Week of October 19- 23
Balance Literacy
Day 1
Reading
Recounting Stories
Introduction
Objectives:
-Retell a story using the most important events in order from beginning to end.
Writing
Opinion Letter Writing: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Mercy Watson to the Rescue by Kate DiCamillo
Students discuss an example of opinion writing.
Day 2
Reading
Recounting Stories
Modeled and Guided Instruction
Read: The Lion and the Mouse Aesop Fable
Objectives:
-Retell a story using the most important events in order from beginning to end.
Writing
Opinion Letter Writing: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Mercy Watson to the Rescue by Kate DiCamillo
Students compose letters.
Day 3
Reading Workshop
Recounting Stories
Day 3: Modeled and Guided Instruction
Read- Pecos Bill and the Mountain Lion
Objectives:
-Retell a story using the most important events in order from beginning to end.
- Identify the most important events in a story
Writing
Opinion Letter Writing: Writing Letters to Share Ideas about Characters
Interactive Read Aloud: Mercy Watson Fight Crime by Kate DiCamillo
Students continue to write to express their opinions about the characters in the Mercy Watson series.
Day 4
Reading
Recounting Stories
Independent Practice
Read: The Wolf in Sheep's Clothing
Objectives:
- Retell a story using the most important events in order from beginning to end.
- Identify the most important events in a story
Writing
Students continue to write to express their opinions about the characters in the Mercy Watson series.
Day 5
Reading
Recounting Stories
Independent Practice
Read: The Wolf in Sheep's Clothing
Objectives:
- Retell a story using the most important events in order from beginning to end.
- Identify the most important events in a story
Students reread the article independently and answer comprehension questions on the quiz.
Writing
Students continue to write to express their opinions about the characters in the Mercy Watson series.
Math
Topic 3 Assessment
Mathematics Objectives:
Students can add within 100 using place-value strategies and a hundred chart.
Use an open number line to add tens and ones within 100.
Break apart numbers into tens and ones to find their sum.
Break apart addends and combine them in different ways to make numbers that are easy to add mentally.
Use compensation to make numbers that are easier to add mentally.
Choose and use any strategy to add two-digit numbers.
Use drawings and equations to solve one-step and two-step problems.
Use words, pictures, numbers, and symbols to construct viable math arguments.
Use strategies learned in Topic 3 to add within 100.
Topic 4
Essential Question:
What are strategies for adding numbers to 100?
Revisit the Topic Essential Question throughout the topic.
Mathematics Objective:
Identify the tens and ones.
Use different strategies to add two numbers.
Vocabulary Words
• Regroup
• Partial sums
• Mental math
• Compatible numbers
Lesson 4-1 Add 2-Digit Numbers Using Models
Lesson Overview:
In this lesson, students learn to use place-value blocks to model adding two-digit numbers.
Mathematics Objective:
Use models to add 2-digit numbers and then explain the work.
Essential Understanding:
Strategies for adding two-digit numbers involve breaking numbers apart using place value and joining tens and ones in either order.
Conceptual Understanding:
Students use and draw models to develop understanding of the strategy of breaking numbers apart in order to add them using place value.Key goals of this topic are for students to understand place value and properties of operations and to become fluent in adding2-digit numbers.
Procedural Skill and Fluency:
Understanding how to add numbers by breaking them apart using place value supports conceptual understanding of place-value concepts and helps students become fluent in adding within 100.
Vocabulary: Regroup
4-2 Continue To Add 2-Digit Numbers Using Models
Lesson Overview:
In this lesson, students continue adding two-digit numbers, and are introduced to the idea of using quick drawings.
Mathematics Objective:
Add 2-digit numbers using models.
Essential Understanding:
Strategies for adding two-digit numbers involve breaking numbers apart using place value and joining tens and ones in either order. Sometimes10 ones can be composed to make 1 ten.
Conceptual Understanding:
Students use models to develop understanding of the strategy of breaking numbers apart in order to add them using place value. Key Goals of this topic are to understand place value and properties of operations, and to become fluent in adding 2-digit numbers.
Procedural Skill and Fluency:
Understanding how to add numbers by breaking them apart using place value supports conceptual understanding of place-value concepts and helps students become fluent in adding within 100.
Lesson 4-3 Add with Partial Sums (2 Days)
Lesson Overview:
In this lesson, students use partial sums and focus on breaking apart numbers by place value, into tens and ones, to add 2-digit numbers.
Mathematics Objective:
Add using place value and partial sums.
Essential Understanding:
One way to add two-digit numbers is to break the numbers into tens and ones, add the tens and add the ones in either order, and then add these partial sums to find the total.
Conceptual Understanding:
Using partial sums supports students’ understanding of place value and properties of operations.
Procedural Skill and Fluency:
Using partial sums to add helps students develop fluency in adding within 100.
Vocabulary Partial sum
Science
Science
3-5 Plant and Animal Interdependence
Overview: In this lesson, students continue to explore seed dispersal as they investigate how plants and animals depend on each other in different habitats. First, students locate the seeds they hid in Lesson 3.1, discuss how chipmunks disperse pine tree seeds by hiding and forgetting them, and explain how the pine tree and chipmunks depend on each. Then, students investigate the plant and animal relationships in the three habitats from the A Good Place To Grow app. They use information from Handbook of Habitats to determine how the seeds in each habitat are dispersed. Finally, students write about how a plant and an animal in a habitat depend on each other. The purpose of this lesson is for students to deepen their understanding of plant and animal interdependence as they investigate more examples of seed dispersal.
Students learn:
· Some plants depend on animals to disperse their seeds. These animals depend on the plants for food.
3-6 Explaining the Problem in the Reserve
Overview
Students construct a scientific explanation to answer the Chapter 3 Question: Why aren’t the chalta seeds getting to places where they can grow? Partners explore new data from another part of the broadleaf forest indicating that chalta seeds have only been found in elephant droppings, but no elephants have been observed on the reserve since the construction of a fence. Students revisit the Concept Mapping Routine to explore connections among science vocabulary related to how seeds get to new places in their habitats. Students then discuss their ideas about the dispersal of the chalta seeds in the reserve. They write a topic sentence and supporting sentences of a scientific explanation of this idea. This writing activity serves as a Critical Juncture, through which students demonstrate their understanding of the ideas in the chapter, revealing whether they have gained an understanding of how animals disperse seeds with juicy fruit to new places. The purpose of this lesson is for students to apply what they have learned in Chapter 3 to explain why the chalta seeds in the Bengal Tiger Reserve are not getting to places where they can grow.
Students learn:
· A scientific explanation is written to be shared with someone.
Unit 1 Post Assessment
Social Studies
Lesson 4: Our Communities and Resources
Skills:
- Compare and contrast
- Main idea and details
- Make connections
- Analyze Images
Lesson 4: Our Communities and Resources
Objectives:
- Identify and explain the elements of our government.
- Describe the characteristics of cities, suburbs, rural areas, and life in each environment.
- Explain how and why people change the land in their community.
- Compare and contrast basic land use in urban, suburban, and rural environments in our country.
Week of October 12-16
Balanced Literacy
Day 1
No school
Day 2
Reading
Read- Ask and Answer Questions About Stories
Introduction
Objectives:
- Show understanding of a text by asking and answering questions.
- Refer to key details to support answers to questions asked about the text.
Writing Workshop
Students continue to publish their small moment narratives.
Day 3
Reading
Read- Ask and Answer Questions About Stories
Modeled and Guided Instruction
Read: Saving the Train by Annika Pedersen
Objectives:
- Show understanding of a text by asking and answering questions.
- Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to publish their small moment narratives.
Day 4
Reading
Read- Ask and Answer Questions About Stories
Modeled and Guided Instruction
Read: The Climb by Wendell Riley
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to publish their small moment narratives.
Day 5
Reading
Read- Ask and Answer Questions About Stories
Independent Practice
Read: Operation Rescue Possum by Charnon Simon
Objectives:
- Show understanding of a text by asking and answering questions.
- Refer to key details to support the answers to questions formulated about the text.
Students take the spelling test.
Writing
Students continue to publish their small moment narratives.
Lesson 3-6 Solve One-Step and Two-Step Problems
Lesson Overview:
Students use bar diagrams and equations to model and solve one-step and two-step word problems.
Mathematics Objective:
Use drawings and equations to solve one-step and two-step problems.
Essential Understanding:
Some problems can be solved in one step. Other problems can be solved in two steps—first, by solving a sub-problem or by answering a hidden question, and then by using that answer to solve the original problem.
Application:
Students apply their knowledge and understanding of addition and subtraction within 100 as they solve word problems. Word problem situations include adding to, taking from, putting together, taking apart, and comparing.
Lesson 3-7 Problem Solving: Construct Arguments
Lesson Overview:
Students practice choosing strategies to solve word problems and then explain their thinking using pictures, symbols, numbers, and words they will use to construct a math argument.
Mathematics Objective:
Use words, pictures, numbers, and symbols to construct viable math arguments.
Essential Understanding:
Good math thinkers know how to choose the right strategy to solve problems and use math to explain why they are right. They can talk about the math that others do, too.
Application:
Students select, use, and manage multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.
Reteach and Practice Test
Add Within 100 Using Strategies
Lesson Overview:
Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.
Mathematics Objective:
Use strategies learned in Topic 3 to add within 100.
Essential Understanding:
There are different ways to add two-digit numbers. Certain strategies may be better to use for a problem than others.
Science
3-3 Investigating Seed Dispersal
Overview: In this lesson, students use a model to construct understanding about how animals help seeds get to places in their habitat where they can get what they need to grow. Students are introduced to Dispersing Seeds Model, Part 2, which is a continuation of the model from Lesson 3.2. In Part 2 of this model, students work in groups to model how organisms make droppings around their habitats, thus contributing to seed dispersal. Students practice measurement as they count the number of droppings that landed in places where seeds could get what they need to grow and the number of seeds inside droppings they dissect. From their data, students determine which animals disperse each seed type in the model. Students reflect on the ideas they have constructed in the Dispersing Seeds Model and consolidate their thinking in a short writing task. The purpose of this lesson is to provide students with an opportunity to continue to investigate seed dispersal by engaging in the practice of developing and using models, to practice measurement skills more independently, and to synthesize their understanding of how seeds get to new places in a habitat.
Students learn:
· Animals sometimes disperse seeds by eating fruit, moving to another place, and leaving droppings with the seeds inside.
· Before scientists investigate, they decide how they will measure the thing they want to learn about.
3-4 Diagramming a System
Overview: In this lesson, the class creates diagrams to illustrate the relationships among plants and animals within a particular habitat. Students reread a section of Habitat Scientist and use information from the book to help the teacher complete a diagram of the mountain habitat depicted in the book. Partners revisit the “Broadleaf Forest in India” section of Handbook of Habitats and record the different plants and animals that live in this habitat in their notebooks. Using this recorded information, students create diagrams of the broadleaf forest habitat and complete sentences to describe the relationships among plants and animals in this habitat. The purpose of this lesson is for students to begin to develop an understanding that plants and animals within a habitat depend on each other to get what they need and that animals help seeds get to new places in their habitat.
Students learn:
· Scientists create diagrams to show how something works or what its parts are.
· Some plants and animals in a habitat depend on each other to get what they need to live and grow.
Social Studies
Chapter 2 People, Places, and Nature
Objectives:
- Describe the Earth’s various types of landforms.
- Explain the differences among Earth’s various water bodies.
- Label from memory a simple map of the North America continent.
- Describe the shape of Earth as a globe with continents and oceans.
Chapter 2 People, Places, and Nature
Lesson 3: Where People Live
Objectives:
- Explain the reason people immigrate.
- Analyze how a harbor benefits the people who live nearby.
-Identify the different forms of transportation that the people use to move from one place to another.
- Discuss and compare the different kinds of evidence that show when, why, and how people moved from one place to another.
Week of October 5-9
Balanced Literacy
Day 1
Reading
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Making an Indoor Gardens” and circle words they don’t understand. Remind students to utilize strategies they learned to decode words that are unfamiliar to them.
Students read the article “Making an Indoor Garden” the second time and answer the comprehension questions.
Writing
Interactive Read Aloud:
The Day Punctuation Came to Town by Kimberlee Gard
Students begin editing their “Small Moment” story.
Day 2
Reading
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Making an Indoor Gardens” and circle words they don’t understand. Remind students to utilize strategies they learned to decode words that are unfamiliar to them.
Writing
Interactive Read Aloud:
The Day Punctuation Came to Town by Kimberlee Gard
Students begin editing their “Small Moment” story.
Day 3
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Owney, The Dog Who Rode the Trains” the first time and circle words they don’t understand. Remind students to utilize strategies they learned to decode words that are unfamiliar to them.
Writing
Interactive Read Aloud:
If You Were a Period by Nicholas M Healy
Editing and Preparing for Publication
Students continue editing their “Small Moment” story.
Day 4
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Owney, The Dog Who Rode the Trains” the second time and answer the comprehension questions. Remind students to utilize strategies they learned to decode words that are unfamiliar to them.
Writing
Interactive Read Aloud:
Meet the Marks read by Maya
Students begin recopying their “Small Moment” story. Students will illustrate their stories.
Day 5
Reading
Comprehension Quiz: Students read “How to Make a Volcano” and answer the comprehension question.
Objective:
Students can describe the connections between steps in a process.
Writing
Students continue recopying their “Small Moment” story. Students will illustrate their stories.
Students share their Small Moment narratives with classmates.
Math
Lesson 3-2 Add Tens and Ones on an Open Number Line
Lesson Overview:
In this lesson, students use an open number line to add two 2-digit numbers.
Mathematics Objective:
Use an open number line to add tens and ones within 100.
Essential Understanding:
Two-digit numbers can be broken apart using tens and ones and added in different ways. You can represent how you break apart and add numbers with hops or jumps on an open number line.
Conceptual Understanding:
This lesson focuses on using place-value understanding and properties of operations as students build towards fluency in two-digit addition.
Procedural Skill:
Students add tens and ones on an open number line, which involves decomposing and composing numbers and supports the development of place-value addition strategies as well as number sense and computational fluency.
Vocabulary: Open number line
Lesson 3-3 Break Apart Numbers to Add
Lesson Overview:
Students learn another break- apart strategy to add two 2-digit numbers.
Mathematics Objective:
Break apart numbers into tens and ones to find their sum.
Essential Understanding:
Two-digit numbers can be broken apart using tens and ones and added in different ways
Conceptual Understanding Students deepen their conceptual understanding of addition when they break apart numbers to add.
Procedural Skill:
Students break apart the second addend into tens and ones to add to the first addend. This helps students develop fluency with addition within 100,which is a goal of Grade 2. Developing flexibility with mental math strategies is a critical component of fluency.
Vocabulary: Break apart
Lesson 3-4 Add Using Compensation 2 days
Lesson Overview:
Students learn an addition strategy called compensation.
Mathematics Objective:
Break apart addends and combine them in different ways to make numbers that are easy to add mentally.
Essential Understanding:
When adding two-digit numbers, you can add an amount to one addend and subtract the same amount from another addend to make addition easier.
Conceptual Understanding
Students deepen their understanding of the relationship between addition and subtraction.
Procedural Skill:
By changing the numbers in a problem to make it easier to find the sum mentally, students develop flexibility in working with numbers.
Vocabulary: Compensation
Lesson 3-5 Practice Adding Using Strategies
Lesson Overview:
Students practice using the addition strategies they have learned.
Mathematics Objective:
Choose and use any strategy to add two-digit numbers.
Essential Understanding:
There are different ways to add two-digit numbers. Certain strategies may be better to use for a problem than others.
Conceptual Understanding:
As they use the strategies, students demonstrate an understanding of place value, properties of operations, and the relationship between addition and subtraction.
Procedural Skill:
Students practice using the addition strategies they have learned. As students practice adding two-digit numbers, they continue to develop fluency with finding sums within 100.
Science
3-1 Habitat Scientists
Overview: In this lesson, students begin to consider the Chapter 3 Question: Why aren’t the chalta seeds getting to places where they can grow? After being introduced to the next investigation question, students engage in the Think-Draw-Pair-Share routine to begin to think about how seeds get to new places in a habitat. Students read Habitat Scientist to gather more information about the different parts of a habitat and to extend their ideas about what parts of a habitat might help seeds get to new places. The book also introduces students to the idea that plants and animals depend on each other for the things they need to grow and live. Pairs then record the different parts of the habitat featured in the book. At the end of the lesson, students are introduced to the idea that animals hide seeds for later retrieval. Students hide seeds around the classroom to retrieve in a later lesson. The purpose of this lesson is to initiate students’ ideas about the parts of a habitat system, how those parts work together, and what parts might help seeds get to new places.
Students learn:
· A habitat is a system with many parts that affect each other.
· Habitats include not just where a plant or animal lives, but all the things it needs to grow in that place, such as sunlight, water, and other living things.
· There are many different plants and animals in the same habitat.
· Animals sometimes move seeds.
3-2 Investigating How Seeds Move
Overview: In this lesson, students use a model to construct understanding about how animals can help move seeds around a habitat. Students are introduced to a fictional habitat and some of the plants and animals that live there and to the Dispersing Seeds Model, which models the interactions between those plants and animals. Students work in groups to model how organisms eat fruits and move around their habitats, thus contributing to seed dispersal. Students practice measurement as they analyze and discuss the results of the model. The purpose of this lesson is to provide students with an opportunity to investigate seed dispersal by engaging in the practice of developing and using models.
Students learn:
· When animals eat fruit, they can eat the seeds inside the fruit and move those seeds around a habitat.
· Counting is a way of measuring. We can use counting to compare results.
· Models help scientists observe things that they can’t normally observe.
3-3 Investigating Seed Dispersal
Overview: In this lesson, students use a model to construct understanding about how animals help seeds get to places in their habitat where they can get what they need to grow. Students are introduced to the Dispersing Seeds Model, Part 2, which is a continuation of the model from Lesson 3.2. In Part 2 of this model, students work in groups to model how organisms make droppings around their habitats, thus contributing to seed dispersal. Students practice measurement as they count the number of droppings that landed in places where seeds could get what they need to grow and the number of seeds inside droppings they dissect. From their data, students determine which animals disperse each seed type in the model. Students reflect on the ideas they have constructed in the Dispersing Seeds Model and consolidate their thinking in a short writing task. The purpose of this lesson is to provide students with an opportunity to continue to investigate seed dispersal by engaging in the practice of developing and using models, to practice measurement skills more independently, and to synthesize their understanding of how seeds get to new places in a habitat.
Students learn:
· Animals sometimes disperse seeds by eating fruit, moving to another place, and leaving droppings with the seeds inside.
· Before scientists investigate, they decide how they will measure the thing they want to learn about.
Social Studies
Chapter 2 People, Places, and Nature
Map Skill Scale
Using Map Scale to Ask and Answer Questions (Pages 44, 45)
Objectives:
- Ask questions about locations and distances and use a map scale to answer those questions.
- Know how to approximate the distance between two points on a map.
Lesson 2: Earth’s Land and Water
Objectives:
- Describe the Earth’s various types of landforms.
- Explain the differences among Earth’s various water bodies.
- Label from memory a simple map of the North America continent.
- Describe the shape of Earth as a globe with continents and oceans.
Week of September 28- October 2
Balanced Literacy
Day 1
Reading
Lesson 5 Introduction
Read “Describing Connections Between Steps”
Learning Target
Looking at how steps in a process are connected will help you understand what you read.
Objective
Students can describe the connections between steps in a process.
Writing
Unit 1 Narrative
Learning to Write in Powerful Ways
Students continue to write their Small Moment narratives.
Confer with small groups of students during writing to provide feedback.
Day 2
Reading
Lesson 5 Modeled and Guided Practice
“Start A Weather Wall”
Objective:
Students can describe the connections between steps in a process.
Writing
Interactive Read Aloud:
Those Darn Squirrels by Adam Rubin
Unit 1 Narrative, Bend 2
Noticing Author’s Craft: Studying Imagery, Tension, and Literary Language in Owl Moon
.
Students continue to write their Small Moment narratives.
Day 3
Reading
Guided Practice
“Which Way Does the Wind Blow?”
Objective:
Students can describe the connections between steps in a process.
Writing
Unit 1 Narrative, Bend 2
Noticing Author’s Craft: Studying Imagery, Tension, and Literary Language in Owl Moon
Session 12 Emulating Authors in Ways that Matter
Mini Lesson
Students continue to write their Small Moment narratives.
Day 4
Reading
Independent Practice
“How Do You Make a Rainbow?”
Objective:
Students can describe the connections between steps in a process.
Writing
Interactive Read Aloud: Ralph Tells a Story by Abby Hanlon
Unit 1 Narrative, Bend 2
Noticing Author’s Craft: Studying Imagery, Tension, and Literary Language in Owl Moon
Session 13 Mining Mentor Texts for Word Choice (Studying and Revising for Precise and Specific Language)
Students edit their Small Moment narrative with a partner.
Day 5
Independent Practice
“How Do You Make a Rainbow?”
Objective:
Students can describe the connections between steps in a process.
Writing
Students edit their Small Moment narrative with a partner.
Math
Lesson 2-5 Problem Solving: Model with Math
Mathematics Objective: Model problems using equations, drawings, and arrays.
Essential Understanding: Good math thinkers use math they know to show and solve problems.
Applications: Rigor in mathematics instruction calls for the selection, use, and management of multiple problem-solving methods. Use the Thinking Habits shown in the Solve & Share task to help focus thinking in the lesson.
Reteaching
Topic 2 Objectives:
- Tell if a group of objects is even or odd.
- Use different ways to tell if a group of objects shows an even or odd number.
- Find the total number of objects in a set of rows and columns.
- Make arrays with equal rows or equal columns to solve addition problems
- Model problems using equations, drawings, and arrays.
Essential Question: How can you show even and odd numbers? How do arrays relate to repeated addition?
Topic 2 Summative Assessment
Answering the Topic Essential Question:
How can you show even and odd numbers? How do arrays relate to repeated addition?
Topic 2 Topic Performance Task
Essential Question:
How can you show even and odd numbers? How do arrays relate to repeated addition?
Topic 3 Interactive Math Story
Add Within 100 Using Strategies
Picture Walk
Activate Prior Knowledge
Essential Question:
What are strategies for adding numbers to 100?
Objective:
I can add within 100.
using place-value strategies and a hundred chart.
Lesson 3-1 Add Tens and Ones on a Hundred Chart
Essential Understanding:
Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense.
Conceptual Understanding:
Students use patterns in a hundred chart to help them develop a mental picture of adding tens and ones.
Procedural Skill:
Students practice adding two-digit numbers, with the goal of becoming fluent in adding numbers within 100 by the end of Grade 2.
Science
2-3 Investigating How Roots and Leaves Grow
Overview
Students apply what they’ve learned about the role of roots and leaves and explore what the roots and leaves of a plant need in order to grow. In their notebooks, students write about how the roots and leaves of a plant help the plant grow. The teacher introduces a new Investigation Question focused on reasons plants can’t always get the water and sunlight they need to grow. Partners play the Growing Roots Game to learn about what happens when plants grow near one another. The teacher introduces the Sunlight and Leaves Model to represent what happens when leaves of one plant block the leaves of another plant. Finally, groups create their own models by building on the Plant Growth Body Model to explore what happens when multiple plants grow in the same space. The purpose of this lesson is for students to build a preliminary understanding that the roots and leaves of a plant need space so they can get water and sunlight.
Students learn:
· A plant needs to spread its roots so it can get the water it needs to grow.
· A plant needs to grow its leaves out of the shade of other leaves so it can get the sunlight it needs to grow.
· A model is a something scientists make to answer questions about the real world.
2-4 Finding a Good Place to Grow
Overview
Students continue to investigate the question, Why can’t plants always get the sunlight and water they need to grow? As they explore a city park and a desert habitat in a digital app, students engage with the idea that seeds cannot grow in areas where they are competing with other plants’ roots for water or in areas where they cannot get enough sunlight because they are blocked by other plants’ leaves. Students then apply that understanding by adding to a diagram of a habitat in their notebooks and discussing with a partner why some locations are good places for a new plant to grow while others are not. This activity serves as the first part of the two-part Chapter 2 Critical Juncture Assessment. (The second part, in Lesson 2.5, is a written explanation on the same topic.) Finally, students consider what they have learned in the context of the Bengal Tiger Reserve and identify places where new seeds could grow in the Reserve. The purpose of this lesson is for students to construct and deepen their understanding that plants need space away from other plants in order to get the water and sunlight that they need to grow.
Students learn:
· Without enough space, plants can’t get sunlight and water they need to grow.
· Leaves need space to get sunlight. Roots need space in the soil to get water.
2-5 Why Aren’t New Chalta Trees Growing?
Overview
Students write a scientific explanation to answer the Chapter 2 Question: Why aren’t the chalta seeds getting what they need to grow? The teacher introduces new data indicating that the Bengal Tiger Reserve continues to get adequate sunlight and water, even though no new chalta trees are growing in the reserve. Students return to the Plant and Animal Relationships Modeling Tool to identify places where plants can or cannot grow in a different habitat. Students review the purpose of scientific explanations, discuss their ideas about the question, and use sentence frames to scaffold their writing of a scientific explanation. This activity serves as the second part of the two-part Chapter 2 Critical Juncture Assessment, which will reveal students’ readiness to move on to Chapter 3 by determining whether they have gained an understanding of what seeds need in their habitats to grow into full-grown plants. The purpose of this lesson is for students to apply what they have learned throughout Chapter 2 in order to explain why the seeds from the chalta trees are not getting what they need to grow into full-grown chalta trees.
Students learn:
· Scientists use scientific vocabulary in their explanations.
· Words such as because can help link ideas together in a scientific explanation.
Social Studies
Quest Findings
Objectives
- Apply concepts learned in this chapter to interview an older family member.
- Discuss the compelling question: “Did your ancestors have a better life than you do?
Students create a family poster using the information they gathered from interviewing their family members.
Students present their Quest Projects
Chapter 2 People, Places, and Nature
Learning Objectives
- Use prior knowledge to gain understanding.
- Make meaningful connections to personal experience.
- Establish meaning.
Lesson 1: Use Maps to Locate Places
Objectives:
- Demonstrate map skills by using absolute and relative locations.
- Locate on a simple letter-number grid system local locations and geographic features.
Interpret map information by using a compass rose and map legend.
- Create simple maps, with or without a grid.
Week of September 21-25
Balanced Literacy
Day 1
Reading Introduction
Read “Describing Connections Between Scientific Ideas”
Learning Target:
Describing how ideas in science texts are connected will help you understand how things work and why things change.
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
- Identify the main topic of a text and sections within it.
- Ask and ask questions about key details.
- Identify how the information in the text is organized.
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narrative
- Students work with a partner to brainstorm topics from everyday moments for their Small Moment narratives.
-Students begin to take notes for their Small Moment Narratives.
Day 2
Reading Modeled and Guided Practice
“Jumping Joeys”
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narratives.
- Students begin writing their Small Moment narratives.
Day 3
Reading Guided Practice
“Emperor Penguins”
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narratives
Interactive read aloud: The Leaving Morning by Angela Johnson
- Channel students to notice and name important parts of the mentor text during the read-aloud. To support students with their own writing, chart words and phrases that help bring the story alive.
- Students continue writing their Small Moment narratives.
Day 4
Reading Independent Practice
Independent Practice
“Seeds Get Around”
Comprehension Quiz
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives. Confer with small groups of students during writing to provide feedback.
Math
Lesson 2-1
Mathematic Objective:
Tell if a group of objects is even or odd.
Essential Understanding:
Numbers can be classified as even or odd by showing numbers as two equal parts.
Conceptual Understanding:
Students build even and odd numbers to understand the concepts of even and odd.
Procedural Skill: Students’ proficiency with addition facts builds as they recognize that doubles facts represent even numbers.
Vocabulary: Even, odd
Essential Question: How can you tell if the number of cubes in a tower of cubes is even or odd?
Math
Lesson 2–2 Continue Even and Odd Numbers
Mathematics Objective: Use different ways to tell if a group of objects shows an even or odd number.
Essential Understanding: A group of objects (or a number) can also be classified as even or odd by analyzing skip-counting patterns. An even number can be written as a sum of equal addends.
Conceptual Understanding: Students write equations to represent even and odd numbers.
Procedural Skill: Students’ proficiency with additional facts builds as they recognize that doubles facts represent even numbers.
Lesson 2-3 Use Arrays to Find Total
Mathematics Objective: Find the total number of objects in a set of rows and columns.
Essential Understanding: An array shows equal groups, so you can write equations using repeated addition to find the total number of objects in an array.
Conceptual Understanding: As students work with arrays, they develop a conceptual understanding of repeated addition, which builds the foundation for the multiplication they will learn in Grade 3.
Lesson 2-4 Make Arrays to Find Totals
Mathematics Objective: Make arrays with equal rows or equal columns to solve addition problems.
Essential Understanding: You can make arrays and write equations using repeated addition to help solve problems.
Procedural Skill: As students make arrays to solve problems, they continue to build their library of tools for problem solving.
Applications: Students practice the skill of writing equations, using repeated addition, to represent and solve problems.
Science
2-1 Exploring Plant Parts
Overview
In this lesson, students are introduced to the new Chapter Question, Why aren’t the chalta seeds getting what they need to grow? Students observe images of roots and leaves of a variety of plants and draw and measure one example of each. Students consider how a plant’s roots and leaves might help the plant get what it needs to grow. Students begin to think of a plant as a system composed of interdependent parts that help it meet its needs. The purpose of this lesson is to invite students to consider what they already know about plant parts and to begin thinking about what role those parts play in the plant system.
Objectives:
Students learn:
· Roots are plant parts that are underground.
· Leaves are the flat, green plant parts that grow above ground.
· Roots and leaves look different on different plants.
2-2 A Plant Is a System
Overview
Students read to gather more information about how a plant is a system with different parts that help it grow. Students are introduced to the book, A Plant Is a System, about plant structures and their functions. Partners read with the purpose of finding out how the plant’s parts work together as part of a system to help the plant grow. Students use their Investigation Notebooks to record what they learn about the function of different parts of a plant.
Students revisit the Concept Mapping Routine to explore relationships among focal vocabulary and use arrows and the writing to illustrate the relationships they define. Students engage in the Plant Growth Body Model, a kinesthetic model about the role that leaves and roots play in the process of plant growth. The purpose of this lesson is for students to understand that a plant is a system that uses its leaves and roots to get the sunlight and water it needs to grow.
Objectives:
Students learn:
. Plants have leaves that get sunlight.
. Plants have roots that get water from the soil.
· A plant is a system with parts that help it get the things it needs to grow.
· Every part in a plant has a particular job.
2-3 Investigating How Roots and Leaves Grow
Overview
Students apply what they’ve learned about the role of roots and leaves and explore what the roots and leaves of a plant need in order to grow. In their notebooks, students write about how the roots and leaves of a plant help the plant grow. The teacher introduces a new Investigation Question focused on reasons plants can’t always get the water and sunlight they need to grow. Partners play the Growing Roots Game to learn about what happens when plants grow near one another. The teacher introduces the Sunlight and Leaves Model to represent what happens when leaves of one plant block the leaves of another plant. Finally, groups create their own models by building on the Plant Growth Body Model to explore what happens when multiple plants grow in the same space. The purpose of this lesson is for students to build a preliminary understanding that the roots and leaves of a plant need space so they can get water and sunlight.
Students learn:
· A plant needs to spread its roots so it can get the water it needs to grow.
· A plant needs to grow its leaves out of the shade of other leaves so it can get the sunlight it needs to grow.
· A model is something scientists make to answer questions about the real world.
Social Studies
Chapter 1 Families Today and in the Past
Lesson 4: Family History
Objectives
- Define and give examples of primary sources and secondary sources of historical information.
- Explain what an artifact is, and give examples of some artifacts
- Discuss how an oral history is created and why it is historically important.
- Write questions for an interview with an older family member.
Quest Project
Objectives
- Apply concepts learned in this chapter to interview an older family member.
- Discuss the compelling question: “Did your ancestors have a better life than you do?
Students create a family poster using the information they collected from older family members.
Week of September 14- 18
Reading
Introduction
Read “Describing Connections Between Historical Events”
Learning Target:
Describing how ideas in science texts are connected will help you understand how things work and why things change.
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
- Identify the main topic of a text and sections within it.
- Ask and ask questions about key details.
- Identify how the information in the text is organized.
Writing
Small Moment Narrative
- Students work with a partner to brainstorm topics from everyday moments for their Small Moment narratives.
- Students will begin to write a personal narrative on a time that they were either happy or scared.
Day 2
Reading Modeled and Guided Practice
“A New Flag for a New Nation” by Teresa Roberts
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
- Students begin writing their Small Moment narratives.
Day 3
Reading Guided Practice
“Voyage of the Mayflower” Stephen Kremsky
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
Interactive read aloud: The Leaving Morning by Angela Johnson
- Students continue writing their Small Moment narratives.
Day 4
Reading Independent Practice
“A Soldier in Disguise” by Peter McDonell
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives.
Day 5
Reading Independent Practice
“A Soldier in Disguise” by Peter McDonell
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Spelling Test
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives.
Math
Lesson 1-10
Construct Argument
Mathematics Objective: Use words, pictures, numbers, and symbols to construct viable math arguments.
Essential Understanding: Good math thinkers use math to explain why they are right. They can talk about the math that others do, too.
Reteaching Topic 1 to prepare for Topic 1 Assessment
Mathematics Objective: Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.
Essential Understanding: How do we use strategies to help us find the sums and differences of two one-digit numbers?
Topic 1 Summative Assessment
Topic 1 Benchmark
1-5 What are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-6 Investigating Seed Needs
Overview
In this lesson, students investigate what seeds need to sprout and grow. First, students plant their own radish seeds and consider how they might investigate whether these seeds need sunlight and water to grow. Students then engage in the Water Investigation. They are introduced to the Think-Draw-Pair-Share discourse routine to make predictions about what will happen to seeds that get water and to seeds that do not. Students are provided with images of both kinds of seeds, and discover that seeds need water to sprout. Next, students engage in the Sunlight Investigation. They predict what will happen to seeds that are grown with and without sunlight for 3 days and 3 weeks, and are introduced to the practice of measurement. They discover that seeds will sprout even if they do not get sunlight, but only seeds that get light will grow into full-grown plants. Students reflect on the results of their investigation and consolidate their thinking as they are introduced to a new key concept. The purpose of this lesson is for students to construct an understanding of what seeds need to become full-grown plants and to engage in the practice of measurement.
Students learn:
· Seeds will sprout if they get enough water; they do not need sunlight to sprout.
· Only the seeds that get enough water and sunlight will grow into full-grown plants.
· Measuring allows scientists to compare results from their investigations.
1-7 Explaining Why There Are No Chalta Trees
Overview
In this lesson, the class constructs a scientific explanation to answer the Chapter 1 Question: Why aren’t new chalta trees growing in the Bengal Tiger Reserve? The teacher introduces new data indicating that the chalta trees living in the Bengal Tiger Reserve continue to produce seeds, despite the fact that no new trees are growing there. Next, students engage in the Concept Mapping Routine so they can practice using the science vocabulary they have been learning. Students use this science vocabulary to complete a written response to two prompts about how plants grow. This activity serves as a Critical Juncture through which students demonstrate their understanding of chapter content thus far. This Critical Juncture will reveal students’ readiness to move on to Chapter 2 by determining whether they have gained a foundational understanding of where new plants come from and what seeds need to grow into full-grown plants. Finally, the teacher guides students in writing a scientific explanation of why no new chalta trees are growing in the Bengal Tiger Reserve. The purposes of this lesson are to give students the opportunity to review and discuss ideas from the chapter and to introduce the elements of writing a scientific explanation.
Students learn:
· Data are observations or measurements recorded in an investigation. Scientists use data to learn about things in the real world.
· Scientists write scientific explanations to explain how things work or why something happens.
· A scientific explanation answers a question.
· A scientific explanation is based on science ideas learned through reading and investigating.
2-1 Exploring Plant Parts
Overview
In this lesson, students are introduced to the new Chapter Question, Why aren’t the chalta seeds getting what they need to grow? Students observe images of roots and leaves of a variety of plants and draw and measure one example of each. Students consider how a plant’s roots and leaves might help the plant get what it needs to grow. Students begin to think of a plant as a system composed of interdependent parts that help it meet its needs. The purpose of this lesson is to invite students to consider what they already know about plant parts and to begin thinking about what role those parts play in the plant system.
Students learn:
· Roots are plant parts that are underground.
· Leaves are the flat, green plant parts that grow above ground.
· Roots and leaves look different on different plants.
Social Studies
Lesson 3: Life and Then and Now
Literacy Skills
Objectives
-Define the word sequences and explain what a sequence is, and use the words that denote it, such as first, next, and finally. -Relate the concept of sequence to events in a family’s history.
Lesson 4: Family History
Objectives
- Define and give examples of primary sources and secondary sources of historical information. - Explain what an artifact is, and give examples of some artifacts -Discuss how an oral history is created and why it is historically important.
- Write questions for an interview with an older family member.
Interactive Read Aloud: The Recess Queen by Alexis O'Neill
Objective:
Students will understand the importance of being a good friend.
Week of September 7-11
Balanced Literacy
Day 1
Labor Day (No School)
Day 2
Reading
Lesson 2 Introduction
Read “Finding the Main Topic”
Objective:
Knowing how to figure out the main topic of a text will help you understand what you read.
Writing
Personal narrative
Objective:
Students will understand the components of a narrative essay.
Day 3
Lesson 2 Modeled and Guided Instruction
Read “Walking to the New World.”
Objective:
Read to understand and find the key details to understand how they support the main idea.
Writing
Interactive Read Aloud: Owl Moon by Jane Yolen
Objective:
students to notice and name important parts of the mentor text during the read-aloud.
-Students begin writing their personal narratives about what they did over the summer.
Day 4
Reading
Lesson 2 Guided Practice
Read “Who Were the Mound Builders?”
-Students work in pairs to answer comprehension questions about the text. Teacher will go over answers.
Talk: Students discuss information from the passage that supports their answers.
Writing
Interactive read aloud: The Leaving Morning by Angela Johnson
Students will notice and name important parts of the mentor text during the read-aloud.
Students continue writing their narratives.
Day 5
Reading
Lesson 2
Independent Practice
Read “Native American Inventions?”
Objective:
Read to understand and find the key details to understand how they support the main idea.
Students reread the text independently.
Spelling Test
Writing Workshop
Students continue writing their narratives.
Math
1-6 Think Addition to Subtract
Objective:
Think addition to subtract quickly and accurately.
Essential Understanding:
Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.
Working with related addition and subtraction facts deepens students’ conceptual understanding of the inverse relationship between addition and subtraction.
How are addition and subtraction related? Give an example.
1-7 Make 10 to Subtract
Objective:
Make a 10 to subtract quickly and accurately.
Essential Understanding:
Some Subtraction facts can be simplified by making use of the numbers’ relationship to 10.
By making a 10 to subtract, students deepen their understanding of subtraction.
Why is making a 10 a good strategy to help you subtract quickly and accurately?
1-8 Practice Addition and Subtraction Facts
Mathematics Objective: Add and subtract quickly and accurately using mental math strategies.
Essential Understanding: The addends determine efficient strategies, such as making 10 or using doubles facts, for finding additional facts. “Think of a related addition fact” is an efficient strategy for finding a subtraction fact.
1-9 Solve Addition and Subtraction Word Problems
Mathematics Objective: Use addition and subtraction to solve word problems.
Essential Understanding: Objects, diagrams, and equations can help you solve different types of word problems.
Science
1-4 Discovering the Problem in the Reserve
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.
Students learn:
· One way scientists study habitats is by observing the plants in them over time.
· There are many types of habitats. Each habitat has many different kinds of plants and animals.
1-5 What are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-5 What Are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-6 Investigating Seed Needs
Overview
In this lesson, students investigate what seeds need to sprout and grow. First, students plant their own radish seeds and consider how they might investigate whether these seeds need sunlight and water to grow. Students then engage in the Water Investigation. They are introduced to the Think-Draw-Pair-Share discourse routine to make predictions about what will happen to seeds that get water and to seeds that do not. Students are provided with images of both kinds of seeds, and discover that seeds need water to sprout. Next, students engage in the Sunlight Investigation. They predict what will happen to seeds that are grown with and without sunlight for 3 days and 3 weeks, and are introduced to the practice of measurement. They discover that seeds will sprout even if they do not get sunlight, but only seeds that get light will grow into full-grown plants. Students reflect on the results of their investigation and consolidate their thinking as they are introduced to a new key concept. The purpose of this lesson is for students to construct an understanding of what seeds need to become full-grown plants and to engage in the practice of measurement.
Students learn:
· Seeds will sprout if they get enough water; they do not need sunlight to sprout.
· Only the seeds that get enough water and sunlight will grow into full-grown plants.
· Measuring allows scientists to compare results from their investigations.
Social Studies
Chapter 1 Families Today and in the Past
Lesson 2: Different Kinds of Families
Objectives
-Identify ways families are different.
-Discuss the different ways families may be organized.
-Explain why immigrant families come to the US and why many want to become citizens.
-Define traditions and how they apply to families in the US.
Maps and Graph Skills
Objectives
-Analyze and use a timeline as a type of chronological organization
- Create and explain a personal timeline.
Lesson 3: Life and Then and Now
Objectives
- Explain that families have a history.
- Discuss your own personal history
- Compare how things families did and family culture today.
- Contrast ways families fulfilled their needs and behaved in the past and how they do so today.
Week of August 31 - September 4
English Language Arts
Monday
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Tuesday
IREADY BOY Test
Wednesday
IREADY BOY Test
Thursday
IREADY BOY
Friday
Reading
Independent Practice
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Mathematics
Lesson 1-1
Objective:
Use counting onto add numbers and add numbers in any order.
Essential Understanding:
Counting on is a strategy that can be used to find sums. The order of the addends does not change the sum.
If you add two numbers in a different order, will you get the same sum?
How is 6+3 the same as or equal to 9? Does 3+6 also have the same value as 9?
How are they different?
How do you know that 3+6 = 6+3?
Lesson 1-2
Objective:
Use doubles and near doubles to add quickly and accurately.
Essential Understanding:
Basic addition facts that are near doubles can be found using a related doubles fact.
How can you use a doubles fact to find a near doubles fact? Explain.
How do you know when an addition fact is a doubles fact?
Lesson 1-3
Objective:
Use the strategy of making a ten to add quickly and accurately.
Essential Understanding:
Some addition facts can be found by changing to an equivalent fact with 10.
Why is making a 10 a good strategy to help you add quickly and accurately?
How does knowing the sum of 10+3 help you find the sum of 8+5? How do you know that the sums are the same?
Lesson 1-4
Objective:
Use number patterns on an addition facts table to complete addition equations.
Essential Understanding:
Patterns in a 0–10 addition facts table are useful for adding numbers and for developing mental math strategies and number sense.
How can addition patterns help you find an addition fact that you don't remember? Give an example.
Lesson 1-5
Objective:
Count on and count back on a number line to subtract.
Essential Understanding:
A number lines is a tool you can use to help you count or count back to subtract.
What are two ways that you can use a number line to subtract?
Do you think you will get the same answer whether you count on or count back?
Do you get the same answer if you count on or count back to find 10−4? Explain.
Science
1-2 My Nature Notebook
Overview: Students read to gather more information about how to study a habitat. They are introduced to the book My Nature Notebook, about a girl who observes many changes in a forest habitat behind her home. The teacher introduces the strategy of setting a purpose for reading and identifies the purpose for reading My Nature Notebook: to find out different ways to study a habitat. Students are introduced to the Investigation Notebooks they will use throughout the unit. Partners read the text together and use the Investigation Notebooks to record the different ways the girl in the book studies the forest habitat. The class reflects on what they have learned about how to study a habitat and compares plants in the forest habitat in the book to plants they have seen in their own lives. The purpose of this lesson is for students to identify different ways to study a habitat and to begin to think about the different kinds of plants in different habitats.
Students learn:
· Scientists study habitats in multiple ways.
· Setting a purpose before reading can help readers focus their attention.
1-3 Investigating Habitats
Overview: In this lesson, students study a habitat and the plants that grow there. Using My Nature Notebook as a model for how to investigate, students choose outdoor sample study sites in which they can observe plants. Students observe their study site and record the kind of plants they see. Finally, students use their new understanding of the relationship of a sample study site to a habitat as they view a map of the Bengal Tiger Reserve sample study site. The purpose of this lesson is for students to observe a sample study site to see real plants in their habitats, and to begin to apply this understanding to thinking about the Bengal Tiger Reserve.
Students learn:
· A sample study site is a small part of a larger area.
· Scientists can use sample study sites to investigate the plants and animals in a habitat.
· A map identifies key features of a place.
· A map key identifies what the symbols on a map mean.
1-4 Discovering the Problem in the Reserve
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.
Students learn:
· One way scientists study habitats is by observing the plants in them over time.
· There are many types of habitats. Each habitat has many different kinds of plants and animals.
Social Studies
The Emotional Environment
What makes a classroom an inspiring place?
When you feel good at school, you learn better. You can help everyone feel happy.
students discover:
• The attributes of a positive classroom emotional environment.
• What a positive classroom emotional environment looks
like, sounds like, and feels like.
• How to contribute to a positive classroom emotional
environment.
Social and Emotional Learning
Interactive Read Aloud:
Read and discuss with students Enemy Pie by Eric Munson.