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I Can Do It! Dress-Up Dolls
Toddler
Objectives
• Toddlers will develop self-help skills.
• Toddlers will engage in pretend play.
Economic Decisions Match-Up
5th Grade
Objective
- Understand the types of economic decisions people make every day.
Winter Bear Warm-Up
Pre-K - Kindergarten
Objectives Reading: Foundational Skills Demonstrating understanding of the organization and basic features of print Following words from left to right, top to bottom, and page by page Language Spelling simple words phonetically Materials Needed Winter Clothing Word Cards Winter Bear Warm-Up template Winter clothing cut-aparts Crayons Scissors Glue sticks Pencil Introduction Before you begin, print the downloadable Winter Clothing Word Cards. Ask students to think of clothing that people wear when it’s cold in winter. Tell them you are going to show them pictures of winter clothing, and you would like them to name the item in each picture. As volunteers name the items, point to the written word on the card and repeat it. Then place the word card in a pocket chart or attach it to a bulletin board for reference.
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Add It Up!
Kindergarten
Objective CCSS Math: Operations & Algebraic Thinking K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. Materials Needed Animals on Board by Stuart J. Murphy Ladybug counters Number tiles Leaf mat Dice (two for each pair of students) Scissors Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, point out to students that the truck driver is spotting two groups of the same animal and adding them together to find out how many of that animal there are. Challenge students to solve the addition problems along with you as you read.
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Ten Little Turkeys: A Counting Lesson
Pre-K - Kindergarten
Objectives Understanding the relationship between numbers and quantities When counting objects, saying the number names, pairing each object with only one number name and each number name with only one object Counting up to 20 items in a line, rectangular array or circle, or up to 10 items in a scattered configuration; counting out objects up to 20 Materials Needed Turkey template Construction Paper - 9" x 12" (a variety of colors, including 10 pages of light brown) Duck Quills - Class Pack Help-Yourself Glue Tubes Marker Thanksgiving Counting Book reproducible Small Thanksgiving - themed stickers (55 stickers per student)
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Autumn Owls Beginning Addition
Pre-K - Kindergarten
Objectives Counting & Cardinality Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Operations & Algebraic Thinking Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Materials Needed Large number cards Autumn owl Autumn Owls Addition worksheet Construction paper Scissors Chart paper or whiteboard Bulletin board (optional) Stapler (optional) For the Extension Activity: Autumn Owls Partner Game Scissors Paper clips Pencils Zip-close bag Introduction Hold up the large number cards one at a time, going in order from 0 to 10. Prompt students to say each number aloud with you. Then mix up the cards and have students practice identifying the numbers out of order.
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Graph Your Heart Out
1st Grade - 2nd Grade
Objectives Operations & Algebraic Thinking Making estimates about the number of objects in a group and comparing the estimate to the actual amount Measurement & Data Organizing, representing, and interpreting data with up to three categories; asking and answering questions about the data points Drawing a picture graph and a bar graph to represent a data set with up to four categories; solving simple put-together, take-apart, and compare problems using information from a bar graph Materials Needed Read-aloud math picture book, such as Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka Small box of candy conversation hearts for each student Graph Your Heart Out worksheet Hearts Graph pencils Introduction Capture students’ interest in estimation, counting and thinking about math by reading aloud Betcha! by Stuart J. Murphy or Math Curse by Jon Scieszka. Ask students, “What is the difference between counting and estimating?” Guide them in understanding that estimating involves making a reasonable guess, and counting is reaching an exact answer. Explain that counting sometimes takes longer than estimating, but both methods can be used to help you figure out answers to math questions.
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Our Wonderful Water Cycle
1st Grade - 2nd Grade
Objectives Students will identify and explain the stages of the water cycle. Students will understand evaporation, condensation and precipitation. Materials Needed Slow cooker with lid Water Posterboard or chart paper Marker Water Cycle Spinner Crayons Scissors Metal fasteners Introduction Set up a slow cooker in the front of the room (out of reach of students) and pour water into it. Set the temperature on high and ask students to observe what happens when the water heats up. (They will see steam rising.) Next, place a lid over the top and ask them what they think will happen to the water that is rising. (It will gather together on the lid.) Finally, ask students to predict what will happen to the water droplets on the inside of the lid when you lift the lid off of the pot. (They will drip downward.) Tell students that you have just demonstrated a process called the water cycle.
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Making Mountains: An Erosion Lesson
4th Grade
Objective Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Materials Needed Erosion: Changing Earth’s Surface by Robin Koontz or Cracking Up: A Story About Erosion by Jacqui Bailey Observation sheet Rocks, gravel and sand Plastic or metal trays (one for each group) One-liter bottles of water (one for each group) Rulers or tape measures (one for each group) Introduction Read aloud Erosion: Changing Earth’s Surface by Robin Koontz or Cracking Up: A Story About Erosion by Jacqui Bailey to introduce students to the process of erosion and how it affects Earth and its landforms.
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Counting Apples
Kindergarten
Objectives CCSS Math/Counting & Cardinality K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1?20, count out that many objects. Materials Needed The Very Hungry Caterpillar by Eric Carle Apple Doodle Apple Accents or large apple template and Construction Paper - 9" x 12" (red) Apple Tree counting mat Apple counters (20 per student) Thin-Line Permanent Markers - Black Photo of each student from the shoulders up (Photos shouldn't measure more than 4" high.) Construction Paper - 12" x 18" “I have ______ apples up on top!” writing frame Lakeshore Glue Sticks Safety Scissors Tape Preparation: Count out a set of 20 Apple Doodle Apple Accents and use a marker to number them from 1 to 20. Or, if you prefer, download and print out the large apple template and trace it onto red construction paper. Use scissors to make 20 large apple cutouts, and then number the cutouts from 1 to 20. Introduction Read aloud The Very Hungry Caterpillar by Eric Carle. As you read, point to the apples on top of the characters? heads and have the class count them aloud together.
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Air as Matter
5th Grade
Objectives
- Plan and carry out an investigation.
- Understand that matter is anything that takes up space, and since air takes up space, it is matter.
Place Value Practice
4th Grade
Objectives Number & Operations in Base Ten Reading and writing multi-digit whole numbers in number, name, and expanded form Comparing two multi-digit numbers based on meanings of the digits in each place, using >, =, and < Materials Needed Large number cards Place Value Playoff game mat Place Value Playoff number tiles Construction paper Scissors Chart paper (optional) Preparation: Print out the large number cards, photocopy them onto construction paper and cut them out. You will need two or three copies of each number. Introduction/Review Write 347 and 453 on the board. Ask students to tell you which number is greater. Then ask, “Which place value did you compare to know that this is true? Why?” Guide students to understand that they compared the hundreds place because it is the highest place value in both numbers. (For older students, bring up the level by writing 3,470 and 4,532 or 34,705 and 45,320.) Reinforce the concept by underlining the hundreds place in each number and telling students that four hundreds is greater than three hundreds. Now ask, “What if the numerals in the hundreds place are the same? Which number is bigger, 347 or 353?” Guide students to understand that they should compare the next highest place value—the tens place.
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Gingerbread Graphing
Pre-K
Objectives Students will create a picture graph and interpret the data on the graph. Students will use verbal clues and reasoning skills to solve riddles. Materials Needed The Gingerbread Man by Jim Aylesworth Gingerbread Man Hunt clues Gingerbread Man template Gingerbread Man Cookies reproducible Scissors Gingerbread Man cookies (one for each student) Cookie sheet Kitchen towel Tagboard or construction paper (brown) Tape Chart paper and marker Pom-Poms Peel & Stick Jewels Collage Buttons Glue Preparation: For the Gingerbread Man hunt: Work with other teachers and staff to set up a Gingerbread Man hunt around your school! Print out the Gingerbread Man Hunt clues. Distribute clues 2 - 6 to the teachers and staff in the clue locations. Explain that students will come to them for the clues, and they should pretend to have just seen the Gingerbread Man! Place the gingerbread cookies in the final location—the cafeteria or other eating area. (If you do not want to use real cookies, you can print and precut paper cookies using the Gingerbread Man Cookies reproducible.) Tape the first clue onto the cookie sheet and cover it with the kitchen towel. Set it aside. For the graphing activities: On chart paper, draw a graph with three columns. Along the bottom, label the columns from left to right: “Head,” “Arm,” and “Leg.” Title the graph “Which Part of the Gingerbread Man Did You Bite First?” Print copies of the Gingerbread Man Cookies reproducible. Cut out one paper cookie for each student. (If you decide to distribute paper cookies instead of real cookies at the end of the hunt, students can use those for the graphing activity.) Print the Gingerbread Man template and reproduce it onto brown tagboard or construction paper. You will need one for each student. Introduction Read aloud The Gingerbread Man by Jim Aylesworth. After the story, tell students that you have prepared a Gingerbread Man cookie for them to eat. (If you are not using real cookies, tell students you have made a paper cookie for them to use in a special math project.) Then take out the covered cookie sheet and pull off the towel. Act surprised as you announce, “Oh no, our Gingerbread Man has run away! Look, he left a note for us to read!” Read the clue aloud to students.
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Fact Family Trees
1st Grade
Objective Students will identify addition and subtraction fact families to 10. Materials Needed Unifix® Cubes (or other linking cubes) Whiteboard or chart paper Marker Fact Family Work Mat Tree trunk template Apples template Baskets template Construction Paper - 9" x 12" (brown, red and green) Construction Paper - 12" x 18" (light blue) Scissors Glue Preparation: Reproduce the tree trunk template on brown construction paper, the apples template on red construction paper, and the baskets template on green construction paper. Each student needs one tree trunk, one set of four apples, and one basket. Introduction Introduce or review the concept of fact families with your students. Tell students that understanding fact families can help them remember related math facts. Use three linking cubes to demonstrate a fact family. Say, “If you know that 1 (hold up one cube) + 2 (attach the other two cubes) = 3, then it’s easy to remember that 2 + 1 = 3 (continue to demonstrate with the cubes), that 3 - 2 = 1, and that 3 – 1 = 2. They’re all related!” Write the four equations on the board or chart paper to reinforce the concept.
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Compound Word Hearts
1st Grade - 2nd Grade
Objectives Students will define “compound words.” Students will identify word parts in compound words and combine words to form compound words. Materials Needed Heart templates Construction Paper - 9" x 12" (pastel colors like pink and yellow) Scissors Markers or crayons Chart paper (optional) Tape Preparation Make a copy of the heart templates on construction paper. Cut out six hearts and write one of the following words on each heart: sail, up, card, stairs, board, and boat. Make more copies of the templates so you have one copy for each pair of students in your class.
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Introduction to Idioms and Multiple Meanings
1st Grade
Objectives Students will discuss and decode the meaning of idioms and figures of speech from the book Amelia Bedelia. Students will demonstrate an understanding of figures of speech by interpreting their meanings. Materials Needed The book Amelia Bedelia by Peggy Parish Whiteboard and dry-erase marker (or chalkboard and chalk) Interpreting Idioms Reproducible Scissors Box or hat Introduction Ask students if they have ever heard a joke that made them laugh their heads off! Ask volunteers to share the joke with the class. Then ask students, “When we say ‘I laughed my head off,’ do we really mean that we laughed so hard that our heads fall off our bodies?” Once students have responded—and giggled a little—tell them that this kind of expression is called an idiom, or a common phrase that means something different than what it says. Hold up the book Amelia Bedelia by Peggy Parish. Explain that Amelia Bedelia is a character who often gets confused by idioms or words that have more than one meaning. Before you begin reading the story aloud, tell students to listen for Amelia’s misunderstandings and try to figure out what Amelia Bedelia should really be doing.
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Cause & Effect: Why Did the Pilgrims Come to the New World?
3rd Grade
Objectives Students will understand the relationship between cause and effect. Students will identify the effect when given a cause. Materials Needed …If You Sailed on the Mayflower in 1620 by Ann McGovern “A Chain of Events” reproducible Cause & Effect Flip Book template Scissors Introduction Hold up the book …If You Sailed on the Mayflower in 1620. Tell students that this story takes them back in time so they can understand the events that led the Pilgrims to travel across the sea in search of a new life. Ask students to listen carefully as you read aloud the passage titled “Where does the Pilgrim story begin?” Then invite children to share what they learned about why the Pilgrims decided to leave England and travel to America.
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"How Many Bones Long?" Math Measurement
1st Grade - 2nd Grade
Objectives CCSS Math/Measurement & Data 1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Materials Needed How Big Is a Foot? by Rolf Myller Area Tiles 12-inch ruler Measuring Bones template “How Many Bones Long?” record sheet “Big Fish” file folder game Introduction Read aloud How Big Is a Foot? by Rolf Myller. Point out that in the story, they measured “feet” to find out what size to make the bed for the queen. Explain that there is a difference between the length of one person’s foot and a foot-long standard unit of measurement. Hold up a 12-inch ruler and say, “In standard measurement, a foot is the same as 12 inches. Do you think your foot is longer or shorter than this ruler?” Invite a few students to compare their feet to the ruler so that they can see that the ruler is longer. Explain that unlike a foot in standard measurement, people’s feet are different sizes. This is why the king had trouble getting a bed that was the correct size for the queen. Finally, tell students that they are going to practice measuring things using nonstandard units of measurement.
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Building Vocabulary: Prefixes
3rd Grade - 4th Grade
Objectives Identifying and knowing the meaning of the most common prefixes and derivational suffixes Determining the meaning of the new word formed when a known affix is added to a known word Using common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word Materials Needed Prefix title cards Index cards Prefix die template Root-word die template Word meanings game mat Marker Tape or glue Scissors Paper Pocket chart or whiteboard Introduction Print and cut apart the prefix title cards. Hold up the cards one at a time for students to read. Tell students the meaning of each prefix: bi- = two im- = not un- = not mis- = wrong pre- = before re- = again Explain that knowing the meaning of the prefix can help them determine the meanings of words that have the prefix.
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Exploring Nonfiction Text
4th Grade
Objectives CCSS Reading: Reading Informational Text RI.1.7: Use the illustrations and details in a text to describe its key ideas. RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Materials Needed Ah, Music! by Aliki Selection of one or two fiction read-alouds “The Venus Flytrap” reading selection Chart paper Introduction Ask students to tell you what the difference is between fiction and nonfiction text. (Help students understand that fiction is not real or not a true story that happened in real life, and nonfiction is factual or real.) Show students a sample of fiction (e.g., a fiction read-aloud, such as Corduroy by Don Freeman; The Rainbow Fish by Marcus Pfister; or Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst). Ask, “When we read a fiction story like this one, what do the pictures show us?” (Encourage students to share their responses, guiding them to understand that the illustrations usually give a snapshot or visual image of what is happening in the story.) Then hold up the book Ah, Music! by Aliki, and tell students, “In nonfiction texts, you might find pictures, too! These pictures will help us understand what the words are telling us. There might also be a diagram that shows us more details about the information.”
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Pumpkin Measurement
3rd Grade
Objectives Students will listen to a story about pumpkins and learn more about them. Students will learn and understand measurement vocabulary words. Students will estimate—and then measure—the weight, height, circumference, radius and diameter of a pumpkin. Materials Needed Pumpkins by Ken Robbins Small- to medium-sized pumpkins (one for each small group of three to four students and one medium pumpkin for the class) Pumpkins should vary in size as much as possible. Scale Sharp knife (for teacher or adult use only) Rulers String or yarn Pencils Pumpkin Measurement Record Sheet Introduction Read aloud Pumpkins by Ken Robbins. Hold up a medium-sized pumpkin and ask students to estimate, or guess, how much the pumpkin weighs. (Students’ estimates will probably vary widely.) Explain to students that having a starting point of knowledge before estimating will help estimates be more accurate. For example, if students know how much the pumpkin in your hands weighs, this knowledge will help them estimate the weight of smaller or larger pumpkins. Weigh your pumpkin on a scale and tell students the weight. Explain that you’ll be using this measurement in the next activity.
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Pronoun Practice
1st Grade - 2nd Grade
Use personal, possessive and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). Materials Needed: pronoun cards, board, flip chart or document camera; The Fire Cat by Esther Averill; Pronoun Search practice page; pencils or highlighters; index cards. Introduction: Display the pronoun cards on a board or document camera. Tell students that you are going to read aloud The Fire Cat by Esther Averill. Before you read, ask students to help you identify different pronouns as they come up in the story. Explain that the names of the characters are proper nouns (e.g., Pickles and Mrs. Goodkind), but the author often refers to them again by using pronouns, such as he, she, her or him. The author also may use possessive pronouns, such as hers or his, to explain that something belongs to a character. In addition, Mrs. Goodkind refers to Pickles by using the pronoun you instead of always calling him by name.
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What Is Equal?
2nd Grade
Objectives Students will recognize and define the equal sign. Students will demonstrate that both sides of an equation are equal in value. Materials Needed Whiteboard or chart paper Marker “What Is Equal?” work mat Dry beans “Three In a Row” game board “Three In a Row” playing cards “Three In a Row” game markers Introduction Write the following number sentences on the board or on chart paper: 7 + 6 = 13 13 = 13 12 = 2 + 10 5 + 5 = 7 + 3 10 - 2 = 4 + 4 2 + 1 + 3 = 2 + 4 Point to each expression and ask students to put their thumbs up if the equation is true or their thumbs down if the equation is false. Ask students to explain their choices. Students may be surprised to learn that all of the equations are true. Explain that the equal sign does not just mean “this is the answer.” It means that one side of the equation is equal to the other—the value on the right side is the same as the value on the left side.
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Mystery Coins
1st Grade - 2nd Grade
Objectives Number & Operations in Base Ten Understanding 10 as a bundle of ten ones Skip-counting by 5s, 10s, and 100s Measurement & Data Solving word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols Materials Needed Plastic coins (or paper coins reproducible and scissors) Coin Values reproducible Mystery Coins reproducible Chart paper Marker Introduction Hold up each coin and review its name and value. You may want to print out and display the Coin Values reproducible for students to use as a reference. Be sure to show students both sides of each coin, and remind them that larger coins do not necessarily have greater values.
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Multidigit Division
4th Grade
Objective
- Find quotients and remainders with up to four-digit dividends and one-digit divisors.
Beginning Sounds Hunt
Pre-K - Kindergarten
Objectives Students will recognize beginning sounds and identify the letters that represent the sounds. Students will write letters that represent beginning sounds. Materials Needed Items you might take to the beach (such as a hat, a towel, sunglasses and a beach ball) Beginning Sounds Picture Cards Beginning Sounds Letter Cards Pocket chart (or clear tape and a chalkboard or whiteboard) Cardstock or posterboard Scissors “Beginning Sounds” reproducible Preparation: Print the Beginning Sounds Picture Cards on heavy cardstock and cut the cards apart. (Or cut out the cards and glue them onto posterboard.) Then print and cut out two sets of the Beginning Sounds Letter Cards. Choose the letter sounds you wish to work on and display one set of those letter cards in a pocket chart and hide the second set of those letters around the classroom. Set the picture cards near the pocket chart so they are ready to display during the lesson. (If you do not have a pocket chart, simply tape the letter cards to a chalkboard or whiteboard. Place a loop of tape on the back of each picture card so they are ready to display during the lesson.) Introduction Display a few items you might bring to the beach, such as a hat, a towel, sunglasses and a beach ball. Take the hat and hold it up for students to see. Say the word “hat,” emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in “hat.” Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its beginning sound.
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My Winter Acrostic
3rd Grade - 5th Grade
Objectives Reading: Literature Reading and comprehending grade-appropriate literature, including stories, dramas, and poetry Writing Writing an acrostic poem Materials Needed Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur My Winter Acrostic template Winter Acrostic Organizer template Dark-blue construction paper - 9" x 12" Crayons or colored pencils Pencil Chalk or write & wipe marker Chalkboard or write & wipe board Introduction Hold up the book Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur. Then explain that the first letter of each line in an acrostic poem spells out a “topic” word that ties all the lines of the poem together. (It’s helpful to demonstrate the concept on a chalkboard or write & wipe board.) Read a few examples from the book and show students how acrostic poems are arranged on a page. (You may want to reproduce one on the board or a large poster so students can refer to it throughout the lesson.)
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Bundles of Beans: A Place Value Lesson
1st Grade - 2nd Grade
Objectives Students will understand place value. Students will explore the relationship between ones, tens, and hundreds. Materials Needed Place value work mat Spinner template Large dried beans (over 100 for each student) Craft Sticks (10 for each student) Glue Paper clips Pencils Introduction On chart paper or a chalkboard, draw a chart with three columns. Label the columns from left to right: hundreds, tens, and ones. Hold up a bean and ask students, “How many beans do I have?” Then write the numeral 1 in the ones column on your chart. Say, “If I add two more beans, how many will I have?” Write the numeral 3 beneath the 1 in the ones column. Explain, “When we have a number that is less than 10, we can show it by writing it in the ones column.” Then ask, “But what if I have 14 beans? Each of these columns can only hold one numeral. So how can I show 14 on my chart?” Write a 1 in the tens column and a 4 in the ones column. Reinforce the concept by pointing to each numeral and saying, “This means I have one ten and four ones—14.”
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Hide-And-Seek
Toddler
Playing hide-and-seek is a simple, fun game for everyone—and a great way to get the whole family up and moving!
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Elapsed Time
3rd Grade - 4th Grade
Objectives CCSS Math: Measurement & Data 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Materials Needed Lakeshore Magnetic Teaching Clock Lakeshore Student Clocks - Set of 12 “Elapsed Time Word Problems” activity page Elapsed time worksheet Introduction Ask a student what time school starts. Write this time on the board under the heading “Start Time.” Then ask another student what time school ends. Write this time next to the start time under the heading “End Time.” Ask, “From the time school starts to the time it ends, how much time elapses, or passes?” (Invite students to respond and explain their reasoning and calculations.) Hold up the teaching clock and demonstrate how to set the clock at the start time and count the hours and minutes until the end time. (Hint: Move the hour hand first and have students count the hours aloud with you. Then move the minute hand and have them count the minutes.) Explain to students that you are going to teach them some strategies to help them calculate elapsed time.
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Autumn Tree Sentence Building
3rd Grade - 4th Grade
Objectives Students will identify the subject and predicate of a sentence. Students will pair subjects with predicates to form sentences. Materials Needed Sentence parts reproducible Construction Paper - 9" x 12" or Fadeless Paper Rolls (brown, red, yellow and orange) Sentence strip Paper Pencils Preparation: Twist brown construction paper and staple it to a bulletin board to make a tree trunk and branches. Attach construction-paper leaves in red, yellow and orange to complete the autumn tree. Label the trunk “Subject” and the branches “Predicate.” Introduction Introduce the concept of subjects and predicates. Explain that the subject of the sentence tells who or what the sentence is about. The predicate of the sentence tells what happens. Write an example sentence on the sentence strip and hold it up for the class to see. For example, you could write, “The hungry horse ate all the hay in the barn.” Ask students, “Which part of this sentence is the subject? Who or what is the sentence about?” (The subject is the hungry horse.) Then ask, “Which part is the predicate? What did the horse do in the sentence?” (He ate all the hay in the barn.) Cut the sentence strip in two between the subject and predicate. Place the subject on the tree trunk and attach the predicate to one of the branches.
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Menu Math
3rd Grade - 4th Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be
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Rolling for Number Sense: Even and Odd Numbers
1st Grade - 2nd Grade
Objectives Students will classify numbers as even or odd. Students will recognize that even numbers end in 0, 2, 4, 6 or 8 and odd numbers end in 1, 3, 5, 7 or 9. Students will add numbers with sums up to 12. Materials Needed Dice Manipulatives Paper and pencils “An Odd Valentine” reproducible Red and blue crayons (one of each for each student) Introduction Introduce the concept of odd and even numbers. Tell students that even numbers end in 0, 2, 4, 6 or 8. Odd numbers end in 1, 3, 5, 7 or 9. To help students understand the concept, explain that an even number of objects can be divided equally between two people. Say to students, “If there are four cookies on a plate, two friends can divide them equally—each child can have two cookies. Four is an even number! But if there are three cookies on the plate, the two friends cannot divide them equally. Each child can have one cookie, and they would have to break the third cookie in half. Three is not an even number.”
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Multidigit Multiplication
4th Grade
Objective
- Multiply a whole number of up to four digits by a one-digit whole number, and multiply 2 two-digit numbers.
Bubble Observations
Kindergarten
Objectives Experimenting with and discovering the properties of bubbles Describing and sharing their experiences with bubbles Materials Needed Bubble Observations reproducible Bubbles and bubble wands (one for teacher and each student) Bubble machine (optional) Cup of water Chart paper and marker Introduction Take students outside to teach them this fun bubble song (to the tune of “Are You Sleeping?”): Blowing bubbles, Blowing bubbles, In the air, In the air! Floating all around me, Floating all around me, Everywhere, Everywhere! As students sing, take out a bottle of bubbles and a wand, and blow bubbles over their heads. Or set up a bubble machine so that it blows bubbles around the children as they sing and dance.
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Amazing Ocean Animals
3rd Grade
Objectives Understanding and explaining how blubber helps sea mammals adapt to cold temperatures in the ocean Identifying the mammals among a variety of ocean animals Materials Needed Ocean Animal Picture Cards Thin rubber gloves (one per student) Vegetable shortening Bowls of cold water Quart-size zip-close bag Pencils and paper Scissors Before You Begin Download, print and cut apart the set of Ocean Animal Picture Cards. Fill the zip-close bag with shortening. Introduction Hold up each ocean animal picture card, asking students to guess which animals are mammals (the whale, dolphin and walrus). Explain that whales, dolphins and walrus are not fish, but mammals that have adapted to live in the ocean. Tell students that mammals are warm-blooded and that their body temperatures must remain constant, even in the cold ocean environment. Explain that one important adaptation of ocean mammals is the blubber, or thick layer of fat, that these animals have beneath their skin.
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Everyday Learning Activities
Toddler
In the morning, check the weather outside with your child. Is it sunny, rainy, or windy? Invite your child to help pick out weather-appropriate clothing for the day. Point out a few options to help your child make the right choice—for example, This T-shirt looks great for a sunny day
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