Objective Explore the relationship between a bird’s beak and its ability to find food and survive. Materials Needed “Awesome Adaptations” and “A Beak for Every Job” information cards “Why Do Birds Have Different Beaks?” activity card Easy-Grip Safety Tweezers - Set of 12 Spoons Super-Safe Eyedroppers - Set of 12 Plastic fish and plastic worms (or other small objects to represent fish and worms) Plastic tray Water Introduction Ask students, “Have you ever wondered why a turtle has a hard shell? Or why a chameleon can change colors to match its surroundings?” Explain that these are two examples of animal adaptations, or ways that animals change in order to survive in their environment.
Objective CCSS Language/Vocabulary Acquisition and Use: L.3.5.a, L.4.5.b Demonstrate understanding of word relationships and nuances in word meanings: a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Demonstrate understanding of figurative language, word relationships and nuances in word meanings: b. Recognize and explain the meaning of common idioms. Materials Needed Amelia Bedelia by Peggy Parish Chart paper and marker or chalkboard and chalk or document camera Illustrating Idioms page Wrap-Around Language Idiom cards and answer key Markers or Crayons Best-Buy Scissors Before You Begin Explain to students that words or phrases can have literal or nonliteral meanings. Tell them that a nonliteral meaning is when a phrase means something other than the exact words in it. Explain that authors sometimes use nonliteral meanings in their writing as a way to make a comparison or an exaggerated statement about something. For example, an author writing that someone is a “night owl” is really saying that this person is awake and active at night (nonliteral meaning) rather than stating that the person turns into an animal at night (literal meaning). Tell students that you are going to read the story Amelia Bedelia by Peggy Parish. Ask students to actively listen for the idioms, or nonliteral phrases, that are used in the story. Introduction Begin reading aloud to the class Amelia Bedelia by Peggy Parish. As you read, pause to point out one or two forms of figurative language (e.g., “change the towels” on p. 16 or “draw the drapes” on p. 25) that cause confusion for Amelia. Ask students to explain and describe what they really mean, as opposed to Amelia’s literal interpretation of the phrases. Before you continue with the story, ask students to pay special attention to some of the other forms of figurative language in the story as Amelia encounters them.
Objectives Understanding that shadows are formed when an object blocks a light source, such as the sun Explaining how their own shadows change shape and size Materials Needed Moonbear’s Shadow by Frank Asch What Makes a Shadow? reproducible Chalk Introduction Tell students that you are going to read a book about a bear and his shadow. Encourage them to pay close attention to what the bear’s shadow does in the story. Read aloud the book Moonbear’s Shadow by Frank Asch. Then ask students the following questions: What makes Moonbear’s shadow? Why does Moonbear want to get rid of his shadow? How does he try to get rid of his shadow? Why doesn’t it work? What happens to Moonbear’s shadow when he hides behind a tree? Why? Why does Moonbear’s shadow disappear when he buries it? Why does Moonbear’s shadow appear larger during certain times of the day and smaller during other times?
Objective CCSS Reading: Informational Text RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Materials Needed “The Earthquake that Changed Earth” nonfiction reading selection “The Earthquake that Changed Earth” graphic organizer and sample graphic organizer Cause & Effect Flip Book template Scissors Pencils or markers A copy of any other nonfiction text
Objectives Students will identify the parts of a plant and how plants grow. Students will determine what plants need to survive. Materials Needed Package of carrot seeds The Carrot Seed by Ruth Krauss Parts of a Plant Diagram Parts of a Plant Activity Sheet Scissors Crayons Glue Introduction Gather children together for circle time and give one carrot seed to each child. (Don’t tell them what kind of seed it is!) Ask them to share their thoughts on what the seed will turn into after it is planted. Encourage them to make as many guesses as they want to. Tell students you are going to read a story about a boy who has the same kind of seed they are holding. Invite them to pay close attention to how the seed changes throughout the story and what the boy does to help it grow. Encourage students to listen carefully as you read to find out what kind of seed it is!
Objectives CCSS Reading: Foundational Skills RF.1.3b: Decode regularly spelled one-syllable words. RF.1.3c: Know final -e and common vowel team conventions for representing long vowel sounds. RF.2.3b: Know spelling-sound correspondences for additional common vowel teams. Materials Needed Chart paper, overhead projector or interactive whiteboard Long Vowel Words building board Long vowel picture cards and letter tiles Word Ladder activity pages Three-In-A-Row game components (game board, spinner and word list) Small scraps of paper or game markers (e.g., coins, chips, etc.) Classroom Pencils Paper clips Introduction Write the following words on chart paper: tap hop fin Ask a volunteer to read each word aloud. Point out that the vowel sound in each word is a short vowel (as in “apple,” “object” and “igloo”). Next, write an “e” at the end of each word to form the words “tape,” “hope” and “fine.” Tell students that this final -e (sometimes called a “magic e”) changes the vowel sound from short to long.
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.
