ball of clay around to music. When the music stops, whoever has the clay ball needs to jump up, smooth the clay, and make a new ball.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will create and extend clay patterns using clay.
Main Activity:
Students will be told that they will be making clay patterns using shapes and colors. Children will choose three colors and mold each piece of clay into any shape they like. Children will do various sorts of patterns and record them.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn about different things they can do with clay.
Main Activity:
Using the flipbook page 49 and 50 students will look over the pictures and notice different things that can be made from clay. Students will have books about clay at a science center and discuss different things they can make. Volunteers will use dry erase markers to draw the pictures on white boards of that they make. Students will share images.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will observe, make a model, and draw a conclusion and predict.
Main Activity:
Students will receive a ball of clay and be encouraged to use their hands to change its shape. As they work, have children to describe how clay feels. Students will make their own models and let them air dry. Students will discuss differences between making a thin- walled pot and a thick- walled pot. Thin might break etc. Students will use Science resource book page 53 and fill out page after they work with clay.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit E Lesson 4. Students will identify and explore the properties and changing states of water and investigate objects that sink and float in water.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn the vocabulary terms for solid, liquid, and gas.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will observe, predict, and infer about water.
Main Activity:
Students will be shown a cup of water that has ice and explain that ice is water in a solid form. Students will be asked what happens to ice if we leave a cup on a shelf. Students will talk about how solid becomes a liquid. Students will observe a cup of water each day. When the water is gone, teacher will explain that is has evaporated into the air. We will record it all on a chart.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will know what solid, liquid, and gas are.
Main Activity:
Students will look at flipbook pages 50 and 51 and discuss. They will describe the picture. Students will be invite to point to all the places in the picture where water is. Students will identify any of the sources of water that they missed (clouds, snow, ice, air, water) Students will then draw their own picture of water.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know if an object sinks or floats in water.
Main Activity:
Page 51-52 in flipbook students will read together and discuss which objects sink and which ones float. Students will work in small groups at the water table and notice which objects sink and float.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will predict, observe, make a model, infer, and communicate about objects floating or sinking in water.
Main Activity:
Students will be shown a ball of clay and a container of water. They will be asked what might happen if I drop the ball of clay in the water. A student will drop the ball of clay in the water and observe that it sinks. Students will then make a model of a clay boat. Students will notice that it floats. Students will use science journal page 54 to record their observations.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will discover that objects float more easily in salt water.
Main Activity:
Teacher will place two bins of water. One will have salt added. Students will experiment adding objects to both and notice that the water with salt allows the object to float more. During centers students will explore more with both water tubs.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system. 0.3.2.2.2 Identify the sun as a source of heat and light. For example: Record the time of day when the sun shines into different locations of the school and note patterns.
Weekly Informational Knowledge Overview - (Students will know...)
Unit E, Lesson 4. Students will explore through various experiments if objects float or sink in water.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will identify what will happen when water is heated or frozen.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know what happens when water is heated.
Main Activity:
Students will read flipbook page S10 and discuss. Teacher will copy the poem to add to their science journal. Students will sing original version of “I’m a Little Teapot”, and act it out. Then they will play Water, Steam, and Ice poem by acting it out. Students will come up with actions to assist with comprehending the song. Later students will watch a pot of water on the stove get heated. After time they will notice that ice water becomes steam. They will write about it in their journal.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will investigate if water mixed with drink mix will change properties.
Main Activity:
Students will do an experiment in small groups with a teacher present during centers. They will mix powdered juice with water and predict if it will freeze. Each child will have their own cup and will place a craft stick in it. Students will record the time it takes to freeze and check it periodically. Students will get to eat their drink.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Teacher will assess what children have learned about matter and its properties.
Main Activity:
Students will be shown a cup of water. They will be asked how to change it from a liquid to a solid. Students will then be shown a paper and be asked to point to s two things we can make out of paper. Students will be shown a ceramic bowl and asked to what the bowl is made out of. In the resource book pages 71-74 students will look at the pictures and answer questions on each page.
Evaluation:
Teacher assesses and monitors.
Learning and Language Objectives:
Students will make a big book about matter.
Main Activity:
Students will use prior knowledge to create a big book about matter and what they have learned. Each group will work on a different part of matter. Students will share the book once it is assembled.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Same as Thursday
Main Activity:
Students will continue to work on big book about matter with the guided assistance of many science books on matter to look at, and charts around the room showing things we learned about matter.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
Unit F Lesson 1. Students will recognize that wheels affect speed and motion and make moving easier.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary for wheels and pulley.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will recognize that wheels affect speed and motion.
Main Activity:
Students will look at Flipbook pages 54, S11, and discuss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn what wheel and pulley mean.
Main Activity:
Students will recognize that wheels affect speed and motion and make moving easier. Students will share how they get to school. On a two column chart labeled With Wheels and Without Wheels. Students will brainstorm other ways to travel without using wheels. Using yarn to make two sorting circles on the floor, one for wheels and one for no wheels. Students will be shown a card and be asked to place it in the correct circle. Continue until all cards are sorted.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand what wheels are used for different things.
Main Activity:
Students will read literature book called Working With Clay. Students will share ideas they have about clay and what they see. Students will notice that a potter is using a wheel. Notice and point out the word wheel on page 3 and 4. Students will be invited to count and name the letters in the word. Questions to ask include: Does the potter use the wheel to travel? How is the wheel she is using helping her do her job? How is the wheel different from other wheels?? Students will brainstorm and discuss and then draw about it in their science journals.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will name things that have wheels.
Main Activity:
Students will look at pages 53 and 54 in flipbook and discuss different things that have wheels. During centers students will draw and label pictures of things that have wheels.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will recognize that a pulley is a wheel that makes moving easier.
Main Activity:
Students will make their own pulleys with the assistance of the teacher in small groups and discuss.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others.
Weekly Informational Knowledge Overview - (Students will know...)
Unit F Lesson 2, Students will learn and explore ways objects move and forces that cause movement.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary for slide, roll, push, pull, and force.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will discover how objects move.
Main Activity:
Students will read flipbook page 53 and discuss. Students will look at toy cars. Tape will be placed a few inches
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will sort geometric solids that role and slide.
Main Activity:
Students will look at flipbook page G1 and discuss. Students will then look at a set of geometric solids. They will be asked to find a block that will roll. Teacher will create a ramp and have a student come and test the block. Students will notice that a block will both slide and roll. After several modeled attempts students will break into groups using a collection of modeled solid figures and explore and sort them into slider, rollers, and both. Students will make a Venn diagram of their finds.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how many different ways gerbils can move.
Main Activity:
Using flipbook 54-55 students will be asked to come up and trace with their fingers one tunnel pathway a gerbil could follow, and describe the route. Students will be asked to come up and repeat finding different routes. Students will then be asked which routes would take less efforts for a gerbil and why. Students will use the words up, down, around, and across to describe how gerbils move. Students will draw their own gerbil route in their science journal and share with peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what makes toys move.
Main Activity:
Reading flipbook page 56 students will be asked to point to toys they have seen before. Students will notice which toys move and what puts a toy in motion. Students will be asked to use the words push, pull, and drop in their explanations. Teacher will chart ideas and disucss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will explore things that slide and roll.
Main Activity:
Students will use objects around the classroom to make ramps to slide and move, and roll other objects. They will record all their findings.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit F Lesson 2. Students will know how to explore things that slide and roll.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will create a class book about things that move.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will investigate whether an item rolls or slides.
Main Activity:
Teacher will collect a basket of items that roll and a basket of items that slide. They will go in block area. Students will explore make ramps and investigate objects that roll and slide.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how things move.
Main Activity:
Students will make a mural comparing how toys move. There will be a Push on one side column of chart paper and Pull on the other. Students will cut out magazine pictures or draw pictures of things that pull or push.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the word slide, roll, push, pull, and force.
Main Activity:
Students will use all different kinds of different toy cars and trucks and will make all sorts of ramps to make the cars push and pull, roll etc. They will explore using made ramps to have things push and pull and roll.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make a book about toys that move.
Main Activity:
Students will make pages to a class book called Toys That Move. Each child will choose a toy that moves and write and draw about it. Students will add the page to the book and share their individual page in the author’s chair when they are done.
Evaluation:
Teacher watches and monitors
Learning and Language Objectives:
Students will make a class book about toys that move.
Main Activity:
Same as Friday, a two day activity.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.1.2.1 Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others. 0.2.1.1.1 Sort objects in terms of color, size, shape, and texture, and communicate reasoning for the sorting system.
Weekly Informational Knowledge Overview - (Students will know...)
Unit F Lesson 3. Students will understand that certain objects, like the Sun and Moon, stay in the sky, while others, like an airplane, are in the sky but return to Earth.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand the term gravity.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
no class
Main Activity:
Evaluation:
Learning and Language Objectives:
Main Activity:
Evaluation:
Learning and Language Objectives:
Main Activity:
Evaluation:
Learning and Language Objectives:
Main Activity:
Evaluation:
.
Learning and Language Objectives:
Main Activity:
Evaluation:
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Unit F, Lesson 4. Students will describe sounds and understand how they are made.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the vocabulary words for vibration, loud, and soft.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and describe sounds and understand how they are made.
Main Activity:
Students will close eyes and think about sounds for a minute. As they name a sound they heard, have the group listen for that sound. Record responses on chart paper. Students will review sounds and ask children to discuss the characteristics of each sound they heard. Which ones are high, low etc.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will recognize, predict, and create sound patterns
Main Activity:
Students will be invited to join in a A-B-B clapping pattern, such as loud to soft. Teacher will model additional patterns for the group to copy. Students will work in pairs each taking turns creating and copying sound patterns. Vary the activity using different musical instruments.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will name quiet sounds and record.
Main Activity:
Read flipbook page 58 and discuss. Do Science resource page 58.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will listen to how a variety of large and small instruments make different sounds.
Main Activity:
Students will listen to Here Comes The Band and point out different types of sounds the bass and snare drums make. Ask children to name the instrument that make high sounds and low sounds and discuss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will identify and compare sounds in the environment.
Main Activity:
Students will fold a piece of construction paper in the half like a card and draw a picture of something that makes a loud sound on one half. On the other half, have them draw a picture of something that makes a soft sound.
Evaluation:
Teacher watches and monitors
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Unit F Lesson 5. Students will recognize that magnets can be used to make some objects move without being touched.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know what the word magnet means.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will observe, predict, and classify magnets.
Main Activity:
Students will be shown refrigerator magnets and the horseshoe magnet. Explain that they may vary in size, but they all do the same thing.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand what magnets do.
Main Activity:
Students will work in pairs. They will be told to act like magnets and stick different parts of their bodies. Students will move around the room attached pretending they are magnets.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how magnets work.
Main Activity:
Teacher will explain to students that when an iron or steel item sticks to a magnet, it becomes a magnet too. Model how the first paper clip sticks to a magnet and holds a second paper clip. Students will work in pairs to build a paper clip chain on each magnet. They will record total numbers of clips on a piece of paper that the magnet will hold.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and recognize a horseshoe magnet. They will share how they know about magnets.
Main Activity:
Students will read flipbook page 59 and discuss. They will do page 59 in resource book.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will create structures and toys that employ magnetism.
Main Activity:
Attach pieces of magnet strip to selected blocks. Show children that you have attached magnets to some of the blocks. Help them brainstorm how magnetic blocks could be used to build and help move things. Draw about it.