2 Decker Tartick Science Charts

Legend A-art CI-community involvement CC-collaboration with colleagues CL-cultural literacy and diversity CM-communication CZ-citizenship DA-differentiation/accomodation E-evaluation GA-group activity L-literacy LA-language arts LI-listening LS-life skills H-health HS-home/school connection HW-homework M-math MA-manipulative activity MO-movement/physical education MU-music OL-oral language/public speaking PS-problem solving/critical thinking R-reading S-science SS-social studies T-technology TH-theater TX-text W-writing

Science Day 6 Monday MJ S 2.1 Observation LI/R/S: The teacher will read How to Think Like a Scientist to the class. LA/W: The students will record in their journals about what their life would be like if they were scientists. DA: For students who struggle with writing skills, the teacher will provide the students with an opener and a word bank to use.

Day 7 Tuesday MJ S 2.1 Observation S / GA: The teacher will bring in a turtle for a class pet. The teacher will introduce the turtle to the class and the class will name it. W: The students will observe the turtle and write down their observations. LI/LS: The teacher will stress that scientific observation is based on scientific fact and not personal interpretation. The teacher will connect the character principle of integrity.

Day 8 Wednesday MJ S 2.1 Observation PS/MA/S: The teacher will provide each student with popping corn and feed corn. The teacher will ask the students what kind of corn they think will pop when heated.

Day 9 Thursday MJ S 2.2 Observation LI/S: The teacher will explain to the students that it is important to test experiments more than once. The teacher will explain that accuracy is important when conducting experiments.

PS: The students will predict the outcome.

A/LI/S: The students will create a comic strip covering the rules they were taught on observation accuracy.

GA/LI/S: The teacher will heat up both types of corn. The students will observe and find answers with their senses. They will decide if their predictions were correct.

Day 10 Friday MJ S 2.2 Observation LI/R/S: The teacher will read Who Sank the Boat?. GA/ MA/PS: The students will be split into groups of four. Each group will have a tube of water at their table. The students will be given various objects to test. The students will predict which objects they believe will float in the water. MA The students will place each object in the water and see if the object was able to float or sink. W/PS/S: The groups will record their results and retest their experiment another time.

Purposeful Design Science xvii

From http://www.sciencenetli nks.com/lessons.cfm?B enchmarkID=4&DocI D=164

Day 16 Monday MJ S 2.3 Classification

Day 17 Tuesday MJ S 2.3 Classification

Day 18 Wednesday MJ S 2.3 Classification

LI/S: The teacher will introduce classification to the students. The teacher will explain that classification is the process of grouping based on observable characteristics. The teacher will discuss the various ways to classify objects.

CM/GA/PS/S: The teacher will split the students up into groups. Each group will be given a handful of rocks. The students must classify the rocks according to their attributes.

GA/HS/LI/MA: The teacher will ask ten students who owns a pet to bring in a picture of the pet. The students will post their pet’s picture on the black board.

LI/S: The teacher will give the students the two attributes used to classify the rocks.

E The students will complete a worksheet over the information taught on classification.

LI/GA/S: The teacher will explain how to classify the pets and the class will work together to classify the pets. DA: For a kinesthetic student who is having trouble understanding how to classify items, the teacher will provide the student with additional hands-on classification projects. The teacher will provide an open file folder and pictures of items. The student will classify the items by placing them on different sides of the file folder.

Science Investigations pp 33

Day 19 Thursday MJ S 2.4 Scientific Experiments CI: The teacher will ask a scientist to come to the classroom and perform a science experiment with the class. GA/LI/MA/PS/S: The teacher will take the students outside. The scientist will explain and assist in a science experiment. The students will be broken into groups and given three thermometers, black paper, and white paper. GA/LI/MA/PS/S: The groups will lay the thermometers in sunny places, with black paper covering one thermometer, white paper covering the other thermometer, and nothing covering the third thermometer. The students will predict which one will get the hottest. They will wait five minutes. The students will color paper thermometers with the results from the experiment. Energy Exchange

Day 20 Friday Science Test E: The students will take a test covering observation, classification, and scientific experiments.

Day 26 Monday MJ S 2.5 Measurement CM/E/OL/S: The teacher will ask the students what they know about measurement. LI/R/S: The teacher will read Millions to Measure to the class. E The students will complete the corresponding activity page from scholastic.com.

Day 27 Tuesday MJ S 2.5 Metric Measurement LI/S: The teacher will introduce the metric system and how to use it. LI/S/T: The students will watch Metric for Primary Series. E/L/PS/R/S: The students will complete a worksheet about metric measurement.

Day 28 Wednesday MJ S 2.5 Metric Measurement CM/GA/LI/M/R/S : The teacher will post formulas used for length, volume, and mass on the board. The class will discuss and say the formulas out loud. GA/LI/MA/PS/S: The teacher will have objects at the front of the room. The teacher will call on individual students to come to the board and assist her with measuring length, volume, and mass using metric measurements. E: The students will be given a worksheet over length, volume, and mass. DA: The teacher will provide a card with a picture of the instruments used to measure items for students who are having difficulty remembering which measuring instrument to use.

www.scholastic.co m

Day 29 Thursday MJ S 2.5 Metric Measurement LI/M/S: The teacher will explain Celsius to the class. LI/M/MA/S/W: The students will create their own thermometers. The teacher will give each student a small piece of white poster board with two holes poked in them. The teacher will also give each student a piece of red yarn and a piece of white yarn. The students will tie the piece of yarn together and loop them in the holes on the poster board. The students will write the Celsius degrees on the thermometer. E/LI/M/MA/PS/S: The teacher will read story problems to the students and ask them to show her the temperatures she uses. Each student must make the temperature with their thermometers and raise it in the air for the teacher to see.

Day 30 Friday MJ S 2.5 English Measurement LI/S/T: The teacher will use the website http://regentsprep. org/Regents/math/ meteng/LesEng.ht m . This website explains the English System of Measurement. GA/L/LI/R/S/T: The teacher will call on various students to read the information posted on the website. CM/E/GA/LI/OL /PS/S: The class will discuss how the English system of measurement differs from the metric system of measurement.

Day 36 Monday MJ S 2.5 English Measurement LI/M/S: The teacher will discuss the formulas used to measure length, volume, and mass. CM/E/LA/LI/M/ MA/OL/PS/S/W: The teacher will break the students into groups. Each group will have to measure and object to find the length, volume, and mass. The students will record their data and share what they found with the class.

Day 37 Tuesday MJ S 2.5 English Measurement MA/S/W: The students will take out their thermometers they made when they learned Celsius. The students will write the Fahrenheit degrees on the opposite side. E/GA/LI/M/MA/P S/S: The teacher will read story problems to the students and ask them to show her their answer in Fahrenheit. The teacher will then ask the students to tell her the temperature in Celsius. The students will comprehend the difference of Fahrenheit and Celsius. E/M/PS/S/W: The students will complete a worksheet on Fahrenheit temperatures. DA: The teacher will provide the story problems in paper form for students who have difficulty hearing and/or listening.

Day 38 Wednesday MJ S 2.6 Graphs

Day 39 Thursday MJ S 2.6 Graphs

Day 40 Friday MJ S 2.6 Graphs

LI/S: The teacher will explain what a picture graph is and the uses of picture graphs. A/GA/LI/MA/S/T: The teacher will use the page on http://www.abcteac h.com/free/p/pic_gr aph_eyes.pdf to create picture of eyes for each student to color. The students will each color the eyes with their corresponding eye colors. A/E/GA/LI/MA/P S/S: The teacher will draw a graph on the board. The students will each place their colored eye in the correct part of the picture graph. The students will comprehend that as a class they have just created a picture graph. E/HW: The students will be given a blank graph to take home. The students must ask everyone in their family their favorite kind of pizza. Using the data, the students will construct a picture graph and turn it in for a homework grade.

LI/S/T: The teacher will use http://teacher.schol astic.com/max/hair y/index.htm to introduce graphing to the students.

LI/M/S: The teacher will discuss how to title and label a graph with numbered axes. The students will understand how to correctly produce their own bar graph.

LI/R/S: The teacher will read the scenario and provide each student with the graph chart provided on the website. E/S:The students will each fill out the graph independently. GA/S/T: The class will then compare their answers with the answers of “Max’s class”.

GA: The teacher will take a class poll on the children’s favorite animals. A/E/M/MA/PS/S: Using the results, the children will use paper and crayons to make a bar graph. The bar graph will correctly illustrate the results of the poll. CM/E/LI/M/PS/S : The teacher will ask relevant questions regarding the graph.

Science A33b

Day 46 Monday MJ S 2.7 Unusual Data LI/MA/S: The teacher will bring in objects that students are not familiar with. Each student will be given an object and the students must use their senses to inquire about the item.

Day 47 Tuesday MJ S 2.8 Physical Models LI/MA/S: The teacher will bring in examples of simple physical models for the students to view. The students will observe the models.

E/LA/W: The student will write in their journal about their “mystery” object.

CM/E/GA/LI/OL/ PS/S: The class will be lead in a discussion of why it is good to use scientific models.

DA: For students who have difficulty writing, the teacher will allow the students to draw a picture of the “mystery” object and a picture of what senses were used to identify it.

LI/S: The teacher will explain the importance of physical models.

Day 48 Wednesday MJ S 2.8 Physical Models A/MA: The teacher will bring in Styrofoam balls. The students will paint the balls yellow and the ball will serve as a simple model of the sun. LI/MA/S: The teacher will use a Styrofoam ball and a globe to help the students understand the way the earth orbit the sun. The teacher will discuss that through the simple physical model, the students were able to better understand the topic she was talking about.

Day 49 Thursday MJ S 2.8 Physical Models A/LI/S: Each student will be given a piece of paper. The students will be given specific ideas of simple physical models they can construct. The students will draw a plan of a simple physical model they would like to construct. CM/OL/S: The students will explain their plan with the teacher. The teacher will guide and approve their plan. A/CM/E/HW/S: The student will take the plan home and construct the simple physical model at home. The parents are able to assist the students with the project. OL:The students will be given a few days to complete their model. Once their model is complete, they will bring it in to show to the class.

Day 50 Friday Science Test E The students will take a test covering metric and English measurement, graphs, unusual data, and physical models.

Day 56 Monday MJ S 2.9 Magnetism LI/S: The teacher will explain that a magnet is a piece of iron that attracts objects with iron in the them. LI/MA/PS/S: Each student will be given a bar magnet, objects, and a chart. The students will gather data about the magnet. The student will hold the magnet near each object. The student will make a chart and record what is observed. The student will group the objects the magnet pulls and those it does not pull. L/LA/S: The teacher will add magnet, attract, and iron to the word wall.

Day 57 Tuesday MJ S 2.9 Magnetism LI/R/S: The teacher will begin the lesson by reading Magnets: Science Secrets. LA/L: The students will begin by drawing a K-WL chart. LI/MA/PS/S: The teacher will explain that a magnet has different poles. Using magnets and paper clips, the teacher will show the students how magnets repeal and attract each other. DA: The teacher will give a K-W-L format sheet for students who struggle with drawing their own chart.

Day 58 Wednesday MJ S 2.9 Magnetism LI/S:The teacher will use a simple example to show the students magnetism and the various strengths of magnets. The teacher will number four magnets from 1 to 4. LI/Ma/M/PS/S: A student from the class will hold magnet 1 over a pile of paper clips. The student will count how many paper clips are attracted. The teacher will choose students to continue this until all four magnets have been held over the paper clips.

Day 59 Thursday MJ S 2.9 Magnetism CI/MA/S: The class will go on a field trip to the local children’s museum. The students will specifically visit the display of magnets and motion. The students will be given hands-on experiences with magnet and motion.

CM/E/GA/LI/M O/PS/R/S: The students will be put into groups. Each group will start at a designated area and use their compass and instructions to find a specific place. Each group will have a prize at the end of their quest using their compasses.

E/S/W: The students will record their data.

A/LA/S: The students will draw pictures corresponding with the new words.

Harcourt Science F32

Journeys in Science pp 39

Day 60 Friday MJ S 2.9 Compass Activity LI/S: The teacher will provide each student with a magnetic compass and the class will go outside.The teacher will have the students line up on the soccer field all facing a specific way. The teacher will show the student North, South, East, and West using their compass.

http://www.amaze mentsquare.org/pro grams.php?p=ptours

Day 66 Monday MJ S 2.10 Forces and Simple Machines LI/R/S: The teacher will read the book Why Doesn’t the Earth Fall Up? to the class. CM/E/LI/OL/PS/ S: The class will discuss force. E/LA/S/W: The class will write in their journal about what they learned about force from the book. DA: The teacher will provide journal openers and word banks for students who struggle with writing.

Day 67 Tuesday MJ S 2.10 Forces and Simple Machines LI/S/T: The class will watch Bill Nye: Simple Machines. LI/S: The teacher will explain that simple machines can make work easier. E/LA: The students will complete a worksheet about simple machines.

Day 68 Wednesday MJ S 2.10 Forces and Simple Machines LI/S: The teacher will explain that wheels, axles, levers, screws, and wedges are simple machines. LI/MA/S: The teacher will bring examples of these to show to the class. A/LI/S: The students will be asked to draw one of these items they use or could use to make work easier

Day 69 Thursday MJ S 2.10 Forces and Simple Machines LI/S: The teacher will explain a situation of friends who need to get something up in a tree house. GA/LI/MA/PS/S: On the blackboard, the teacher will draw a tree, a tree house ladder, and friends. The teacher will ask the students to come up with a solution to the problem. The teacher will hook a piece of yarn to where the top of the illustrated tree is drawn. The teacher will put a paper cup on the end of the string and show the example of a pulley working to pull something up.

Day 70 Friday MJ S 2.10 Forces and Simple Machines LI/MA/S: The teacher will introduce how an inclined plane is a machine. The teacher will bring in a heavy box to the classroom. The teacher will try to push and pull the box. The teacher will then use an inclined plane. The students will see that an inclined plane makes work easier.

http://sln.fi.edu/tfi/ activity/physics/me ch-2.html

Purposeful Design Science pp 96

A/E/LI/MA/PS/S: The students will be split into groups and they will be given rulers, pencils, small balls, straws, tissue boxes, small paper cups, erasers, and toy cars. The groups will each create their own unique inclined plane and present it to the class.

Day 76 Monday MJ S 2.11 Solids, Liquids, and Gases LI/R/S: The teacher will read What is the World Made of? to the class. LI/MU: The teacher will play a song about solids, liquids, and gases on the internet. MU: After the students hear the song and are given the words to the song, the students will sing-along with the song. LI/S: The teacher will explain that this week the students will be learning about solids, liquids, and gases.

Day 77 Tuesday MJ S 2.11 Solids, Liquids, and Gases A/LI/S:The teacher will define what a solid is and the properties of a solid. The teacher will show the students picture cards. CM/E/LI/MA/OL /S: The students will describe the solid objects they see in each picture card. CM/E/GA/LI/MA /PS/S: The class will break into pairs. Each pair of students will be given five objects. The pairs will explain the differences and similarities of each object to each other. E/GA/LI/M/MA/ PS/S: The pairs will be asked to use a ruler or meter stick to measure the length and width of the objects. The students will understand that solid objects can be measured.

Houghton Mifflin D 18- D 21

Day 78 Wednesday MJ S 2.11 Solids, Liquids, and Gases LI/S: The teacher will define what a liquid is and the properties of a liquid. The teacher will pass out a drink to the students and they will understand that everything they drink is a liquid. GA/LI/MA/PS/S: The teacher will set up different liquids around the room. As a group of four, the students will travel from table to table touching and observing the liquids. The teacher will then change the cups the liquids were in. The students will notice that the liquids changed shape. The teacher will explain that liquids have definite volume, but do not have definite shape.

Houghton Mifflin D27-D33

Day 79 Thursday MJ S 2.11 Solids, Liquids, ad Gases CM/GA/LI: The teacher will ask the students to remember three things they ate or drank at lunch. CM/E/LI/M/OL/ PS/S: As the student tells the teacher the items they ate or drank, they must also tell the teacher whether it was a solid or a liquid. The teacher will tally the amount solids and liquids eaten. The teacher will ask the students whether more solids or liquids were consumed. The teacher will also whether the solid or liquid was tastier.

Day 80 Friday MJ S 2.11 Solids, Liquids, and Gases LI/MA/S: The teacher will define what a gas is and the properties of gas. The teacher will blow into a plastic bag and trap air in it. The students will observe that air is a gas. A/E/LA/MA/S/W: The students will cut out from magazines pictures of objects filled with gas and write captions to describe what the gas in each picture is doing. LI/S: The teacher will explain that gas does not have a definite shape or size. DA For kinesthetic learners who are having difficulties, the teacher will have the student feel their stomach and chest as they breathe in and out. The teacher will explain that the stomach and chest expand to make space for air.

http://www.iloveth atteachingidea.co m/ideas/010530_w e_eat_matter.htm

Houghton Mifflin D40-D47

Day 86 Monday MJ S 2.12 Changing States of Matter LI/S: The teacher will explain that matter can change states of matter. Condensation, evaporation, melting, freezing, expanding, and contracting will be covered. MA/S: The teacher will provide each student with an ice cube on a plate. PS/S: The students will predict how long it will take for the ice cube to melt. PS/E/S: The students will observe the ice cube as it melts. The students will compare their predictions with their outcome. CM/E/GA/LI/O L/PS/S: The class will discuss how the ice cube went from a solid to a liquid. The class will come up with other states of matter that change. Science B18

Day 87 Tuesday MJ S 2.12 Changing States of Matter MU/S/T: The teacher will start the class by playing “A Song About Matter” for the class. LI/R/S: The teacher will read Snowflake Bentley to the class. CM/E/LI/OL/S: The teacher will lead the class in discussion of the changing state of matter shown in the book. The teacher will explain how Bentley used photos to capture the snowflakes. E/LA/S/W: The students will write in their journal about a time when they remember watching matter change its state.

Day 88 Wednesday Science Test E The students will take a test covering magnetism, compass activity, forces, simple machines, the three states of matter, and the changing states of matter.

Day 89 Thursday MJ S 2.13 Animal Life Cycles LI/S: The teacher will explain that there are many animals that are born from an egg. LI/MA/S: The teacher will bring in a hardboiled egg and explain the various parts of an egg. The students will be able to feel the outside of the shell and the students will understand how the egg helps to protect the unborn animals.

Day 90 Friday MJ S 2.13 Animal Life Cycles LI/S: The teacher will explain that many animals begin their lifecycle in an egg. A/E/GA/S: The teacher will begin a bulletin board titled “Animals That Lay Eggs.” The students will draw and cutout magazine pictures of animals to display.

A/CM/E/GA/LI/ MA/OL/PS/S: The teacher will provide pictures of various animals on the board. As a class, the teacher and students will classify the animals as “egg” and “no egg”.

DA: Students who have trouble with writing will be asked to draw a picture in their journal.

http://www.songsf orteaching.com/jp taylor/matteriseve rywyere.htm

http://www.raft.net/ ideas/Born%20Fro m%20an%20Egg.p df

Science A37b

Day 96 Monday MJ S 2.13 Animal Life Cycles PS/S: The teacher will bring in several tadpoles. The class will observe the animals. Based on their observations, the students will predict what the “mystery” animals are and will become. LI/S/T: The teacher will show a powerpoint depicting the life cycle of a frog. The students will write the stages of the life cycle down. LA/S/W: The students will write a story from the perspective of a frog growing up. LI/S/T: The class will watch The Mysterious Tadpole to review the life cycle of the frog.

Day 97 Tuesday MJ S 2.13 Animal Life Cycles LI/R/S: The teacher will read The Very Hungry Caterpillar by Eric Carle to the students. After reading the book, the class will list and discuss the four parts of the butterfly life cycle. A/S: The students will draw and label the four stages of the butterfly life cycle. CM/LI/OL/S: The teacher will remind the students that some animals do not go through drastic changes during their lives. The students will list as many animals that do not go through distinct stages in their life cycle.

Day 98 Wednesday MJ S 2.13 Animal Life Cycles A/LA/S/W: The students will create an animal life cycle book using the journal entries and artwork they have completed for frogs, ducks, cows, and butterflies. CI/LI/S: A local farmer will bring a chick to the class and discuss the life cycle of the chicken.

Day 99 Thursday MJ S 2.14 Plant Life Cycles

Day 100 Friday MJ S 2.14 Plant Life Cycles

CM/LI/OL/R/S: The teacher will read Miss Rumphius by Barbara Cooney to the class. The class will discuss how Miss Rumphius planted seeds and grew flowers. The teacher will introduce the parts of the plant life cycle to the students.

CM/LI/OL/R/S/TX: The students will complete a K-W-L chart for the parts of plants. They will fill in the K and W columns before reading the textbook (A12-15) and the L column after reading the text. The teacher will explain to the students that the parts of the plants discussed in the text are parts of adult plants. She will ask the students what other phases they think a plant might go through in its life cycle.

S/W: The students will plant beans with the teachers help. Over the next week, the students will care for the beans and keep a journal of their growth. The students will recognize that they are practicing accountability by taking care of their plants.

A/S: The students will complete puzzles of the life cycles of frogs, ducks, cows, and butterflies.

Houghton Mifflin,

A/S: The students will draw and label the parts of the plant life cycle. DA: The teacher will provide a graphic organizer (cycle with boxes) for students who have trouble organizing.

pp. A36-38 Day 106 Monday MJ S 2.14 Plant Life Cycles

Day 107 Tuesday MJ S 2.14 Plant Life Cycles

Day 108 Wednesday MJ S 2.14 Plant Life Cycles

A/MO/S: The students will take a nature walk to collect plants at different stages of the plant life cycle. The students will glue the appropriate specimen (seed, flower, etc.) to the plant life cycle they created during the last lesson. During the nature walk, the students will also draw pictures of several plants they observe (trees, flowers, grass, etc).

LI/OL/S/T: The students will watch Seeds: Pop, Stick, Glide by Patricia Lauber. After watching the video, the students will discuss seeds and the ways they are transported from place to place.

GA/S: The students will care for their beans and record any changes. The teacher will bring in bean plants at several stages of the plant life cycle for the students to compare with their young plants (seed, mature, flower/fruit).

GA/S: The students will care for their beans and record any changes.

LA/S/W:The students will write a story about the journey of a seed from place to place from the perspective of the seed. DA: The teacher will instruct students who struggle with writing to write their story in comic strip format. GA/S: The students will care for their beans and record any changes.

A/S: The students will draw a series of pictures depicting the life cycle of a bean plant based upon these comparisons. The students will label their pictures with the parts of the plant life cycle. LA/S/W: The students will write a short poem about the life cycle of plants.

Day 109 Thursday MJ S 2.15 Vertebrates/ Invertebrates CM/LI/OL/S: The teacher will lead the class in a discussion on the differences between vertebrates and invertebrates. The students will recognize that vertebrates have backbones and invertebrates do not. The teacher will give several examples of animals and have the students identify whether they are a vertebrate or an invertebrate. A/S: The students will cut pictures of animals out of magazines and classify them under the headings of vertebrate and invertebrate. HW/S/T: The teacher will instruct each student to pick a vertebrate or invertebrate to research. The students will research there choice and present a short description of the animal the next day.

Day 110 Friday MJ S 2.15 Vertebrates/ Invertebrates CM/LI/OL/S: The students will present their research on the vertebrate or invertebrate they chose. A/S: The students will create a playdough model of the animal they presented research on.

Houghton Mifflin, p. A39

Science Games, p. 6-7

Day 117 Tuesday MJ S 2.16 Habitats

Day 118 Wednesday MJ S 2.16 Habitats

Day 119 Thursday MJ S 2.16 Habitats

Day 120 Friday MJ S 2.16 Habitats

CM/LI/OL/S: The teacher will lead the class in a discussion about the ways plants and animals interact with their habitats. The teacher will explain that many animals eat plants and or use plants for shelter. Likewise, plants also need animals to survive.

A/GA/S/W: The teacher will split the class into groups and give each group a sow bug. She will explain that sow bugs eat dead leaves and decaying wood. The students will study the sow bug with a hand lens and write their observations down. The students should also draw the sow bug. The groups will place their sow bugs in terrariums with pieces of wet wood. The students will record what the sow bug does. The class will discuss how the sow bug uses its habitat.

CM/LI/R/S/TX: The class will read the section of the textbook regarding habitats (A18-19). The teacher will lead the class in a discussion on some of the organisms found in a swamp habitat. The teacher will point out why these organisms are well-suited for their habitat.

A/S/W: The students will choose an animal and create a chart depicting how that animal interacts with its habitat. The chart will show how the animal uses living things, uses nonliving things, and helps others in its habitat.

Lessonplanspage.co m Day 116 Monday MJ S 2.15 Vertebrates/ Invertebrates LI/OL/S: The students will play a game to classify vertebrates and invertebrates. The students will sit in a circle. The first player chooses a classification such as “vertebrate that swims.” The player to his right responds with “fish.” This player then chooses a classification to ask of the next player. Play continues around the circle. GA/LI/OL/R/S: The teacher will provide several books on different vertebrates and invertebrates. In pairs, the students will pick a book and read it together. The pairs will complete a K-W-L chart for their book and present their chart to the class.

LI/S/T: The class will watch The Magic School Bus Hops Home. After watching the video, they will discuss the ways the living and nonliving parts of the frog’s pond habitat depend on one another.

LA/S/W: The students will write a story about their sow bug and how it interacts with its habitat. DA: The teacher will instruct students who struggle with writing to create a comic strip

GA/LI/OL/PS/S: The teacher will divide the class into groups. Each group will be given a different habitat to compare with the swamp habitat (woodland, seashore, desert, etc.). The students will compare the plants, animals, and physical features of each habitat. Each group will present their comparison to the class.

CM/LI/OL/R/S/TX: The class will read the textbook section on animals changing their habitats (A34-37). The teacher will ask the students to describe what they observe in the picture. The students will learn how and why beavers make dams. CM/LA/OL/S/W/TH: In groups, the students will write a story about an animal changing its environment. Each group will act out their story.

Science Games, p. 1 Day 126 Monday MJ S 2.16 Habitats CM/LI/OL/R/S: The teacher will read Mousekin’s Lost Woodland by Edna Miller to the class. After reading the book, the class will discuss how the beavers changed the woodland habitat. The students will be able to describe the habitat before and after the beavers built their dam. A/GA/LI/OL/PS/S: The students will work in groups to build models of beaver dams. With the teacher’s help, the students will observe what happens to water when it reaches the dam. The class will discuss how their model habitats were changed. The students will predict how this will affect the plants and animals in the habitat. CM/LI/MU/S: The students will take turns making sounds that would be heard as a beaver builds a dam. The other students will guess what beaver activity the sound represents.

Houghton Mifflin, p. A41 Day 127 Tuesday MJ S 2.16 Habitats A/S: Each student will choose a habitat and create a diorama depicting plants and animals that live in that habitat. DA: The teacher will instruct students who struggle with drawing to cut pictures out of magazines. LI/MO/S: The class will take a nature walk around the school to observe several habitats and the living organisms in them.

story. Houghton Mifflin, pp. A4143 Day 128 Wednesday Science Test E: The students will take a science test covering life cycles, vertebrates, invertebrates, and habitats. HW: The teacher will instruct the students to collect weather maps from the local newspaper for the next week.

Houghton Mifflin, pp. A44-45 Day 129 Thursday MJ S 2.17 Weather CM/LI/OL/S: The teacher will ask the students to describe the temperature at different times of the day. She will ask the students how much they think the weather changes over different periods of time. CM/GA/LI/S: The teacher will teach the class to use a thermometer The students will be separated into groups to practice measuring air temperature with their thermometers. For the next five classes, the students will measure and record the temperature in the morning and the afternoon.

Houghton Mifflin, pp. A70-74 Day 130 Friday MJ S 2.17 Weather CM/LI/OL/S: The teacher will explain that the weather can change drastically in a day. She will ask the students to share personal experiences when the weather changed suddenly. CM/OL/PS/R/S/TX: The class will read the textbook pages about weather patterns (C40-43). The teacher will ask the students to describe the changes they see in the pictures included in the text. Based upon the information in the pictures, the students will make predictions about the temperature. GA/S: The students will measure and record the temperature in the morning and the afternoon.

Creating Meaning through Literature and the Arts, p. 262 Houghton Mifflin, pp. A67-69

NSTA Pathways to the Science Standards, p. 60

Day 136 Monday MJ S 2.17 Weather

Day 137 Tuesday MJ S 2.17 Weather

Day 138 Wednesday MJ S 2.17 Weather

CM/LI/MU/OL/S: The teacher will play the song “Big Old Storm AComin.” The students will identify the words that indicate a big storm is coming.

A/LA/S/W: The students will create a weather collage that shows as many weather elements as possible. Each student will write a one paragraph summary to accompany his or her collage.

CM/LA/OL/S/TH: In groups, the students will create their own weather show using the weather maps they have collected over the past week. Each group will present their weather show.

A/LI/S: The teacher will define several terms associated with storms (hurricane, tornado, flood, wind, thunder, lightning, and precipitation). The students will draw pictures representing each term. The teacher will make a weather word chart of all the words the students learn about weather. LA/S/W: The students will write a journal entry describing today’s weather conditions. GA/S: The students will measure and record the temperature in the morning and the afternoon.

CM/LI/OL/S: The class will discuss tools used to measure weather data (barometer, rain gauge, wind vane, etc.). The students will practice reading the rain gauge. GA/S: The students will measure and record the temperature in the morning and the afternoon.

Houghton Mifflin, p. C75-81

LI/S/T: The teacher will show the students how to check the weather using the internet. GA/S: The students will measure and record the temperature in the morning and the afternoon.

Day 139 Thursday MJ S 2.18 Recording Weather Data E/M/S: The students will construct bar graphs using the temperature data they collected during the last five classes. DA: The teacher will instruct students who struggle with drawing straight graphs to turn their papers horizontally. CM/LI/OL/S: The teacher will lead the class in a discussion of temperature patterns and changes over the last five days. The teacher will read What Will the Weather Be? by Linda DeWitt (HarperCollins, 1991) to review.

Houghton Mifflin, p. C75-81 Day 140 Friday MJ S 2.18 Recording Weather Data CI/CM/LI/OL/S/T: A local weatherman will visit the class to discuss the importance of measuring and recording weather data. He will explain how meteorologists use recorded data to make weather predictions. The students will ask questions regarding weather and how it is recorded.

Houghton Mifflin, p. C75 Integrating Instruction in Science, p. 47 Day 146 Monday MJ S 2.19 Tides and the Moon CM/LI/OL/S: The teacher will lead the class in a discussion on tides and the moon. First, she will ask the students what tides are. Second, she will ask the students to explain gravity. Finally, the teacher will relate the moon’s gravitational pull to high and low tides. CM/LI/OL/PS/S: The teacher will model gravity’s effect on water by using a water balloon. First, she will place the water balloon on a flat surface. Then, she will hold it in the air. The students will recognize that gravity causes the water balloon to change shape. The teacher will relate these changes in shape to the tides.

Integrating Instruction in Science, p. 13

Integrating Instruction in Science, p. 13

Day 147 Tuesday MJ S 2.20 Seasonal Changes and Living Things CM/LI/OL/S: The teacher will review the names of the seasons. The students will share things they like about each season. The teacher will ask what causes the seasons. The teacher will use a globe and a flashlight to model how the position of the earth and sun causes the seasons.

Day 148 Wednesday MJ S 2.20 Seasonal Changes and Living Things CM/LA/LI/R/S: The teacher will read The Reason for Seasons by Gail Gibbons to the class. The class will discuss how seasonal changes affect people, animals, and the environment. The students will relate changes in the weather to seasonal changes.

A/LA/S/W: The students will write a journal entry describing each season. The students will also draw a picture representing each season. LA/LI/MU/S/W: The students will listen to “Spring is in the Air.” After learning the song, the students will make additional verses for winter, summer, and fall.

L/R/S: The teacher will provide books on the seasons for the students to read. The students will pick books and read quietly.

Houghton Mifflin, p. C75-81 Day 149 Thursday MJ S 2.20 Seasonal Changes and Living Things CM/LI/OL/R/S/TX: The teacher will teach the students about the effects of seasonal changes on plants. The students will read about the changing seasons in their textbook (C4647). The class will discuss how the plants in the pictures were affected by the seasons. The students will compare the seasons in the pictures to the local seasons. CM/LI/OL/R/S: The teacher will read The Seasons of Arnold’s Apple Tree by Gail Gibbons to the students. The class will discuss how the apple tree was affected by the seasons. A/S: The students will draw a series of four pictures showing how a tree in their area would be affected by the four seasons.

Day 150 Friday MJ S 2.20 Seasonal Changes and Living Things CM/LI/OL/S/T: The teacher will teach the students about the effects of seasonal changes on animals. The teacher will show a powerpoint with pictures of several animals which are affected by the seasons. The class will discuss the ways which the animals adapt to the seasons (hibernate, migrate, or adapt). DA: The teacher will provide notes to accompany the powerpoint for students who struggle with notetaking or listening. GA/S: The students will play a game which requires them to recognize how particular animals adapt to the seasons. Groups of students will match cards labeled hibernate, migrate, and adapt to pictures of various animals

Children’s Museum of Virginia website Day 156 Monday MJ S 2.21 Seasonal Changes and the Environment LI/S: The teacher will review how the position of the sun and earth causes the seasons. CM/LI/OL/S: The teacher will read The Snowy Day by Ezra Jack Keats to the class. After reading the book, the teacher will lead the students in a discussion about how winter affected the environment in the book, including plants and animals. LA/S/W: The students will write acrostics for each season.

Houghton Mifflin, p. C83 Day 157 Tuesday MJ S 2.21 Seasonal Changes and the Environment LI/S/T: The students will watch Time of Wonder to review the seasons. After watching the video, the class will discuss the characteristics of each season. DA: The teacher will allow students who struggle with comprehension extra time to use the flashlight and globe to better understand how the position of the sun and earth causes the seasons.

Houghton Mifflin, pp. C86-87 Day 158 Wednesday MJ S 2.21 Seasonal Changes and the Environment MO/PS/S: The class will take a nature walk. While on the walk, the students will observe plants and animals. They will also notice what people are wearing. The students will relate these observations to the season. Once back inside, the students will describe what the plants and animals might look like and what people might wear during another season. A/S/W: The students will combine their artwork and journal entries on the seasons to create a seasons book with chapters for winter, spring, summer, and fall.

(butterfly, bear, rabbit, human, etc.). Life Science Activities for Grades 2-8, pp. 142-143

Day 159 Thursday MJ S 2.22 Natural Resources

Day 160 Friday MJ S 2.22 Natural Resources

CM/LI/OL/S: The teacher will ask the students what a natural resource is. She will lead the class in a discussion about plant resources. The students will list ways in which plants are used by humans and other organisms. The teacher will write the students ideas on the board. The teacher will give example of plant resources (food, clothing, paper, etc.).

CM/LI/OL/S: The teacher will review the definition of a natural resource. She will lead the class in a discussion about animal resources. The students will list ways in which animals are used by humans and other organisms. The teacher will write the students ideas on the board.

HW/S: The teacher will instruct the students to bring something related to a plant resource from home to show to the class the next day.

CM/LA/LI/OL/S: Each student will share his or her plant resource. The student will explain what plant it is made from and how it is used. LA/S/W: The students will write a journal entry about what life would be like without animal resources. S: The students will complete a worksheet on animal resources. The students will circle the pictures on the worksheet

in which an animal is helping a person. Then, the students will color all the pictures. Houghton Mifflin, p. C84 Day 166 Monday MJ S 2.22 Natural Resources CM/LI/OL/S: The teacher will review the definition of a natural resource. She will lead the class in a discussion of nonliving natural resources. The students will list ways in which nonliving resources are used by humans and other organisms. The teacher will write the students ideas on the board. LI/S: The class will play an around-the-world game that involves guessing natural resources after hearing a clue. The teacher will read a clue (eg. I provide milk and cheese) which the students must guess. A/S/W: The students will draw a series of pictures depicting how they use natural resources

Day 167 Tuesday MJ S 2.22 Natural Resources CM/LI/OL/S: The teacher will review the three main types of natural resources talked about in the previous lessons. The teacher will lead the class in a discussion about the ways humans harm the environment and natural resources. The students will understand pollution, erosion, and extinction. LA/S/W: The students will write a journal entry about what the world would be like if humans did not protect natural resources.

Day 168 Wednesday MJ S 2.22 Natural Resources CM/LI/OL/S: The teacher will lead the class in a discussion about the ways humans can protect the environment and natural resources. CM/LI/OL/R/S: The teacher will read The Great Kapok Tree by Lynne Cherry to the class. The class will discuss the importance of the tree in the story. The students will understand that it is important to practice compassion by protecting natural resources. CZ/GA/LA/OL/S/TH: The students will work in groups to determine ways which they can protect natural resources. Each group will present a skit to show one way to protect natural resources.

All About Animals, p. 47. Day 169 Thursday MJ S 2.22 Natural Resources CI/CZ/MO/S: The class will pick up trash around the school to practice protecting the environment and natural resources. Before going outside, the teacher will ask the class how picking up trash will help protect natural resources. The students will recognize that picking up trash protects plants, animals, and nonliving resources such as water.

Day 170 Friday Science Test E: The students will take a science test covering weather, seasonal changes, and natural resources. The teacher will review in preparation for end of the year testing.

(living or nonliving) every day. DA: The teacher will provide writing prompts for students who struggle with writing. Day 176 Monday SOL Testing The students will take end of the year tests.

Day 177 Tuesday SOL Testing The students will take end of the year tests.

Day 178 Wednesday SOL Testing The students will take end of the year tests.

Day 179 Thursday SOL Testing The students will take end of the year tests.

Day 180 Friday Class Party The students will participate in a class party

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