C17 Esallbob 2 5 Sample

Bring on the Books
• Elementary 2nd – 5th •
IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2017 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Bring on the Books • It All Adds Up • 2nd – 5th Elementary2 © 2017 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.
The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.
The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.
Overview
This week in Bring on the Books, students discover the world of math through
literature! Students will learn how shapes can transform as they create shape
art by tearing colorful paper; discuss what time is as they play a game of
charades; create a “bucket-list mobile” as they read about what can happen
in a lifetime; create a “math-terpiece” as they learn that math is found in art;
discuss that shapes are all around us as they make paper plate swirls; and talk
about what the word “infinity” means as they create tessellation art.
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?!
Social-Emotional Learning
This lesson provides opportunity for students to build social-emotional skills by
engaging in cooperative play, turn-taking, conversation, collaboration, and
listening to the viewpoints of others.
Objectives
• Ask and answer questions as to who, what, where, when, why, and how
to demonstrate understanding of key details in a text
• Participate in collaborative conversations with partners or small and large
groups
• Follow agreed-upon rules for discussions
• Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen the
understanding of a topic or issue
• Determine or clarify the meaning of unknown words
• Explain their own ideas and understanding in discussions
Career Connections
• Author – one who develops written content for advertisements, books,
magazines, movie and television scripts, songs, and online publications
• Biographer – a writer who uses research and journalistic skills to gather
information and write about a person
• Cartoonist – a visual artist who creates cartoon drawings
• Book illustrator – an artist who creates the illustrations in a book
• Editor – a person who determines the final content of a text
• Graphic designer – one who designs art using visual and textual content
• Librarian – a professional who administers or assists in a library
• Literary agent – an agent who represents an author in his dealings with
publishers
• Poet – someone who writes poetry
• Screenwriter – one who writes screenplays
• Teacher – a person who instructs others
Materials List
Provided by MindWorks:
• Beans
• Perfect Square by Michael Hall
• Math-terpieces by Greg Tang
• Multi-colored construction
paper • Art cards
• Just a Second by Steve Jenkins • Swirl by Swirl: Spirals in Nature
by Joyce Sidman
• Lifetime: The Amazing
Numbers in Animal Lives by • Paper plates
Lola M. Schaefer • Tessellations Animal Stencils
• Copy paper • Infinity and Me by Kate
• String Hosford
• Craft sticks • White construction paper
Not Provided by MindWorks:

• Timing device • Crayons
• Scissors • Cup or bowl
• Glue or tape • Pencils
• Markers • Table
• Scratch paper
Pre- and Post-Test Answer Key
2nd – 5th Grade
Give each student a pencil and a copy of the Pre-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect the finished papers.
1. What does the word “transform” mean?
A. to sing B. to paint C. to change a shape

in some way
2. What term describes the amount of time that passes from the beginning
of an event until the end of an event?
A. minutes B. elapsed time C. seconds
3. What do you call the amount of time that someone or something lives?
A. a journey B. a lifetime C. a path
4. What do you call a famous or outstanding work of art?
A. a masterpiece B. a painting C. a paintbrush
5. What is a spiral?
C. a curving line that

A. a fancy dessert B. a type of dance
goes around a central
music
point
6. What is infinity?
C. a word used to
A. a type of poetry B. a type of art using
describe something that
only the color red
goes on and on
Day 3: A Lifetime of Choices
2nd – 5th Grade
Materials
Provided by MindWorks Resources:

• Lifetime: The Amazing Numbers in Animal Lives by Lola M. Schaefer
• Copy paper
• Craft sticks
• String
Not provided by MindWorks Resources:

• Markers
• Crayons
• Tape or glue
• Scissors
• Scratch paper
Included in Subject Guide:

• Choices Game
Preparation
• A large, open space is needed for the Entry Event.
• Write the large numbers 1 – 4 on four separate pieces of scratch paper in
preparation for the Entry Event. Note: Each piece of paper will have one
number written on it.
• Use tape to secure the four pieces of numbered paper onto four different
walls of the room in preparation for the Entry Event. Note: Make sure the
walls are in open areas that students are able to walk to easily.
• Pre-read the book Lifetime: The Amazing Numbers in Animal Lives by Lola
M. Schaefer in preparation for the Pre-Activity Discussion.
• Collect markers, crayons, tape or glue, and scissors in preparation for the
Activity.
• Cut the string into 20 two-foot pieces in preparation for the Activity. Note:
Each student will receive 1 two-foot piece of string for use in the Activity.
Reminder
• The copy paper, craft sticks, and string provided in the materials kit must be
equally distributed for use throughout the entire nine weeks. Failure to monitor
the amounts being used by students may result in a shortage of supplies
toward the end of the nine weeks.
Entry Event
• Tell students they will play a game about making choices.
• Have all the students stand in the middle of the playing area.
• Provide the students with the following instructions:
- The instructor begins game play by reading aloud, one sentence at a
time, from the “Choices Game,” included in lesson on page 55. Note:
Make sure to pause in between each sentence when reading aloud.
- After the sentence has been read aloud, the students must follow the
given directions by moving to the number, which has been posted on
the wall.
• Allow time for students to play the choices game.
Pre-Activity Discussion
Briefly discuss the Entry Event.
• What were some of the different choices or decisions that you made while
playing the game? Share an example of a choice you had to make.
- (Answers will vary.)
• We make decisions every day. For example, you may have made a
decision this morning about what to eat for breakfast or what clothes to
wear to school. Share an example of another decision you made today.
Read aloud and show pictures in Lifetime by Lola M. Schaefer.
• Different decisions and events also happen in an animal’s lifetime.
• Read aloud and show pictures of Lifetime by Lola M. Schaefer, stopping
on the page with the woodpeckers.
• Woodpeckers live throughout the United States. Some woodpeckers eat
centipedes, grasshoppers, ants, and beetles. What are some of the
different birds that live in your area? Describe the birds.
• Continue reading aloud and showing pictures in Lifetime, stopping on the
page with the giraffe.
• Share the following information with students:
- Giraffes are herbivores, or plant-eating animals, that can run up to 35
miles per hour. A giraffe’s heart is up to two feet long and can weigh
25 pounds, or the same weight as a small child.
- Giraffes live in Africa and were recently added to the endangered list,
meaning that not many live in the wild.
• What is the most unique animal that you have ever seen where you live,
while on a trip, or at a zoo? Describe the animal.
• Continue reading aloud and showing pictures in Lifetime, stopping at the
end of the book.
• Have you ever seen a seahorse or read about one in a book? If so,
describe the seahorse.
Talk about some of the students’ goals that they might want to accomplish
in their lifetime.
• Along with animals living in different ways around the world, people also
have many experiences in their lifetime. A lifetime is the amount of time
someone or something lives. Many people set goals in their lifetime. For
example, one person might make a goal to climb the tallest mountain in
the world while another person might strive or set the goal to become a
doctor. What are some of your goals for your lifetime? Share some of your
ideas.
(Answers will vary.)
Activity
• Tell students they will each create lifetime mobiles.
• Divide the students into four groups for the purpose of sharing materials.
• Provide each group with the following materials:
- Copy paper (1 sheet per student)
- Craft sticks (1 per student)
- String (1 two-foot piece per student)
- Access to the following materials:
 Markers
 Crayons
 Tape or glue
 Scissors
• Provide the groups with the following instructions:
- Brainstorm with your group ideas for three different things you might like
to do in your lifetime, first as a child, then as an adult, and finally as an
older or elderly person. For example, as a child you might like to eat
donuts in a donut-eating contest, as an adult you might like to go on a
safari in Africa, and as an older person you might like to travel to Mars.
- Once you have decided on the three things you might like to do in
your lifetime as a child, adult, and older person, use the scissors to cut
the copy paper into three different pieces. Note: Make sure the pieces
are big enough to draw pictures on. The pieces can be cut into shapes,
different-sized squares, circles, etc.
- After the copy paper has been cut into three different pieces, use the
markers and crayons to draw your lifetime adventure as a child onto
the first piece of paper, your lifetime adventure as an adult on the
second piece of paper, and your lifetime adventure as an even older
person on the third piece of paper.
- Write a sentence at the bottom of each piece of paper about what
you are doing in each picture.
- Use the markers and crayons to decorate the craft stick.
- Once the craft sticks, pictures, and sentences are complete, cut the
string into three pieces. Note: The student may choose to cut the string
into three different lengths.
- Use the tape or glue to secure each piece of string to the back of each
picture.
- Use the glue or tape to secure each piece of string to the craft stick so
each picture is hanging from the craft stick.
- If time allows, have the students share their lifetime mobiles with the rest
of the class.
• Allow time for students to create their lifetime mobiles.
Post-Activity Discussion
• What were some of the goals that you included in your mobile? Describe
your mobile.
Review “lifetime” and “elapsed time.”
• A person might have the goal to become a firefighter or set a goal to write
a cookbook during her lifetime. What is a lifetime?
- (A lifetime is the amount of time someone or something lives.)
• A lifetime is the amount of time someone or something lives. There are
many different events in a person’s lifetime. The time that passes from the
beginning of an event until the end of an event is known as elapsed time.
For example, one hour of elapsed time might take place while baking a
batch of cookies, or three hours of elapsed time might occur while
shopping with your mom. Have you ever cooked or baked something? If
so, describe about how much time elapsed.
Talk about what it means for a shape to transform.
• When you cook or bake with different ingredients, you transform these
items into a new type of food. Shapes can also transform. For example, a
circle can transform into two half-circles. If you were baking a rectangle-
shaped cake, how might you transform it into a different design? Share
some of your ideas.
(Answers will vary.)
Extension Activities
• Research your favorite animal. Write and illustrate a book about some of
the events that might take place in this animal’s lifetime.
• Learn more about the author of Lifetime, Lola M. Schaefer, on her website:
- http://www.lolaschaefer.com/
• Visit the illustrator of Lifetime, Christopher Silas Neal, on his website:
- https://www.csneal.com/about/
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
• Students can write and perform an original skit inspired by some of the
animals in Lifetime.
Choices Game
• Would you rather eat a bucket of cookie dough ice cream or five
pepperoni pizzas? If you choose to eat cookie dough ice cream, jump to
the number one. If you choose to eat five pepperoni pizzas, side-step to
the number three.
• Would you rather be an astronaut or a marine biologist when you grow
up? If you choose to be an astronaut, take giant steps to the number four.
If you choose to be a marine biologist, take baby steps to the number two.
• Would you rather spend the day looking for seashells at the beach or
hiking in the mountains? If you choose to go to the beach, skip to the
number three. If you choose to go to the mountains, hop to the number
one.
• Would you rather spend the day at Disney World or camping in the
woods? If you choose to go to Disney World, side-step to the number two.
If you choose to go camping in the woods, hop to the number four.
• Would you rather swim in the ocean with sharks or ride in the desert on a
horse? If you choose to swim with sharks, take baby steps to the number
one. If you choose to ride on a horse in the desert, take giant steps to the
number three.
• Would you rather fly in an airplane around the world or sail on a ship
around the world? If you choose to fly in an airplane, skip to the number
two. If you choose to sail on a ship, walk to the number four.
• Would you rather travel to New York to see the Statue of Liberty or travel
to Paris, France, to see the Eiffel Tower? If you choose to travel to New
York, jump to the number one. If you choose to travel to Paris, France, hop
on one foot to the number three.
• Would you rather grow up to be a famous singer or a famous actor? If you
choose to be a singer, walk to the number four. If you choose to be an
actor, side-step to the number two.
• Would you rather drive a racecar or fly a plane? If you choose to drive a
racecar, jump to the number one. If you choose to fly a plane, side-step
to the number three.
• Would you rather go on an African safari looking for giraffes or go on a
cruise in the ocean with your family? If you choose the safari, hop to the
number two. If you choose the cruise, take giant steps to the number four.

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Bring on the Books

• Elementary 2nd – 5th •

© 2017 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Entry Event – Each lesson begins with a hands-on or mind-engaging

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

Not Provided by MindWorks:

A. to sing B. to paint C. to change a shape

A. minutes B. elapsed time C. seconds

A. a journey B. a lifetime C. a path

4. What do you call a famous or outstanding work of art?

A. a masterpiece B. a painting C. a paintbrush

C. a curving line that

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

PBL Voice and Choice

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