Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Math: Systems of Science: Which Guided Reading: Writing: Science: What are
Measurement plant food helps a Using a Non- Analyzing Word the different
marigold plant Fiction Text to Choice in Writing weather patterns
grow the best? Determine Main as a Step in the for our local
Ideas and Using Revision Process climate?
Key Features in a
Text
Objective(s) 1. By completing the 1. Students will form 1. Students will be 1. Students 1. Students will
activities, students hypotheses about able to utilize text will identify different
will be able to which plant food features, such as analyze cloud types by
effectively will help the titles and their their shape, size,
measure in the marigold plant headings, to writing, and cloud cover.
desired unit grow best. collect and identify 2. Students will
(inches or organize common measure and
centimeters). information from words, record rainfall
2. Students will be an article. and amounts using a
able to relate units 2. Students will be replace ruler and a jar.
of measurement to able to common 3. Students will
real life objects. underline/highligh words measure and
t key information with their record
from a specific synonyms temperature using
section of an . a thermometer.
article.
Standards 2.M.1: Describe the
relationships among inch,
foot, and yard. Describe
the relationship between
centimeter and meter.
2.M.2: Estimate and
measure the length of an
object by selecting and
using appropriate tools,
such as rulers, yardsticks,
meter sticks, and
measuring tapes to the
nearest inch, foot, yard,
centimeter and meter
2.LS.2 Compare 2.RN.2.1 Ask and 2.W.3.3: Develop 2.ESS.1 Record
and contrast answer questions topics for friendly detailed weather
details of body about the main letters, stories, observations,
plans and idea and poems, and other including cloud
structures within supporting facts narrative purposes cover, cloud type,
the life cycles of and details in a that include a and type of
plants and text to confirm beginning, use precipitation on a
animals. understanding. temporal words to daily basis over a
signal event order period of weeks
2.PS.4 Analyze 2.RN.3.1 Use (e.g., first of all), and correlate
data obtained from various text provide details to observations to the
testing different features (e.g., describe actions, time of year. Chart
materials to table of contents, thoughts, and and graph
determine which index, headings, feelings, provide collected data.
materials have the captions) to locate an ending.
properties that are key facts or
best suited for an information and 2.W.4: Generate a
intended purpose. explain how they draft by
contribute to and developing,
clarify a text. selecting and
organizing ideas
relevant to topic,
purpose, and
genre; revise
writing, using
appropriate
reference
materials, by
adding details
(e.g., organization,
sentence structure,
word choice); edit
writing for format
and conventions
(e.g., spelling,
capitalization,
usage,
punctuation); and
provide feedback
to other writers.
Materials 1. Yarn 1. The Bad 1. https://kid 1. https://ww 1. Cloudy
2. Butcher Paper Seed by s.national w.youtube With a
(large enough to Jory John geographi .com/watc Chance of
record heights and Pete c.com/exp h?v=SD- Meatballs
with yarn) Oswald lore/celebr 7y0t69UQ by Judi
3. 11x17 paper or 2. Marigold ations/st- 2. The Story Barrett
construction paper seeds patricks- of 2. Ball jar
4. Artbox (enough day/ (hard Ferdinan and ruler
5. Representations: for 3 copy, 1 d by (for
one quarter, one plants) per Munro measuring
two-liter, ruler, 3. Pots for student) Leaf rain)
yardstick, meter plants (3) 2. Highlighte 3. iPad (with 3. Thermom
stick, cheerio, 4. Fertilizer rs Thesaurus eter
guitar or picture (enough 3. St. app) 4. iPads (1
of a guitar for 1 Patrick’s 4. Writing per
6. Dice (one per plant) Day folders student)
group, 10 total) 5. Sugar graphic 5. Highlighte 5. Weather
7. Ruler (one per (enough organizer r journal
group, 10 total) for 1 resource
8. Poster or butcher plant)
9. paper (one per 6. Soil
group, 10 total) (enough
10. Markers (two per for 3
group, 20 total) plants)
7. Plant
journals
(1 for
each
student)
Body/activities Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set:
Whole group Whole group read- Whole group read- Whole group Whole group read-
measurement aloud, The Bad aloud, Pete the video, “Sing Your aloud, Cloudy
activity, Seed by Jory John Cat and the Great Synonyms.” with a Chance of
comparing heights and Pete Oswald. Leprechaun Students will Meatballs by Judi
of students in the Students will Chase by James answer various Barrett. Students
class using yarn participate in the Dean. Students questions about will participate in
and butcher paper. grand will participate in synonyms and will the grand
conversation after the grand share what they conversation after
Mini-Lesson: listening. conversation after remember. listening.
Learn and listening.
understand the Mini-Lesson: The Mini-Lesson: The Mini-Lesson: The
difference of the teacher will begin Group 1: Group 1 teacher will read teacher will walk
imperial and the experiment will read their The Story of students through
metric systems of with the three pots article. After Ferdinand the the beginning of
measurement. of plants. Students reading, the group Bull by Munro their weather
Students will be will watch and be will use the four Leaf. The teacher experiment
creating a foldable ready to leaf clover graphic will use this story, project. She will
at their seats while participate as organizer, as well along with an instruct students
the teacher teaches needed. as features in the anchor chart, to on how to make
at the whiteboard. text, to explain explain the their hypotheses
Guided Practice: key information in importance of for the element
Guided Practice: Students will the text. For word choice/how they will be
Students will begin making closure, students to substitute words observing.
review what hypotheses about will be able to in their writing.
information and their plants, and share what their Guided Practice:
techniques they will record all graphic organizers Guided Practice: Students will have
learned during the information contain with the Students will time to use their
mini-lesson during necessary for their group and revise letters they different
the “Measurement plant journal compare them had been writing measurement
Tag” game. They charts. with the teacher’s. by using a tactics to measure
may move around Group 2: Group 2 thesaurus. They their specific
the room with Check for will read the will substitute element. They will
their partner. Understanding/Cl article chunk by “common words” record data on
osure: Students chunk, and will for more “colorful their iPads in
Check For will be voting on use highlighters to words” in their SeeSaw.
Understanding/Cl which plant food highlight key writing.
osure: Students they think will pieces of Check for
will use the lead the plants to information in Check for Understanding/Cl
SeeSaw app to grow the fastest. each chunk of the Understanding/Cl osure: Students
complete the Students may article. For osure: Students will work in their
review activity share their closure, students will have the small groups to
about practicing hypotheses with will have the opportunity to analyze their data
using a ruler. the class. opportunity to share some of the and compare their
Students will share what key words they collected data with
complete this at pieces of substituted and the their original
their desks with information they new words they hypothesis for the
their iPads. highlighted and substituted for. day. One
how they knew to representative
select those key from each group
pieces of will share findings
information. with the class.
Assessments Formative Assessment: I Formative Formative Assessment: Formative Formative
will use the data from the Assessment: For Group 1: I will be Assessment: Assessment: For
Seesaw activity to my formative watching and listening to During the check my formative
determine which students assessment, I will students as they fill out for understanding, assessment, I will
are grasping the concept listen to students their graphic organizer. I I will check each listen to students
of measuring with a ruler. as they describe will assess how they used of the letters the as they measure
If students are not what soil they text features to determine students have and interpret the
understanding /grasping believe will lead what to write. written, ensuring weather outside. I
correctly, I will send the the plant to grow that they have will monitor their
assignment back to them the best. Group 2: I will be accurately measurement
and give them more one- watching and listening to substituted techniques as well
on-one support. Summative students as they write their synonyms in their as listen to their
Assessment: In letters to Mrs. Ashley. I writing. hypotheses and
Summative Assessment: this experiment, I will assess how they interpretations of
At the end of the am less looking learned to pick out key Summative Assessment: the weather. If
measurement unit, for who is correct details about St. Patrick’s The letter will be needed, I will
students will take a unit and more looking day, and what information reviewed and displayed on assist and correct
exam testing for which students led them to pick out these the bulletin board once the students.
their knowledge. had good details. final draft is approved.
reasoning for their We will take the letters Summative
plants growing. Summative Assessment: through all the stages and Assessment: At
So, I will read the Students will use traits of writing before the end of two
reasonings for the nonfiction articles/pieces displaying them. weeks of
hypothesis to write information for measuring and
/conclusions in their upcoming Earth Day interpreting the
their plant journal lessons. weather, students
at the end of the will consolidate
unit, measuring their data into
their critical charts and graphs
thinking skills. in small groups.
Each group will
 explain their
findings to the
class. I will use
this as an
assessment for
science and their
understanding of
the weather, as
well as an
assessment for
math (graphing
standards).

Safety 1. Students
will be
monitored
as they
“feed” the
plants
with
fertilizer,
making
sure that
fertilizer
goes
ONLY in
the pot
and not in
mouths,
pockets,
etc.