Integrated Block Plan

Math Reading Writing Science 1 Science 2

Lesson Bar Graphs Character Response Conducting Research Data Analysis Severe Weather
Objective(s)  Students will  Students will be able to  Students will be able to  Students will be able to  Students will be able to
analyze a bar describe how the come up with a topic of analyze data obtained explain what causes
graph and character(s) in a story interest to research from building and thunder by engaging in a
respond to respond to major events and will organize the science inquiry experiment
testing structures made
questions from through reading a picture topic by using an Idea about thunder.
with different materials.
the teacher by book and writing a Web.  Students will be able to
using  Students will be able to  Students will be able distinguish between a
response to the book with
whiteboards. write a paragraph (3-5 accept or reject their severe weather watch and
the topic of character
 Students will sentences) about their hypothesis by using the a severe weather warning
response.
create a bar topic of interest and data from the through a mini lesson and
graph with a title,  Students will be able to what they plan to by writing down the
experiment to support
labels (x and y describe how the research more about. definitions in their own
character(s) in a story
or deny their
axes), and a words using the Severe
single-scale unit respond to major events by hypothesis. Weather Recording Sheet.
by using data engaging in a guided
from a classroom reading lesson and
activity. answering discussion
questions.
Standards 2.DA.1 Draw a 2.RL.2.3: “Describe how 2.W.5: With support, 2.PS.4: Analyze data 2.ESS.2: Investigate the
picture graph (with conduct short research severe weather of the
single-unit scale)
characters in a story obtained from testing
on a topic. region and its impact on
and a bar graph respond to major events  Find information on a different materials to
(with single-unit the community, looking at
and how characters topic of interest (e.g., determine which
scale) to represent a
cardinals).
forecasting to prepare for,
data set with up to affect the plot.” materials have the and respond to, severe
● Identify various visual
four choices (What is properties that are best weather.
your favorite color? and text reference
sources. suited for an intended
red, blue, yellow,
green). Solve simple  Organize, summarize, purpose.
put-together, take- and present the
apart, and compare information, choosing
problems using from a variety of
information formats.
presented in the
graphs.
Materials  PowerPoint  Don’t Let the Pigeon Drive  Sticky Notes  I Spy PowerPoint  Thunder Cake by Patrica
 Whiteboard the Bus! b  I Wonder by Kari Ann  The Three Little Pigs by Polacco
 Papers with  Sam and Dave Dig a Hole Holt David Wesner  Paper bags
favorite seasons  PowerPoint  Dry spaghetti  Severe Weather Recording
 Newspaper headline
listed,  Index cards  Pretzel sticks Sheet
 Instructions for the
clothespins  Pez candies  Thunder Video:
Stations  Sticky notes https://youtu.be/fEiVi9
 Sticky Notes for Guided TB_RQ?t=148 (start at
Reading Station 2:28 – end at 2:58)
 iPad/Laptop
 Links for videos:
 Plot Diagram Video Link
 Olivia Read Aloud Video
Link
Body/Activitie Anticipatory Set Anticipatory Set: Scenario Anticipatory Set: Anticipatory Set: I Spy Anticipatory Set: I will ask
s “This or That” Activity – I will provide the Students will write down Activity students if they have ever
Activity— Students class with scenarios and ask their interests on a sticky experienced severe weather.
will choose their how they would respond. I note and they will be Purpose: We learn how to I will have them first talk
favorite option will ask them the questions displayed on the white analyze data to help us with a partner, then we will
between two (which will also be projected board. I will read a few of understand why and how come back as a whole group
choices. on the screen) and have the topics out loud to the something happens. Data and will be given the
them turn to a partner to class. analysis helps us to support opportunity to share some of
Purpose: We learn pair-share. We will come or reject an explanation their experiences.
how to analyze back together as whole- Purpose: We conduct such as a hypothesis.
data to help us class, and for each question research to gain Instruction
understand why three students will share knowledge about topics Instruction
and how something their responses. we are curious about. Read Aloud: Thunder Cake
happens. Data Read Aloud: The Three by Patrica Polacco.This book
analysis helps us to Purpose: Today we are Instruction Little Pigs by David talks about thunderstorms
support or reject an learning about how Wesner. This will be the
 explanation such as characters respond to major Mini Lesson basis for the lesson. Differences between severe
a hypothesis. events in a story. This is Introduce Trait: Ideas weather watches and
important to learn about and Content Essential Question: How watches and warnings.
Instruction because the way a character Share Examples: do I build the sturdiest
I will put papers responds can affect the plot through the read aloud I house to protect me Essential Question: What
around the of a story. Wonder by Kari Ann Held causes thunder?
from the Big Bad Wolf?
classroom walls
listing four Instruction Model: I will model using Experiment: Students will
different color an Idea Web. I will Experiment: Students will form a hypothesis. Then they
choices. Students Mini Lesson Read Aloud – I explain that an Idea Web work in pre-assigned will test out/discover how
will select their will read the book “Don’t Let is a way we can organize groups to create the thunder is created by using a
favorite season the Pigeon Drive the Bus!” by our thoughts. sturdiest structure using brown paper bag, enclosing it
from the four Mo Willems. I will teach dry spaghetti, pretzel very tightly with air and then
options— spring, students how the pigeon sticks, and Pez candies. popping it. Students will
Writing: Students will
summer, fall, and responds and how his The structure will be record their results on the
create their own Idea tested by using a hair
winter. They will response shapes the rest of Web and write a Sever Weather Recording
each be given a the story. dryer with the fan setting Sheet.
paragraph (3-5 on high. The class will time
clothespin and will
put up their BDA #1: Students will read sentences) about their to see how long the Check for Understanding:
clothespin next to Sam and Dave Dig a Hole. topic of interest and structure will stay Students will come back to
the option of their They will apply the reading what they plan to standing. The data will be the carpet. I will ask students
choice. I will then strategy of inferring. research with their put into a chart in the Data to describe how they defined
Analysis Template that
teach how to make main idea. the differences between a
a bar graph using BDA #2: Students will read gets handed out. watch and a warning in their
the data our class Sam and Dave Dig a Hole. Check for own words. I will also ask for
just created. They will apply the reading Check for some students to share their
Understanding: Understanding: The class
strategy of making hypotheses. After they are
Check for connections. Students will
Students will be put will come back to their done sharing, I will explain
Understanding make connections from the into pre-assigned desk to analyze their data how thunder is created. I will
Whole-Group: book to real-life. groups. In the pre- results. Students will also have them watch a short
Students will assigned groups, either accept or reject video clip to help them
their hypothesis and will
answer questions
Self-Response Writing students will be given visually.
on their place this in the Data https://youtu.be/fEiVi9TB_R
Station: four related words Analysis Template.
whiteboards. and will need to Q?t=148 (start at 2:28 – end
Students will “dig deeper”
Individual: narrow down to a at 2:58)
and write about something Review/Closure: The
Students will create
their own bar
they would like me, and or main idea/topic if they class will gather at the Review/Closure: This will
the class to know about were to conduct carpet to discuss what
graph. be very brief where I will
them that we do not know. research. they found when they provide a summary of what
They can choose if they analyzed the data.
Closure: Bar graph we learned throughout the
would like this to be kept Students will be given an
review. I will
private or if they would like
Review/Closure: entire day.
display a bar graph opportunity to share if
to share it with the class. We will come back their hypothesis was
on the screen, and together as a whole
They will focus on an event, correct or not, and any
we will review the class to review how to
object, or hobby that digs other findings from
parts of a bar graph
deeper into who they are as come up with a topic analyzing their data.
and how to analyze
a person and how it has/is of interest (main idea).
the bar graph.
shaping them.

Plot Diagram: Students

will work as a group to
create a plot diagram. They
will first start by watching a
two-minute video
describing a plot diagram,
then they will watch the
read aloud “Olivia” and
create a plot diagram based
on the book.
Assessments Formative: Self-Response Writing: Writing Conferences: Group Structure Thunder Experiment: As
 White Board This will be a method of During the independent Explanation: During the students complete this
Assessment: I will writing time I will walk experiment, I will walk
formative assessment to see inquiry experiment, each
assess students in around and check-in with around the room as a method
the “Check for if students understand the group came up with an
students to formatively of formative assessment. I
Understanding” by concept of character assess how they are explanation of why and will assist students as needed
having them response and how it affects doing. I will provide how they made their and answer any questions
answer questions the overall plot, in this case building the way that they
guidance as needed they might have.
and respond using
 their whiteboards. how events, hobbies, or throughout the did. This serves as a
This allows me to objects affect us as people. independent writing formative assessment Severe Weather Recording
formatively assess time. I will take anecdotal Sheet: This serves as a
because I gain and
individuals, and notes by walking around formative assessment. This is
the class as a Character Response understanding of their
with a clipboard and the location where student
whole, by Writing: Students will write write down each decision to make the can place their information
observing the down how the characters structure the way they did
student’s main idea for throughout the entire lesson.
understanding of respond to a major event in according to their
research and if they are They will be able to record
the concepts with
bar graphs and a picture book of their doing well or if they are hypothesis. their thoughts, their results,
adapting the choice. This is a formative struggling and may need and what they have learned.
questions for any assessment and will be used some additional help. Data Analysis Activity: As students write down the
reteaching that information on this sheet, I
to assess how students This is a check for
needs to take Idea Web and will walk around and help
place.
understand the concept of Paragraph: These are understanding and will them as needed.
Summative: character response and how the items that I will be serve as a formative
 Individual Bar it affects the overall plot. formatively assessing my assessment. Students will Class Discussion: The class
Graph: Students students on. I will look to analyze the data the class discussion severs as a
will demonstrate Plot Diagram: The plot see if students has collected and will formative assessment. As
their knowledge understand the writing students respond, I will be
from the lesson by diagram is used as group write about if they should
trait of “Idea” and I will able to assess how the class is
creating their own activity. I am able to accept or reject their
also assess if they are doing and what they are
bar graph. I will formatively assess if the hypothesis. Students will
able to find a topic of understanding and not
use this as a groups are understanding support their reasoning
interest to research more understanding as a whole.
summative
assessment to
the concept of the plot about and write a using evidence from the This formative assessment
measure where diagram during stations. paragraph on what the data. During this time, I will help me know what
students are doing topic they plan to will walk around the topics to talk more in depth
well and where research. about and which topics to
classroom to formatively
they might be talk less about.
assess my students and
struggling. Check for
 Following the unit Understanding Group assist them as needed.
on bar graphs, I Activity: As students
will assess work in groups on the Class Discussion: The
students by giving activity, I will formatively class discussion in the
them a quiz in assess their progress by
which they create
closure will serve as a
walking around and
a bar graph from a formative assessment. I
answer questions as
given scenario. needed. am able to assess student
The quiz will also understanding through the
include bar graph
discussion and gauge the
analysis questions.
class as a whole on the
topic of data analysis.
Safety None None None Students will be given a set Students will be given safety
of safety precautions precaution before conducting
before conducting the the experiment. Students will
experiment. They will not be allowed to pop the
know that I will be the paper bags unless they have
only one that will operate my permission.
the hair dryer and they
will not be allowed to
touch it. Students can only
touch their group’s
structure.