Day 1

Whats
the
Matter

Day 2
FlacorIce

Day 3
Math

Day 4/5
Writing

Day 6/7
Langua
ge Arts

Objectiv
es

The
students
will begin
to
recognize
the
different
properties
of the three
states of
matter
(solid,
liquid and
gas) by
observatio
n and
exploration
with
materials.

The
students
will be able
to examine
objects in
order to
recognize
and
understand
how matter
changes
from statestate.

Students will
be able to
read and
create Venn
Diagrams
using given
data.

Given a
story,
students
will be
able to
identify
the
characters
and
setting
and how
the two fit
together.

Standar
ds

1.2:
Characteriz
e materials
as solid or
liquid,
investigate
their
properties,
record
observatio
ns and

2.1.3
Predict and
experiment
with
methods
(e.g.
sieving,
evaporatio
n) to
separate
solids and

PS.4:
Model
with
Mathe
matic
s
PS.7:
Look
for
and
make

Usin
g
stud
ent
gath
ered
data
,
stud
ents
will
crea
te
Venn
Diag
rams
to
dem
onst
rate
the
Unit
The
me.
-Given a
writing
prompt,
students
will use
their Venn
Diagrams
to write
two-three
sentences.
2.W.4.
Apply the
writing
process toGenerate a
draft by
developing
, selecting
and
organizing
ideas

Lesson

2.RL.4.1:
Use
informatio
n gained
from
illustration
s and
words in a
print or
digital text
to

Material
s

explain the
choices to
others
based on
evidence
(i.e.,
physical
properties)

liquids
based on
their
physical
properties.

Bag with
magnetic
pictures,
dry erase
markers,
writing
utensil and
paper,
worksheet
for
stations,
variety of
different
containers
filled with
water, solid
objects for
students to
explore,
balloons,
projector
for timer,
worksheet,
questions
on a
notecard
for teacher,
large postit note,
markers

Class set of
flavor-ice,
one frozen
one liquid
(for
demonstrat
ion),
science
notebooks,
stopwatch,
an ice cube
for each
student,
class
computers,
fill in notes
to glue in
science
notebook,
Bartholome
w and the
Oobleck
(Book), premade
Oobleck in
ziplock
bag,,

use of
struct
ure.
2.DA.1:
Draw a
picture
graph and a
bar graph to
represent
data set
with up to
four choices.
Duct tape,
dry erase
board/marke
rs, 3
different
colored
post-it
notes,
PowerPoint/
projector,
Saxon math
worksheet,

relevant to
topic,
purpose
and genre.

demonstra
te
understan
ding of its
characters
, setting
or plot

Writing
utensils,
Two Good
Friends by
Judy
Delton,
Large
sticky note

Giraffes
Cant
Dance by
Giles
Andreae,
dry erase
markers,
playdough
, wikki
sticks,
scrabble
pieces,
spelling
list, ipad,
word
search
sheets, AR
book,
blank
sheet of
paper,
writing
utensils,
IPad (take
test), 5Special
Animal
Helpers
by Lisa
Fields,
picture of
Chicago/In
diana,
Country
Mouse
and City
Mouse by
Megan

Body/Ac
tivities

The
teacher will
introduce
the lesson
topic by
organizing
pictures
into three
different
columns
and having
students
guess my
pattern.
Students
will be
grouped
into
stations to
explore the
three
component
s of matter
(solid,
liquid, gas).
Students
will
observe,
hypothesis
and
experiment
to develop
an
understand
ing.

The
teacher will
introduce
the lesson
topic by
showing
the class
the two
different
states of
matter.
Students
will form a
hypothesis
about
matter
changes
states.
Students
will explore
this topic
through
discovery
in stations.
Students
will
experiment
melting ice
cubes,
explore
website
games, and
participate
in a read
aloud.

The teacher
will show
students
that not all
information
can be
organized
into a bar
graph in
order to
introduce
Venn
Diagrams.
To enforce
this,
students will
take a class
poll of
whether
they like
apples or
bananas
and
depending
or both.
That
information
will be
shown using
a venn
diagram.
Teacher will
ask
questions
based off of
graph and
provide
students
with
practice
problems.

The
teacher
will
introduce
the lesson
by asking
students
what they
remember
from the
day before
about Venn
Diagrams.
The
teacher
will model
how to use
a Venn
Diagram
as a
prewriting
strategy by
comparing
and
contrasting
two
characters
from the
story Two
Good
Friends.
Students
will then
develop
their own
source of
data to
sort into a
Venn
Diagram
by asking
and
answering
questions
with a
partner.
Students

Howard,
picture of
my dogs
The
teacher
will begin
the
literacy
lesson by
reading
aloud
Giraffes
Cant
Dance by
Giles
Andrea.
Students
will
discuss
how the
Giraffe is
different
. From this
topic,
teacher
will lead a
discussion
about how
each
lesson in
the Unit
has tied
into the
reoccurrin
g theme
Daring to
be
different.
The focus
will then
change to
a minilesson on
finding
character
and
setting in
a story in
order to
prepare

will use
their Venn
Diagrams
to create a
short
paragraph
of the
similarities
and
differences
between
themselve
s and their
partner.
Students
will share
their work.

for the
guided
reading
station.
Students
will be
split up
into 3
different
groups to
work at
workstatio
ns.
Activities
at
workstatio
n include
independe
nt practice
on
spelling,
and
reading.
Teacher
will work
with the
third
group for
a guided
reading
lesson.
Students
will be
lead in
reading to
practice
the skill of
finding
character
in setting
through
level
appropriat
e
material.
A whole
group
discussion
will take
place at

Assessm
ents

Form
ative
asse
ssme
nt
will
take
place
throu
ghou
t the
lesso
n
and
the
activi
ties
base
d on
stud
ent
atten
tiven
ess
and
parti
cipat
ion
ingrou
p
stati
ons.
Summative
assessmen
t will take
place
through the
grading of
worksheets
from group
stations.

Form
ative
asse
ssme
nt
will
take
place
throu
ghou
t the
lesso
n
and
the
activi
ties
base
d on
stud
ent
atten
tiven
ess
and
parti
cipat
ion
in
whol
e
grou
p
and
stati
on
work
.
Summative
assessmen
t will take
place

Forma
tive
asses
sment
will
take
place
throu
ghout
the
lesson
and
the
activit
ies
based
on
stude
nt
attent
ivene
ss
and
partici
pation
.
Summative
assessment
will take
place
through the
competition
of Saxon
math
worksheet
that will be
graded

the end of
literacy,
asking
students
what they
learned
and what
liked.
Formative For
assessmen mat
t will take ive
place
ass
throughout ess
the lesson me
based on
nt
student
will
attentiven take
ess and
plac
participatio e
n.
thro
Summative ugh
assessmen out
t will take the
place
less
through
on
the
by
evaluation pro
of Venn
mpt
Diagram
ing
completion que
and
stio
accuracy
ns
of
that
paragraph. pro
mot
e
dee
p
leve
ls of
thin
king
.
Tea
che
r
will
obs
erv
e

through the
grading of
student
journals
and Mrs.
Arnolds
states of
matter
unit test.

Safety

The
main safety
concern
during this
lesson the
miss use of
materials
during
stations. In
order to
prevent
potential
issues the
teacher
needs to
set clear
expectatio

The main
safety
concern
during this
lesson the
miss use of
materials
during
stations. In
order to
prevent
potential
issues the
teacher
needs to
set clear
expectatio

The main
safety
concern
during this
lesson is
student
behavior
during
activities.
Students are
not used to
moving
around the
room during
lessons. The
teacher will
need to set

The main
safety
concern
during this
lesson is
student
behavior
during
partner
questionin
g part.
Students
will be
asking and
answering
each other
personal

skill
s at
guid
ed
rea
ding
gro
ups
to
ass
ess
thei
r
leve
l of
mas
tery
of
the
obje
ctiv
e.
Summativ
e: Mrs.
Arnold will
give a unit
exam that
involves
finding
character
and
setting in
a text.
The main
safety
concern
during this
lesson is
student
behavior
during
stations.
Along with
the miss
use of
materials
at
workstatio
ns. In
order to

ns and
directions
for each
station
before
students
begin.

ns and
directions
for each
station
before
students
begin

clear
expectations
at the
beginning of
the lesson
to prevent
potential
issues.

questions
with the
freedom to
collaborate
around the
room. This
teacher
will need
to set clear
expectatio
ns at the
beginning
of the
lesson to
prevent
potential
issues.

prevent
potential
issues the
teacher
needs to
set clear
expectatio
ns and
directions
for each
station
before
students
begin.