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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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First Day Friendship Building
1st Grade
Objectives Introducing themselves to classmates Sharing something unique about themselves and learning something special about their classmates Understanding that they will work together as a community throughout the school year Describing people, places, things and events with relevant details, expressing ideas and feelings clearly Materials Needed First Day Jitters by Julie Danneberg Ball of yarn Puzzle piece template Construction paper (white) Scissors Crayons or markers Stickers (optional) Introduction Read aloud First Day Jitters by Julie Danneberg to your students. After reading, ask students to raise their hands if the book’s ending surprised them. (The main character in the story was the teacher, not a student!) Invite them to share why they, their classmates, or their teacher may feel nervous about the first day in a new classroom. Encourage them to share ideas of ways to overcome this feeling.
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Who Works In Our Community?
Pre-K - 1st Grade
Objectives Students will discuss what happens in their community and identify a variety of places there. Students will discuss who works in the various buildings in their neighborhood. Students will sort and classify different items, objects or equipment according to their neighborhood location. Materials Needed Places in My Community by Bobbie Kalman Best-Buy Crayons Lunch-size paper bags Newspaper or scrap paper Lakeshore Glue Sticks Community buildings template Community helpers template My Community Sorting Mat My Community Sorting Cards Safety Scissors Chart paper Stapler Posterboard Introduction Read Places in My Community by Bobbie Kalman.
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Comparing Living Things
1st Grade
Objectives Students will listen to a story that is read aloud and recall events from the story. Students will understand that trees and other living things have patterns that they follow from one season to the next. Students will learn about hibernation. Students will research different types of animals and compare and contrast the animals. Students will extend their learning by creating a book that illustrates the differences between two animals. Materials Needed Fletcher and the Falling Leaves by Julia Rawlinson Tree Squirrels and Ground Squirrels graphic organizer Bears and Bats graphic organizer Foxes and Rabbits graphic organizer Hamsters and Mice graphic organizer Construction paper (white) Stapler Best-Buy Crayons or Best-Buy Colored Pencils Scissors Preparation Cut the white construction paper into 4.5" x 6.5" rectangles. Staple six to eight rectangles together to make booklets for the class. (You will need four booklets for four groups of student researchers.) Make several copies of each graphic organizer. Introduction Invite students to gather on the floor in front of you as you read aloud Fletcher and the Falling Leaves by Julia Rawlinson. Ask students the following questions: What is Fletcher’s problem in the story? (Answer: Fletcher was sad that the leaves were disappearing from the tree. He did not understand that the leaves were falling off the tree in preparation for winter.) What does Fletcher discover when he goes to visit the tree at the end of the story? (Answer: It is covered with shimmering icicles and is just as beautiful as it was before.)
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Multiplication Mania
3rd Grade
Objectives Students will find the product of a single-digit number and a double-digit number. Students will understand how rearranging the numerals affects the product of a single-digit number and a double-digit number. Materials Needed Baseball number cards template Multiplication Mania reproducible Scissors Introduction Write the problems 23 x 9 and 93 x 2 on the board. Ask students, “Do you notice anything similar about these two problems? Yes, they both use the same numerals but in different places.” Invite students to make a guess as to which product will be greater. Give them time to find the answers (23 x 9 = 207 and 93 x 2 = 186). Then ask students if they can think of different ways to arrange the three numerals so that the product would be greater than 207 or less than 186. Invite students to use a pencil and paper to work out some possible problems and their answers (such as 39 x 2 = 78, 29 x 3 = 87, 92 x 3 = 276 and 32 x 9 = 288).
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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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Eating Right: Healthy Choices
Pre-K
Objectives Identifying healthy foods and unhealthy foods Sorting and classifying a variety of foods into the appropriate food groups Materials Needed The Very Hungry Caterpillar by Eric Carle Chart paper or whiteboard MyPlate graphic organizer Food pictures Nutrition puzzles Best-Buy Scissors Lakeshore Glue Sticks Introduction Read aloud The Very Hungry Caterpillar by Eric Carle. Have students identify which foods in the book are healthy and which are not. Chart their responses on chart paper or on a whiteboard.
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Multistep Word Problems
3rd 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 interpreted. 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. Materials Needed Cardboard box or posterboard, cut into an outline of a bus (optional) Whiteboard or chart paper Tim’s Yard Work flyer Neighborhood Jobs reproducible Neighborhood Jobs Answer Key Preparation Print out a copy of the Tim’s Yard Work flyer and the Neighborhood Jobs reproducible for each student in your class. (You can also display the flyer on a document camera.) Introduction Instruct students to listen very carefully to the following story problem: Mr. Smith is driving a bus. At first, the bus has no passengers. At the first stop, 10 passengers get onto the bus. At the second stop, 2 passengers get off the bus. Then 4 passengers board the bus. At the third stop, half the passengers get off the bus. Pause for a few seconds. Then ask, “Now...what is the name of the bus driver?” Most students will likely react with surprise at this question, but a few will remember that you stated who was driving the bus at the beginning of the story problem. Affirm that the name of the bus driver is Mr. Smith. Ask students to raise their hands if they were calculating the number of passengers getting on and off the bus. Explain that, although this story problem was a riddle with a surprising twist at the end, those with their hands raised were actually calculating a multistep math problem that involved addition, subtraction and even division. Point out that this exercise is also a good example of why it is helpful to read the whole problem first in order to find out what information is needed to answer the question.
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Rainy-Day Writing
3rd Grade - 5th Grade
Objectives Writing Writing narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences Using narrative techniques, such as dialogue, description and pacing, to develop experiences and events or show the responses of characters to situations Using concrete words, phrases and sensory details to convey experiences and events precisely Materials Needed Cloudy with a Chance of Meatballs by Judi Barrett Chart paper or whiteboard Pre-writing graphic organizer Umbrella book reproducible Pencils Crayons or markers Stapler Introduction Read Cloudy with a Chance of Meatballs aloud.
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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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Story Sequencing and Writing
1st Grade - 2nd Grade
Objectives CCSS Language: Writing W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Materials Needed Story Sequencing graphic organizer Storytelling picture cards Scissors Chart paper Introduction Write the words first, then, next and last on chart paper. Point out to the class that these are words that writers often use to indicate the order, or sequence, of events in a story. Within the story, writers will then elaborate on the actions, feelings or thoughts of the characters and provide details about the events.
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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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First Day, Last Day Friendly Letter
1st Grade - 2nd Grade
Objectives Students will identify the parts of a letter. Students will write a friendly letter. Materials Needed The Jolly Postman by Janet and Allan Ahlberg Letter template Chart paper and marker Preparation: Using the template below, write a letter to yourself on chart paper. Sign your name at the bottom and fold the piece of chart paper in thirds. August ____, _________ Dear ___________________________, I am so excited about teaching _____ grade this year. The students in my class are great! I can’t wait to teach them ______________________________________________________. It is going to be a fantastic year! Sincerely, _________________________ Introduction Read aloud The Jolly Postman. Be sure to read all the hidden letters in the book. Ask students if they have ever written a letter. Who did they write to? What was the occasion? (Was it a thank-you note, an invitation or a friendly letter to a distant relative?)
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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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It’s Time for…
Kindergarten
Objectives Students will identify what time of day certain activities take place. Students will correctly match time to the hour on a digital clock and analog clock. Materials Needed It’s About Time! by Stuart J. Murphy Chart paper/markers or chalkboard/chalk Lakeshore Magnetic Teaching Clock Time match-up card Time match-up game pieces Safety Scissors Introduction Read aloud It’s About Time! by Stuart J. Murphy and explain to students that we do different things at certain times of the day. For example, we might have breakfast at seven o’clock in the morning but get ready for bed at eight o’clock at night.
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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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Comparing and Ordering Fractions
4th Grade
Objective CCSS Math/Number and Operations-Fractions: 4.NF.2 Extend understanding of fraction equivalence and ordering. 2. Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions (e.g., by using a visual fraction model). Materials Needed Pizza Fractions by Jerry Pallotta Chalkboard, whiteboard or document camera Fraction Pizza templates Comparing Fractions practice page and answer sheet Comparing Fractions activity card and recording sheet Comparing Fractions spinners and answer key Paper clips Pencils Pennies or other small objects (to use as game markers) Preparation Before teaching this lesson, you may want to introduce students to the concept of equivalent fractions. (Please visit Equivalent Fraction Activities for a sample lesson.) Introduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.
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Reading for Details
1st Grade - 2nd Grade
Objectives CCSS Reading/Informational Text: Key Ideas and Details (RI.1.1, RI.1.2, RI.2.1, RI.2.2) Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Integration of Knowledge and Ideas (RI.1.7, RI.2.7) Use the illustrations and details in a text to describe its key ideas. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Materials Needed “Animal Homes” reading passage Reading for Details graphic organizer Document camera or whiteboard (optional) “Our Closest Star” reading passage Question frames Scissors Highlighters Introduction Explain to students that as they read about the ways animals build their homes, they can be “reading detectives” who discover the main topic and important details! To do this, they must read carefully, examine the text and pay close attention to illustrations that will help them find the answer to the following important questions: Where? When? How? Why?
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Creating Our Classroom Community
3rd Grade - 5th Grade
Objectives Understanding and appreciating the definitions of respect, peace and community, and giving examples of each concept in the classroom environment Creating classroom rules that emphasize respect for all classmates Working together in small groups to demonstrate and reinforce classroom rules Describing people, places, things and events with relevant details, expressing ideas and feelings clearly Materials Needed Chart paper Marker Slips of paper Introduction Point to the chart paper and ask students to explain each definition in their own words. Then invite other students to share examples of each word in action (e.g., someone showing respect for someone else, peace between different kinds of people, a sense of community in their neighborhood).
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Read & Write About It
3rd Grade - 4th Grade
Objectives CCSS Writing W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.3.2d: Provide a concluding statement or section related to the information or explanation presented. Materials Needed Jackie Robinson reading passage Jackie Robinson Fact Sheet graphic organizer Whiteboard, overhead projector, document camera or interactive whiteboard Informative passages and graphic organizers (“Chocolate Town,” “Praying Mantis” and “Why Can’t You Tickle Yourself?”) Fact cards and writing assignment prompts (“Scientists at Work,” “Natural U.S. Landmarks,” “The Olympic® Games” and “Going West”) Introduction Note: This lesson plan can be completed in more than one day. Explain to students that authors of informative/explanatory texts write to convey specific facts or ideas about a person, topic or event. State that you will read aloud an example of this type of writing using the Jackie Robinson passage. Have students read along with you. As a class, list the key pieces of information to determine the facts that the author wants the reader to know about the topic. Explain that deconstructing a passage in this way helps them become better writers. This process will assist them in thinking about how to use a list of facts to create an interesting paragraph or passage about a given topic.
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Poems for Peace
5th Grade
Objectives Students will listen to an oral reading about the life of Dr. Martin Luther King Jr. Students will identify key words that describe his work and values. Students will create their own poems that promote peace in honor of Martin Luther King Jr.’s birthday. Materials Needed Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport Chart paper or chalkboard Markers or chalk Martin Luther King Jr. poem Peace Poem template Introduction Show students the picture of Martin Luther King Jr. on the front cover of the book and ask them to identify him. Explain that Dr. King’s birthday is celebrated as a national holiday in the United States to honor him and his contribution to society. Read aloud Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport.
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Character Building: Bullying
3rd Grade - 5th Grade
Objectives Students will listen and respond to literature read aloud by the teacher. Students will share interpretations of lessons in a story and learn to apply these lessons to their own lives. Materials Needed A Bad Case of Stripes by David Shannon Chalkboard, sentence strips or interactive whiteboard Notebook paper Introduction Ask students if they have a favorite food that might surprise others, like broccoli, spinach or beets! Invite volunteers to tell the class what this surprising food is. Tell students that you are going to read a story in which the main character has an odd choice for a favorite food. Ask students to pay special attention to what happens to this character, how her classmates react to her, and what she does to solve her problem. Read aloud A Bad Case of Stripes by David Shannon.
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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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"Pot of Coins" Money Counting Lesson
2nd Grade
Objectives Students will identify the name and value of different coins. Students will count the total value of a group of coins and find equivalent coin combinations. Materials Needed The Coin Counting Book by Rozanne Lanczak Williams Coin template or Plastic Coins or Magnetic Coins “Pot of Coins” activity mat Spinner template Paper bag Paper clips Pencils Scissors Before You Begin Print and cut out a set of coin templates for each student or pair of students. (You can also use real coins or a set of pretend coins.) Print the “Pot of Coins” activity mat. You will need one mat for every student in your class. Print the spinner template. You will need one spinner for every three or four students. Introduction Give a set of coins to each student so students can manipulate them throughout the lesson. Or have students work in pairs to enhance understanding. Read aloud The Coin Counting Book. As you read, pause periodically and challenge students to demonstrate the money concepts in the book using their coins.
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Same Story, Different Cultures
1st Grade - 2nd Grade
Objectives CCSS Reading: Literature RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2: Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Materials Needed Any copy of Cinderella A copy of a Cinderella story from another culture, such as Yeh-Shen or The Rough-Face Girl Whiteboard or chart paper “The Tortoise and the Hare” “The Heron and the Hummingbird” Comparing Stories reproducible Introduction Tell students that you are going to read two different stories and then compare them to find similarities and differences. Ask students to pay special attention to the characters, the plot and the lesson that each story teaches.
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Pumpkin Seed Count and Compare
1st Grade - 2nd Grade
Objectives Students will estimate how many seeds are in a pumpkin and compare their estimates to the actual results. Students will count by twos, fives, and tens. Students will use the greater than, less than and equal symbols to compare numbers. Materials Needed How Many Seeds in a Pumpkin? by Margaret McNamara Pumpkin Knife (for teacher use only) Newspaper 3 index cards Comparing Seeds reproducible Preparation: Purchase a pumpkin from a local grocery store or pumpkin patch. Bring it to school, along with a sharp knife and some old newspaper. Spread out the newspaper to protect your workspace. Then cut out the top of the pumpkin. Leave the top on until instructed to remove it during the lesson. Finally, take the index cards and write the greater than symbol on the first card, the less than symbol on the second card, and the equal sign on the third card. Introduction Display the pumpkin and ask students to tell you what’s inside (seeds). Ask students if they can estimate, or guess, how many seeds there are. Write their guesses on the board or on chart paper. Tell students that you are going to read a story about a class that does the same activity that you will do with students today. Ask students to listen for ideas on how to count the pumpkin seeds. Then read aloud How Many Seeds in a Pumpkin? When you have finished reading, ask students to share their observations about the book, including ways to count the pumpkin seeds.
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Teaching Tangrams
2nd Grade
Objectives Students will identify and compare 2-D shapes. Students will understand the difference between congruent and similar shapes. Students will create and extend patterns. Students will combine shapes to create new shapes. Materials Needed Grandfather Tang’s Story: A Tale Told with Tangrams by Ann Tompert Tangrams template or Tangrams Tangram picture-matching cards or Tangram Picture Matching Cards Pattern blocks template or Pattern Blocks “Shapes Gallery” activity mat Scissors Paper & pencils Preparation: Print and copy the tangrams template, tangram picture-matching cards, pattern blocks template and “Shapes Gallery” activity mat. You will need one copy of each for each student. You can cut out the tangram shapes and pattern blocks in advance, or have students cut them out during the lesson. (You also can use the Pattern Blocks, Tangrams and Tangram Picture Matching Cards for this lesson.) Introduction Read aloud Grandfather Tang’s Story: A Tale Told with Tangrams. Show students the seven tangram shapes (two small triangles, two large triangles, one medium triangle, one square and one parallelogram). Tell students that tangrams originated in China. The story introduced only a few of the many shapes and figures that can be made with tangrams.
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Playing with Push and Pull
1st Grade - 2nd Grade
Objectives Students will define force as the push or pull on an object. Students will identify whether the force being exerted on an object is pushing or pulling. Students will understand and demonstrate that an object at rest tends to stay at rest. Materials Needed Small washers or coins Strip of paper Chart paper Playground equipment Masking tape Variety of small objects (e.g., pencils, pennies, balls, toy cars, etc.) Measuring tape Push/Pull recording sheet Introduction Place a stack of three or four washers or coins on top of a strip of paper on a table or flat desktop surface, making sure that most of the paper is hanging off the surface. Ask students to predict what will happen if you quickly pull the strip of paper off the table. After they have made their guesses, grab the paper and swiftly pull it out from under the washers or coins in a downward motion. (The objects should stay on the table.) Explain how the coins or washers resisted movement even though the paper below them was moved away.
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Long Vowel Combinations
1st Grade - 2nd Grade
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.
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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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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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What’s My Shape
Pre-K - Kindergarten
Objectives Students will identify shapes and their names. Students will identify the shapes of common objects. Materials Needed Mouse Shapes by Ellen Stoll Walsh Shape templates Construction Paper - 9" x 12" (variety of colors) “What’s My Shape?” reproducible Chart paper Scissors Marker glue Preparation: Print the shape templates and photocopy them onto different colors of construction paper. You will need one set of shapes for each student and an extra set for the lesson. Have an adult volunteer help you cut out the shapes. Introduction Read Mouse Shapes by Ellen Stoll Walsh. After you have read the story, ask students to name the shapes that the mice find in the story (square, triangle, rectangle, circle, oval and diamond). Explain to students that there is a mathematical name for the diamond. It is called a rhombus. List the shapes on chart paper, and then add “heart” and “star.” Tell students that they are going to learn about these shapes.
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Different Types of Nouns
1st Grade
Objectives CCSS Language L.1.1.B: Use common, proper, and possessive nouns. L.1.2.A: Capitalize dates and names of people. L.2.2.A: Capitalize holidays, product names, and geographic names. Materials Needed Whiteboard or chart paper Blank writing paper Noun sorting mat and answer key Noun list Scissors Glue Pencils Introduction Write the following two sentences on the board or chart paper: The girl walked her dog. Lucy walked her dog Rufus. Ask students, “What is the difference between these two sentences?” Allow them to give various answers (one is more specific than the other, one uses names, etc.). Explain that nouns can be either common nouns (people, places, things or ideas) or proper nouns (the names of specific people, places, things or ideas), and that we typically capitalize proper nouns. That’s why the names “Lucy” and “Rufus” are capitalized.
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Money Mania
2nd Grade
Objective CCSS Math/Measurement and Data: 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Materials Needed The Coin Counting Book by Rozanne Lanczak Williams or The Penny Pot by Stuart J. Murphy Coin counting chart Money problem-solving cards and mat Money problem-solving answer key Plastic coins (pennies, nickels, dimes and quarters) and dollar bills, or paper coins and dollar bills Race to the Bank spinner game mats Paper Pencils and paper clips Introduction Give pairs or small groups (three or four) of students coins with at least 25 pennies, 20 nickels, 15 dimes and four quarters to use as manipulatives. Read aloud The Coin Counting Book by Rozanne Lanczak Williams or The Penny Pot by Stuart J. Murphy, pausing to encourage students to count out the appropriate coins in the book and add them together as you read.
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Peppermint Parts: A Fraction Lesson
2nd Grade
Objective Students will explore beginning fractions by dividing a whole into two equal parts, three equal parts and four equal parts. Materials Needed Sheila Rae’s Peppermint Stick by Kevin Henkes Peppermint Stick Fraction Bars reproducible Construction Paper - 9" x 12" (red and white) Scissors Glue Sticks Red and black markers or crayons Peppermint sticks (optional) Preparation: Print out a copy of the Peppermint Stick Fraction Bars reproducible onto white construction paper (or printer paper) for each student. Introduction Ask the class to think about ways to divide an object into two equal parts, or halves. As you read aloud Sheila Rae’s Peppermint Stick by Kevin Henkes, prompt students to listen for the solution that Sheila Rae uses to solve her problem.
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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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The Sea and Me: A Measurement Lesson
3rd Grade
Objective Students will use measurement skills to compare the relative size of sea animals. Materials Needed Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells Adding machine paper roll Tape measure 6 rocks (as paperweights) Butcher paper sheets (large enough for students to lie down on) “The Sea and Me” Record Sheet Rulers Pencils Scissors Preparation: Cut a strip of adding machine paper to match the average length of each sea animal below: Blue Whale: 94 ft. Orca: 32 ft. Bottlenose Dolphin: 12 ft. Label each strip with the name of the animal. (Do not write the length of the animal on the strip.) Introduction Tell students that they are going to learn about measurement and relative size. Then read Is a Blue Whale the Biggest Thing There Is? by Robert E. Wells. After you have finished the book, ask students to share examples of relative size that are given in the book (e.g., a blue whale is big compared to other animals but small compared to Mount Everest). Finally, tell students that they are going to compare the sizes of three sea animals. Then they will compare their own size to the three animals.
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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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Umbrella Color Patterns
Pre-K - Kindergarten
Objective Identifying and creating three-color patterns Materials Needed Book about umbrellas or rainy weather (such as Who Likes Rain? by Wong Herbert Yee, Ella’s Umbrellas by Jennifer Lloyd, or The Umbrella Day by Nancy Evans Cooney) Umbrella poster reproducible Umbrella pattern strips Construction Paper - 9" x 12" (blue, green and yellow) Crayons Scissors Preparation Photocopy the umbrella poster reproducible onto the 9" x 12" construction paper, or photocopy it on white paper and color each umbrella. You will need four posters in each color (blue, green and yellow), for a total of 12 posters. Introduction Gather your students and read the book about umbrellas or rainy weather aloud.
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Making Sense of Multiplication
3rd Grade - 4th Grade
Objective Generating a number or shape pattern that follows a given rule Identifying arithmetic patterns and explaining them using properties of operations Materials Needed Anno’s Magic Seeds by Mitsumasa Anno Chart paper or document camera Paper and pencils Perplexing Patterns reproducible and answer key 3-In-A-Row! multiplication cards Two different-colored highlighters for each pair of students in your class Paper clips Introduction Begin reading aloud Anno’s Magic Seeds by Mitsumasa Anno. (You may want to preread the story and place a sticky note on the specific pages the lesson highlights.) When you reach the part in the story where Jack decides to bury two seeds in the ground instead of only one, pause and ask students to predict what might happen the following fall. How many seeds do they think the buried seeds will produce? Ask them to explain why. Then continue reading to find out the answer. Continue reading the story, asking for predictions for the next year and then comparing the students’ predictions to the results in the story.
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Dr. Seuss Graphing Fun
Kindergarten
Objectives Reading Literature Retelling familiar stories, including key details Listening to oral readings of a variety of Dr. Seuss books Identifying a favorite Dr. Seuss book and explaining why Measurement & Data Making a class bar graph to show favorite Dr. Seuss books Materials Needed 3 or 4 books by Dr. Seuss Chart paper Top hat template “My Favorite Dr. Seuss Book” reproducible Markers or crayons Safety Scissors Tape Preparation Display a sheet of chart paper horizontally. At the top, write “Our Favorite Dr. Seuss Books.” Photocopy the covers of the books you plan to read to your class. Then tape the copies in a column along the left-hand side of the chart paper. During the lesson, students will complete the graph by placing their name next to their favorite book.
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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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Pilgrim Patterns
Pre-K - Kindergarten
Objective Students will identify and make repeating patterns. Materials Needed The Pilgrims’ First Thanksgiving by Ann McGovern Pilgrim templates Mayflower template Construction Paper - 12" x 18" (brown, blue and white) Help-Yourself Glue Tubes Safety Scissors Markers or crayons Preparation: Print out the Pilgrim templates on white paper. Each child will need a page of boy templates and a page of girl templates. Reproduce the Mayflower template onto brown construction paper. Make one copy for each student. Introduction Read aloud The Pilgrims’ First Thanksgiving by Ann McGovern. Lead students in a brief discussion about how it might have felt to be a Pilgrim child on the Mayflower. What would they be excited about? What would they be sad about?
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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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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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Good Citizenship
Pre-K - 1st Grade
Objectives Understand that being a good citizen involves acting in certain ways. Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore. Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions. Materials Needed John, Paul, George and Ben by Lane Smith Whiteboard or chart paper Good Citizenship reproducible Crayons and pencils Introduction Ask students if they have any ideas about what it means to be a good citizen at school or in your community. Write students’ suggestions on a whiteboard or chart paper and guide students toward understanding that good citizenship is demonstrated through our actions toward other people and our environment. Give a short explanation of different character traits such as honesty, responsibility, respect, courage, determination, trustworthiness and so on. Have students match a couple of these words to the examples they gave of good citizenship.
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The Heart of a Story: Characters, Setting and Events
1st Grade - 2nd Grade
Objectives Using illustrations and details in a story to describe its characters, setting or events Using information from illustrations and words to demonstrate understanding of characters, setting or plot Materials Needed Nate the Great and the Mushy Valentine by Marjorie Weinman Sharmat Story Elements chart Chart paper, chalkboard or document camera Marker or chalk Story Elements spinner Story Elements story and questions Pencils Paper clips Introduction Read aloud Nate the Great and the Mushy Valentine by Marjorie Weinman Sharmat.
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Racing for Fractions
3rd Grade
Objectives CCSS Math: Number & Operations—Fractions 3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.3.C: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Materials Needed Whiteboard or chart paper Racing for Fractions worksheet and answer key Introduction Write the following story on the board or chart paper, or tell it aloud: Three friends were running a race. Jack ran 1/3 of a mile, Sue ran 1/2 of a mile and Tam ran 1/4 of a mile. Who ran the farthest?
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Cause and Effect
3rd Grade - 4th Grade
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
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Chinese New Year Celebration
Pre-K - 1st Grade
Objectives Students will listen to an oral reading of a nonfiction story about Chinese New Year. Students will recall and identify customs and traditions associated with this holiday. Students will create and use a dragon puppet to celebrate Chinese New Year. Materials Needed Dragon Dance: A Chinese New Year Lift-The-Flap Book by Joan Holub Dragon puppet template Chart paper Marker Red construction paper (cut into 12" x 2" strips) Glue Crayons Glitter (optional) Chopsticks (two per student) Curling ribbon Tape Scissors Introduction Read aloud Dragon Dance: A Chinese New Year Lift-the-Flap Book by Joan Holub. As you read, invite student volunteers to take turns lifting the flaps on each page. Discuss with students what is found beneath each flap.
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Bear-y Fun Button Sorting
Pre-K - Kindergarten
Objective Students will sort buttons by color, shape and size. Materials Needed Corduroy by Don Freeman Bear sorting mat Collage Buttons (or your own assortment of buttons) Glue Construction Paper - 9" x 12" Sorting by Season reproducibles File folder Resealable plastic bag Tape (or paper clips) Preparation: Print the bear sorting mat. Decide how you would like students to practice sorting: by color, shape or size. Label the three columns accordingly. For example, if you'd like students to sort by shape, you can label the columns ”square,” ”triangle” and ”circle.” Make a copy of the mat for each student or pair of students in your class. Introduction Read aloud Corduroy by Don Freeman. Discuss Corduroy’s search for his lost button.
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Counting Leaves Match-Ups
Pre-K - Kindergarten
Objectives When counting objects, saying the number names, pairing each object with only one number name and each number name with only one object Writing numbers 0–20; representing objects with a written numeral 0–20 Materials Needed We’re Going on a Leaf Hunt by Steve Metzger Paper bags (one for each child) 12" x 18" Construction Paper Tape Hole punch Yarn or string Counting Leaves Match-Up Game Introduction Read We’re Going on a Leaf Hunt by Steve Metzger. As you read, ask volunteers to point out the different colors and shapes of the leaves.
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Funny Fish: Comparing Two Objects
Kindergarten
Objective CCSS Math: Measurement & Data K.MD.A.2: Directly compare two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute, and describe the difference. Materials Needed Chart paper Funny Fish illustrations Shorter/Longer sorting mat Safety Scissors Lakeshore Glue Sticks Introduction Explain to students that when we compare two objects, we use special comparison words to describe how they relate to one another (such as smaller/bigger, shorter/taller, shorter/longer, lighter/heavier and so on). Write each comparison word on chart paper, accompanied by a simple illustration.
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Hooray for Earth Day!
1st Grade
Objectives Recognizing how their actions affect our environment Identifying positive steps they can take to protect our planet Materials Needed Earth Day—Hooray! by Stuart J. Murphy Chart paper Best-Buy Markers White Posterboard Stapler Earth Day book pages Before You Begin Copy, fold and preassemble a set of Earth Day book pages for each student. Staple each book together. Introduction Read Earth Day—Hooray! by Stuart J. Murphy. Ask children to help you think of ways to protect our planet and keep it healthy. Write their conservation ideas on chart paper.
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Comparing Whole Numbers
4th Grade
Objective CCSS Math: Number & Operations in Base Ten 4.NBT.A.2: Read and write multi-digit whole numbers using base ten numerals, number names and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Materials Needed Interactive whiteboard or chalkboard Large number cards Cardstock or Construction Paper - 9" x 12" (optional) Place value charts Preparation Make two sets of the number cards. (For durability, you may want to mount them onto sturdy construction paper or cardstock and laminate them.) Introduction Display the following symbols on an interactive whiteboard or chalkboard: > Invite students to discuss what each symbol means (greater than, less than and equal to). Remind students that these symbols are used when comparing two numbers to determine which is larger (greater than) or smaller (less than) or if they are equal.
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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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Equivalent Fraction Activities
3rd Grade
Objectives Number & Operations - Fractions Understanding fractions as equivalent if they are the same size or same point on a number line Recognizing and generating equivalent fractions, and explaining why the fractions are equivalent using a visual model Materials Needed Whiteboard Fraction pizzas reproducibles Fraction bars reproducible Crayons Chart paper “Fraction Contraption” game mats “Fraction Contraption” game pieces Spinner template Pencils Paper clips Scissors Tape Introduction On the board, write: 5 dimes are equivalent to 2 quarters. 3 + 5 is equivalent to 5 + 3. 1/2 is equivalent to 50%. Read the sentences aloud. Then ask students to discuss what they think the term “equivalent” means.
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Beginning, Middle and End
Pre-K - Kindergarten
Objectives Students will identify the beginning, middle and end of a story. Students will recall events of a story in the correct order. Materials Needed The book The Rainbow Fish by Marcus Pfister Chart paper and marker (or chalkboard and chalk) Construction Paper (12" x 18") Scissors Crayons Aluminum Foil Glue The Rainbow Fish Reproducible Introduction Ask students to raise their hands if they like it when their friends share things with them. Then ask them to raise their hands if they have ever owned something so special that they didn’t want to share it with others. Invite a few volunteers to talk about their prized possession. Finally, ask students, “How do you think your friends would feel if you never shared with them?” and, “How do you think you would feel if your friends didn?t share with you?” Tell students that you are going to read a book called The Rainbow Fish. Explain how the Rainbow Fish in the story has something special that he is not sure he wants to share. Invite students to pay close attention to the sequence of events in the story as you read it aloud. Ask them to think about what happens in the beginning, in the middle and at the end of the story.
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Beginning Sound Presents
Pre-K - Kindergarten
Objectives Students will identify letters A to Z. Students will identify beginning sounds and match them to the corresponding letters. Materials Needed 26 small boxes and holiday wrapping paper (or holiday gift bags)* Beginning Sounds Letter Cards Beginning Sounds Picture Cards Tape Scissors *Try to include wrapping paper or bags that represent Christmas, Hanukkah, and Kwanzaa. Preparation. Have parent volunteers wrap the lid and base of each box separately. (For younger students, you may choose to focus on 3 or 4 letters instead of the whole alphabet. Simply have volunteers prepare the number of boxes that you need.) Download, print, and cut apart the Beginning Sounds Letter Cards and Beginning Sounds Picture Cards. Tape each letter card to the outside of a different box. In several of the boxes, place a small classroom object that starts with that letter. For example, place scissors in the “S” box, a pencil or bottle of paint in the “P” box, and a small book in the “B” box.
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Action-Packed Action Words
1st Grade
Objectives Students will identify action verbs. Students will list action verbs that begin with each letter of the alphabet. Materials Needed Ten Naughty Little Monkeys by Suzanne Williams Ten Naughty Little Monkeys Word Cards Pocket chart Chart paper Marker Construction paper Markers or crayons Scissors Preparation: Print and cut apart the Ten Naughty Little Monkeys word cards and have them ready to place in a pocket chart. Introduction Ask students to raise their hands if they have ever heard the rhyme “Five Little Monkeys.” Remind students that the rhyme counts down from five monkeys to zero monkeys. Invite students to chant the rhyme with you: Five little monkeys jumping on the bed, One fell off and bumped his head. Mama called the doctor, and the doctor said, “No more monkeys jumping on the bed!” Continue until you have chanted all six verses.
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Counting Hearts
Pre-K - Kindergarten
Objective CCSS Math/Counting and Cardinality (K.CC.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 One Heart: A Valentine Counting Book by Maryann Cocca-Leffler Conversation candy hearts or paper hearts page Chart paper, whiteboard or document camera Conversation heart mat Number cards Zip-close plastic bags Candy jar mats and candy pieces Best-Buy Crayons Counting Hearts reproducible Fiskars Classroom Scissors Introduction Read aloud One Heart: A Valentine Counting Book by Maryann Cocca-Leffler. As you read, pause and ask students to help you count the hearts on each page.
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Reduce, Reuse, Recycle!
4th Grade
Objectives Students will match ecology vocabulary words to their corresponding definitions. Students will actively research ecology terms and demonstrate hands-on understanding of a variety of environmental issues that impact their community. Materials Needed Earth Book for Kids by Linda Schwartz Ecology Word and Meaning cards Pocket chart or bulletin board Scissors Pencils Reduce, Reuse, Recycle! graphic organizer Before You Begin Copy and cut out a set of Ecology Word and Meaning cards for each student. Make several copies of the Reduce, Reuse, Recycle! graphic organizer. Introduction As an introduction to Earth Day, read aloud Earth Book for Kids by Linda Schwartz.
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Shape Study
Kindergarten
Objectives CCSS Math/Geometry: K.G.1, K.G.2, K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres). Describe objects in the environment using the names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Materials Needed Mouse Shapes by Ellen Stoll Walsh Shape Hunt recording sheets Document camera or whiteboard (optional) Safety Scissors Lakeshore Jumbo Glue Sticks Shapes template Construction Paper (white and a variety of colors) 3-D Geometric Shapes Tub Attribute Blocks Shape & picture cards Shape sorting mat Zip-close plastic bags Pencils Preparation Print out several copies of the shapes template onto different colors of construction paper. (You may also want to cut out the shapes ahead of time for younger students.) Print out copies (either double-sided or on separate sheets) of the Shape Hunt recording sheets for each student. Introduction Read aloud Mouse Shapes by Ellen Stoll Walsh. Ask students to describe what the mice in the story did with the shapes. Have students point back to the story for examples of shapes used to make the objects that the mice hid from the cat.
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What Makes a Shadow?
1st Grade
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?
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Colorful Discoveries
Pre-K
Objectives Identifying red, yellow and blue as primary colors Understanding and demonstrating how primary colors combine to create secondary colors Materials Needed Mouse Paint by Ellen Stoll Walsh Big Bubbles solution Lakeshore Big Bubbles Kit Several trays or containers (for the bubble solution) Red, yellow and blue food coloring Unruled Chart Tablet or White Butcher Paper Roll Introduction Read aloud Mouse Paint by Ellen Stoll Walsh.
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New Year’s Resolution
1st Grade
Objectives Reading Literature Asking and answering questions about key details in a text Language Producing and expanding complete simple and compound declarative, interrogative, imperative, and exclamatory sentences Defining “New Year’s resolution” and helping to make appropriate class resolutions Writing Creating individual New Year’s resolutions Materials Needed Squirrel’s New Year’s Resolution by Pat Miller Chart paper or whiteboard New Year’s Resolution reproducible Tagboard Self-adhesive magnetic strips Safety Scissors Crayons or markers Glue Introduction Ask students to raise their hands if they have heard of making a New Year’s resolution. Invite them to share what they think a resolution is. Explain that you are going to read aloud a make-believe story about a squirrel who makes a New Year’s resolution. Ask students to pay special attention to the story to find out what a resolution is and why people might make them at the beginning of each year.
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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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Close Reading and Text Features
3rd Grade - 4th Grade
Objectives CCSS Reading: Informational Text RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Materials Needed “Three Cheers for Engineers!” reading passage Paper and pencils Introduction Provide students with a copy of the “Three Cheers for Engineers!” reading passage. Tell students, “Today we are going to read a passage titled, “Three Cheers for Engineers!” One practice of good readers is that they pay close attention to the text. As we read, I want you to think about the meaning of the text, the words that are used and other features on the page that are used to help interpret the text.”
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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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Exploring Nonfiction Text
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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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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Snowman Stories
1st Grade
Objectives Students will narrate events of a story based on illustrations. Students will write an imaginative story about a friendship with a snowman. Materials Needed The Snowman by Raymond Briggs Snowman Writing Frame Construction Paper - 9" x 12" (blue) Scissors Glue Introduction Ask students if they have ever made a snowman. (For students in warmer climates, ask if they have seen pictures of snowmen or if they have seen a snowman on vacation.) Have volunteers describe the snowmen they have made or seen. Ask questions to encourage creative and imaginative thinking, such as, “Would you be surprised if you made a snowman that came to life and wanted to play with you? What would you do with the snowman? What would you want to show the snowman? What might the snowman be curious about?”
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Story Sequencing
Pre-K
Objective CCSS Reading: Literature RL.K.2: With prompting and support, retell familiar stories, including key details. Materials Needed A copy of The Three Little Pigs Story sequence cards for The Three Little Pigs A copy of any other familiar read-aloud Story Sequence reproducible Lakeshore Standard Crayon Packs Chart paper Introduction Read aloud The Three Little Pigs.
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Reading Strategies: Asking Questions
3rd Grade - 4th Grade
Objectives Reading Informational Text Asking and answering questions to demonstrate understanding of a text, referring to the text as the basis for the answers Referring to details and examples in a text when explaining what the text says and when drawing inferences from it Materials Needed “Shooting to Win” reading passage “Ask Questions” graphic organizer Projector or document camera (optional) Introduction Tell students that good readers ask questions as they read. Explain that this helps readers interact with the text and process new information—so they understand what they are reading. Students can practice using this strategy to become better readers!
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Vocabulary Building: Animal Alliteration
3rd Grade - 4th Grade
Objectives Students will identify alliteration as a literary tool. Students will build their vocabulary by listing descriptive words that begin with each letter of the alphabet. Materials Needed Animalia by Graeme Base “Alphabet Alliteration” pre-writing sheet Construction paper Markers or crayons Dictionaries Introduction Introduce students to the concept of alliteration by realing aloud Animalia by Graeme Base. Ask, “What did you notice about the animal names and the words that the author is using to describe them?” (The words begin with the same letter.) Explain that this is called alliteration. Tell students that alliteration is a literary tool that writers use to add emphasis to words or create a certain mood or rhythm in their writing.
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The Lion and the Mouse
1st Grade - 2nd Grade
Objectives CCSS Reading: Literature RL.2.1: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. RL.2.2: Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson or moral. Materials Needed “The Lion and the Mouse” fable Highlighters Construction Paper - 9" x 12" Safety Scissors Best-Buy Crayons Lakeshore Glue Sticks or Best-Buy School Glue Lion and mouse cutouts Introduction Read aloud “The Lion and the Mouse” fable.
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Place Value Riddles
2nd Grade
Objectives CCSS Math: Number & Operations in Base Ten 2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. 2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Materials Needed Whiteboard or chart paper Base 10 blocks (optional) Place Value Math Riddles reproducible and answer key Introduction Tell students you are going to write a number riddle and ask them to solve it. Try these riddles: “I am 200 + 30 + 6. What number am I?” (236) “I have 5 hundreds, 7 tens and 9 ones. What number am I?” (579) “I am 400 + 8. What number am I?” (408) “I have 3 tens, 4 hundreds and 1 one. What number am I?” (431) Note: Point out that the last two riddles were a bit tricky since one number didn’t have any tens, and the other one named the number of tens before naming the number of hundreds!
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Summarizing a Story
4th Grade
Objectives Students will listen to or read a story. Students will summarize the story in writing, using sequencing words in their summaries. Materials Needed “Found!” reading passage “First Snow” reading passage “Summarize a Story” reproducible Introduction Provide a copy of the “Found!” reading passage to each student. Display the passage on a projector or chart paper. Read the passage aloud and encourage students to read along with you. Tell students that you are going to demonstrate how to summarize the passage. Explain that you will break it down into three parts, describing what happens at the beginning, middle, and end. As you summarize aloud, underline important parts of the story and have students help you determine which events happen first, next, and last. For example, underline the first three sentences and say, “Robby found a wallet full of money that he could use to buy lots of things he wanted. Can anyone point to the sentence that tells what happens next?” (Answer: Suddenly, Robby saw that the wallet had a driver’s license in it with someone’s name and address.) Underline this sentence and offer a short summary, such as, “Robby found out whom the wallet and money belonged to.” Then ask, “In which sentence can we read about what Robby does at the end of the story?” (Answer: Robby wanted to be a good citizen, so he decided to return the wallet and the money.) Draw a line under the last sentence and say, “Robby decides to return the wallet to its owner.” Go over the three parts again so that the summary is very clear: “First, Robby found a wallet with money in it that he wanted to spend. Next, he found a name and address in the wallet. Last, Robby decides to return the wallet and money to its owner.” Invite students to ask questions about the process as you check for understanding.
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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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Alphabet Name Game
Pre-K - Kindergarten
Objectives Students will identify the letters of the alphabet. Students will understand that letters are combined to form words. Students will spell their own names. Materials Needed Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault Large magnetic whiteboard Magnetic Letters Coconut Tree template Construction Paper - 9" x 12" (green, brown and white) Safety Scissors Help-Yourself Glue Tubes Alphabet stickers or alphabet stamps and ink Preparation: Draw large coconut trees on a magnetic whiteboard. Place magnetic letters on the board as though they are hanging from the palm fronds. Put the letters in alphabetical order. Introduction Read Chicka Chicka Boom Boom to your class. After reading, ask children, “What did you notice about the order of the letters in the story?” (The letters are in ABC order.) Then invite students to recite the alphabet as you point to each letter on the board.
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Food Webs
5th Grade
Objectives
- Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
- Explain the difference between a food chain and a food web, as well as how food webs work in an ecosystem.
Gumdrop Geometry
4th Grade
Objectives Students will identify geometry terms and correctly match them to corresponding figures. Students will build and identify angles, 2-D shapes and 3-D shapes. Materials Needed Geometry Match-Up Cards Geometric Figure Building Cards Recording sheet reproducible and answer key Toothpicks Gumdrops Paper plates Scissors Tape Pencils Preparation: Print and cut apart the Geometry Match-Up Cards. Put a loop of tape on the back of each card. Display the cards on the classroom board (or use a document camera), grouping the word cards on one side and the picture cards on the other side. Print a copy of the recording sheet reproducible for each student.
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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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Literal vs. Nonliteral Meanings
3rd Grade - 4th Grade
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.
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Character Study and Story Elements Comparison
3rd Grade - 4th Grade
Objectives CCSS Reading/Literature & Writing RL.3.9: Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. Materials Needed Lilly’s Purple Plastic Purse by Kevin Henkes Lilly’s Big Day by Kevin Henkes Character Analysis chart Story Elements chart Paper and pencils Introduction Read aloud Lilly’s Purple Plastic Purse and Lilly’s Big Day by Kevin Henkes. Encourage students to discuss Lilly’s character traits in both stories, and have them help you fill in the Character Analysis chart.
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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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Black History Hall of Fame
3rd Grade - 5th Grade
Objectives Reading and listening to a story about Harriet Tubman and her contributions to American history Researching and identifying an African American hero’s achievements and presenting this information to the class orally and in writing Materials Needed “A Woman Called Moses” Readers’ Theater Script “A Woman Called Moses” comprehension questions Chart paper (optional) Markers “Hall of Fame” frame Scissors Preparation Make a copy of the “A Woman Called Moses” Readers’ Theater Script for each student. Introduction Remind students that February is Black History Month, which celebrates the many positive contributions of African Americans throughout history. Tell students that you would like to share a story of one such person, Harriet Tubman.
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Butterfly Life Cycle
Pre-K
Objective Students will identify and describe the stages of the butterfly life cycle. Materials Needed The Very Hungry Caterpillar by Eric Carle Life Cycle Wheel template Crayons Scissors Brass fasteners Life Cycle of the Butterfly sequencing strip Life Cycle Picture Cards Number Spinner Paper clips Pencils Introduction Read The Very Hungry Caterpillar by Eric Carle. Explain to students that they can see the life cycle of a butterfly in the story. Turn back to the beginning of the book and point to the pictures that show each stage—egg, caterpillar, cocoon and butterfly. Explain to students that a butterfly cocoon is called a chrysalis.
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Bushels of Sight-Word Fun
Kindergarten - 1st Grade
Objectives Recognizing and reading grade-appropriate irregularly spelled words Decoding regularly spelled one-syllable words Materials Needed Apple sight-word cards Construction Paper - 9" x 12" (red) Basket or bin Scissors Introduction List the sight-words on the board. Tell students you are going to practice recognizing sight-words. Have them repeat each word aloud as you point to it.
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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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100th Day Activity
Kindergarten
Objectives Students will be able to estimate quantities to 100. Students will be able to count to 100 with one-to-one correspondence. Students will be able to demonstrate that ten groups of ten equal 100. Materials Needed Transparent jar of 100 jelly beans (or other small treats such as marshmallows, chocolate-coated candies, or sour candies) Hundreds Chart Reproducible Crayons (ten colors for each student) String Colored O’s cereal Introduction Show students a jar of 100 jelly beans. Ask them to guess how many jelly beans are in the jar. You may want to prompt them to think about how reasonable their guesses are by asking: Are there more than two jelly beans? Are there more than 10 jelly beans? Estimate how many jelly beans you think there might be. Have volunteers call out their guesses. Record their guesses on chart paper.
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Equation Match-Ups
5th Grade
Objectives
- Work with variables and expressions.
- Understand how to solve simple problems.
- Write equations to solve word problems.
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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Rhyme Time: Word Families Lesson
1st Grade - 2nd Grade
Objectives Reading: Foundational Skills Orally producing single-syllable words by blending sounds, including consonant blends Decoding regularly spelled one-syllable words Knowing spelling-sound correspondences for additional common vowel teams Materials Needed Hop on Pop by Dr. Seuss Word-building cards and answer key “Wonderful Word Families” reproducible Pocket chart Chart paper or whiteboard Scissors Marker Preparation Print the word-building cards and answer key. Cut out the title, word family and onset cards.
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Wild About Word Problems
1st Grade - 2nd Grade
Objectives CCSS Math/Operations and Algebraic Thinking: 1.OA.1, 1.OA.2 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and situations with a symbol for the unknown number to represent the problem. Materials Needed Animals on Board by Stuart J. Murphy Wild Animal Counters or other animal manipulatives Animal Story Problems and answer key Create-Your-Own Animal Story Problems Easel, document camera, chart paper, chalkboard or whiteboard [to display problems] Introduction Read aloud Animals on Board by Stuart J. Murphy. As you read, encourage students to help you solve the word problems that are presented in the story. Then point out how the problems are represented in numeric form to show the sum. For example, you might say, “There were three tigers. Along came two more. 3 + 2 = how many?”
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Bundles of Tens: Place Value Lesson
1st Grade - 2nd Grade
Objective CCSS Math/Number and Operations in Base 10/Understand Place Value: 1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a “ten.” The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). Materials Needed A Fair Bear Share by Stuart J. Murphy Double-Sided Counters Colored Craft Sticks Craft Sticks (plain) Bundles of 10 recording sheet Place Value Match-Up cards Document camera or chart paper Rubber bands Best-Buy Scissors Introduction Read aloud A Fair Bear Share by Stuart J. Murphy. Pause to point out how the bears count nuts, seeds and berries by putting them in groups of tens with the “extras,” or ones, left over. As you point out the bears’ process, model the way they group nuts, seeds and berries: Use double-sided counters on a document camera or chart to show how the bundling of tens and ones takes place. (For example, on page 13, show how the first cub has 21—two piles of 10 with 1 left over.)
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