6 results for "see"

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1st Grade - 2nd Grade

Objective CCSS Reading: Informational Text RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text. Materials Needed “Artful Architecture” nonfiction reading selection Construction Paper - 9" x 12" (cut into 9-inch squares) Safety Scissors Lakeshore Glue Sticks Pencils or markers Introduction Explain to students that they are going to learn about some different types of buildings and architecture by reading a nonfiction selection. Tell students, “Today we are going to see how the author uses the organizational strategy of comparing and contrasting.”

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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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Addition Strategies: "Make 10"

1st Grade - 2nd Grade

Objective Operations & Algebraic Thinking Using strategies to add and subtract fluently within 20 (e.g., counting on, making ten, decomposing or creating equivalent sums) Materials Needed “Make 10” frame Place Value Blocks Number line “Spin-To-Build” spinner “Build a Sum” record sheet Paper clips Pencils Introduction Pair students with partners, and give each pair 10 ones cubes and 1 tens rod from the Place Value Blocks set. Challenge students to see how many ways they can “make 10” in two minutes (e.g., 2 cubes + 8 cubes, 3 cubes + 7 cubes, etc.). Invite students to share their answers and compare. Provide the “Make 10” frame and have students complete it. Model the problem created in the frame. Ask, “How can I find out how to make 12? 14? 18? Can I start from 10? Is it faster?” Note: Use Place Value Blocks to show visual representations of two-digit numbers. For example, 14 is 1 tens rod and 4 ones cubes.

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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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My Gift to the World Opinion Writing

1st Grade - 2nd Grade

Objectives CCSS Reading: Writing W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure. W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Materials Needed The Giving Tree by Shel Silverstein “My Gift to the World” writing frame Bow template Holiday wrapping paper (in a variety of styles) Best-Buy Crayons Construction Paper - 9" x 12" Lakeshore Glue Sticks Safety Scissors Chart paper or whiteboard Preparation: Cut the wrapping paper into 10" x 13" sheets. Introduction Read The Giving Tree by Shel Silverstein. Ask, “What are some of the gifts that the tree provides in the story?” (Possible answers include shade, apples and branches to swing on.) Then ask, “How does the tree feel when he sees the boy enjoying his gifts?” Discuss how giving gifts can often feel more rewarding than receiving gifts.

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Fun in the Snow

1st Grade - 2nd Grade

Objective Students will recall and reference events in a story. Students will use oral and written language to describe winter activities. Students will draw a picture of their favorite winter activity and write a sentence about it. Materials Needed The Snowy Day by Ezra Jack Keats Chalk or write & wipe marker Chalkboard or write & wipe board Fun in the Snow Worksheet Crayons or colored pencils Introduction Tell students that you are going to read them a story about a boy and what he does on a snowy winter day. Ask them if they have ever played in the snow. If so, have them share what they did. (If you live where it snows every winter, simply have your students share which snow activities they enjoy the most. If you have students who have rarely or never seen snow, ask them what snow activities they think might be fun.)

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6 results for "see"