Block Plan: The Patterns in Our World Unit

Day 1: Exploring Day 2: Exploring Day 3: Exploring Day 4: Exploring Day 5: Exploring
the Patterns in the Patterns in the the Patterns in the Patterns in the Patterns in the
our Classroom Books We Read Sensory Details States of Matter Parts of a Plant
Lesson Math: Graphing Guided Reading: Writing: Word Science 1: Solids, Science 2: Plant
Sequencing Events Choice Liquids, and Gases Roots
Objective(s) 1. By using M&M’s to 1. After reading 1. After reading Owl 1. By using inquiry- 1. By using inquiry-
collect data, students various fiction texts, Moon, students will based instruction, based instruction,
will understand how to students will understand how to use students will students will
use various visual understand the sensory details as a hypothesize prior to the hypothesize prior to
representations to importance of proper means of incorporating experiment and the experiment and
record their data. sequencing in a story. interesting word observe and analyze observe and analyze
2. After observing their 2. By observing choice. their actual findings their actual findings
collected data, students repeating patterns in 2. By brainstorming after conducting the after conducting the
will be able to analyze the text, students will various descriptive investigation. investigation.
the relationships of be able to sequence the words and phrases, 2. After observing 2. After observing the
their data. events of the story they students will portray an various examples and process of water
are reading. experience of theirs representations of absorption, students
3. By creating a book through writing. solids, liquids, and will understand the
themselves, students gases, students will be primary function of
will show their able to classify items roots for a plant.
knowledge and ability into these three
to effectively sequence categories of matter.
events in a creative
story.
Standards 1.DA.1: Organize and 1.RL.2.2 Retell stories, 1.W.3.3 Develop 1.PS.1 Characterize 1.LS.2 Develop a
interpret data with up fables, and fairy tales topics for stories or materials as solid, model mimicking how
to three choices (What in sequence, including poems, using precise liquid, or gas and plants and/or animals
is your favorite fruit? key details, and words to describe investigate their use their external parts
apples, bananas, demonstrate characters and actions. properties, record to help them survive,
oranges); ask and understanding of their observations and grow, and meet their
answer questions about central message or explain the choices to needs.
the total number of lesson. others based on
data points, how many 1.RL.4.1 Use evidence (i.e., physical
in each choice, and illustrations and details properties).
how many more or less in a story to describe its
in one choice compared characters, setting, or
to another. events.
 1.RL.2.4 Make and
confirm predictions
about what will happen
next in a story.
Materials -Sticky notes -White board at Nook -Owl Moon by Jane -Vinegar -What Do Roots Do?
-M&M’s -Transition word paper Yolen -Baking Soda By Kathleen V.
-Graphing activity -Train paper -Writing Notebooks -Empty bottle Kudlinski
worksheet -Strips of paper for Tea -Senses Chart (Feel, (small/regular size) -Blue and yellow food
-Crayons/markers -Party strategy Hear, See) -Balloon coloring
-White paper -Gloves -3 tall glasses
-Markers/Crayons -Large box with solids -Paper towels
(each student has their and liquids in it -Paper for flip book
own) -Milk carton -Coloring supplies
-Stapler -Water bottle
-See Me Run -Dish soap
-Clifford’s Sports Day -(4 other solids)
-2 papers labeled
SOLID and LIQUID
Classifying worksheet
Body/activities -Students vote on a -Create a classroom -Read Owl Moon out -Mystery box for -“Read What Do Roots
new rule and write it on morning routine in loud students to sort the Do?”
a sticky note sequence based on the -Have students picture objects inside -Discuss various parts
-As a class, organize all students’ responses what the character -Classify them as of a plant, focusing on
our votes into a bar -Discuss the meaning heard, felt, and saw solids and liquids, and roots
graph to represent who of sequence and how it -Discuss the sensory then define them -Introduce the
votes for what rule relates to reading details we heard in the -Define gas experiment to the
-Discuss graphing and Guided Reading story -Introduce science students, showing them
the various terms centers: -Introduce the experiment with the different colored
needed when analyzing -GR 1: (lower level concept of word vinegar and baking water and explaining
a graph readers) choice and how the soda what I am going to do
-M&M graphing See Me Run by Paul author used strong -Question of Inquiry: -Question of Inquiry:
activity Meisel word choice in the What do you think will What will happen to
-Students practice -GR 2: (higher level book happen to the balloon the water in the middle
graphing on their own readers) -Students brainstorm a when I release the cup after I add the
using M&M’s Clifford’s Sports Day memory that they want baking soda into the paper towels as a
-They then color in by Norman Bridwell to write about in their vinegar? bridge?
their graph underneath -Center 1: iPads – writing journals -Student hypothesize. -Students hypothesize
their M&M’s epic! app -Students create a chart -Conduct experiment -Conduct experiment-
-Answer reflection -Center 2: Read to Self with FEEL, HEAR, by dumping baking add paper towels and
questions when they and SEE, using strong soda into vinegar bottle let students observe
 are done creating their -Center 3: Create your word choice to -Students observe and -Have students record
graphs own book in sequence describe what they discuss findings their findings on a
-Students will share -Students will rotate heard, saw, and felt in -Discuss how this is an piece of paper
their graphs with the through the centers the memory example of a gas -Explain the process of
rest of the class -We will review the -Students can move -Students complete absorption and how it
concept of sequence as around the room to independent practice of relates to the function
a whole group in the complete this cut-and-paste activity of roots in a plant
Nook at the end of the prewriting activity sorting solids, liquids, -Have students make
rotation -While students write and gases. their plant flip book
around the room, I will -Share how we sorted and include portion on
conference with some the pictures on our roots (one sentence
students activity worksheet and summary of function
-Sharing time in the review concepts of roots)
Nook at the end of the -Share sentences with
lesson class
Assessments -Collect M&M -Collect homemade -Look at the HEAR, -Collect the cut-and- -Collect flip books
graphing worksheet books to observe SEE, and FEEL charts paste worksheet -Observe students’
-Observe students as sequencing abilities to observe prewriting -Observe students’ hypotheses and ability
they complete their -Ask high-level -Observe students as hypotheses and ability to articulate results
activity questions in my guided they write to articulate results -Observe students as
-Use hand signals like reading centers -One-on-one -Observe students as they work and analyze
thumbs-up to show that -Observe students’ conferences with a few they work and analyze -Listen and observe as
students are following responses as I present students -During review time, they answer higher-
along during the lesson the instruction -During conferences, record students’ level questions
presentation -Use sequencing keep a checklist of questions or areas of
visuals for students to skills I want students to hesitation that they are
collaboratively record master in their writing still confused about to
sequence of the books come back to later
Safety I will hand out each of During transitions, I I will assign students to I will be wearing safety Although this
the materials to the will have students certain areas of the goggles and gloves to experiment is not
students at their desks freeze, explain where room to write so that ensure that I stay safe dangerous, I will have
so that no one is getting they need to go, and there is not a huge during the experiment. students stand a safe
out of their seats and dismiss one group at a group in one spot, I will also make sure distance away as they
carrying a lot of time to eliminate traffic blocking the way for students are standing at observe. I will also be
materials back to their and chaos during others. a safe distance. I will the one stapling the
seats. transitions. dismiss them a few at a students’ flip books so
time to go back to their they do not hurt
seats so no one bumps themselves. I will have
into each other or the them use safety
table while walking. scissors.