Day 1 of 15: Monday, June 10th, 2013 Time Frame 7:45 - 8:15 Activity Breakfast Morning Meeting (Agenda,

Essential Questions, Daily Objectives) Teacher Introductions (Teachers will introduce themselves using life-sized paper cutouts with interesting personal facts)

8:15 - 8:45

8:45 - 9:45

Students make life-sized cutouts and share with class Teambuilding (Kick it Up) - Equipment: a beach ball Team members start in a circle with their feet towards the middle. A ball is put in the center and the players have to keep the ball up in the air with their feet. If the ball is dropped, it is a point against themselves. Teachers Model Literature Circles and Create Roles Reflective Writing (Journal Entries) - Students will return to their seats. The teacher will guide them on reflecting on their mornings work. They will be asked to freewrite on one of the following reflective topics: (1) What have you enjoyed most about this activity and why? (2) What did you accomplish so far this morning? What do you have left to do? Read to Self Lunch Read-aloud by teacher (Nonfiction) PBL Launch Closing Discussions - Student Questions -

9:45 - 10:30

10:30 - 11:00

10:45 - 11:00

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What do you think? - What do you want to know? 1:30 End of Day

Day 2 of 15: Tuesday, June 11th, 2013 Time Frame 7:45 - 8:15 Activity Breakfast Morning Meeting (Agenda, Essential Questions, Daily Objectives) Team Building Write 3 Things Tell each team member to write down three things about themselves - two of them true, and the third a lie. When they have finished writing, ask each of them to read whatever they have written, one by one. Ask the other kids to guess what they think is true and what is a lie. This game enables the children to get to know each other better. Nature Walk to Plaster Creek Students will journal observations

8:15 - 8:45

8:45 - 9:45

- What do you notice? 9:45 - 10:15 Investigative Reporting - Dawns Lesson

10:15 - 11:00

Science Lesson Hollys Lesson

Connection: Yesterday we talked about problems Michigan is having in the Great Lakes, rivers, inland lakes, and streams. Today we are going to watch a small video clip and read a book that will help teach you about some of those problems like invasive species. http://app.disco veryeducation.c om/search?Ntt= invasive+specie s+in+water Inventions and Invasions: The Great Lakes Ballast Technology I am going to read a really interesting book to you called, Sooper Yooper. (Show the front and back

covers to provoke interest.) Two men who really care about Michigans water created this book. (Read the inside of the front cover.) Teacher reads the book stopping at points for questioning, think aloud, and turn and talk opportunities. Active Engagement: Think about all of the different issues that were brought up in this book about Michigans water. Turn and talk to your partner about some things you remember about the book or something that you found really interesting or made you think a lot about this book. Students draw the three different types of invasive species they learned about from the read aloud in the already created trifold using

colored pencils. (Teacher will make sure to discuss these during the read aloud.) They will label each invasive species to the best of their ability. Students draw the three different types of invasive species they learned about from the read aloud in the already created trifold using colored pencils. (Teacher will make sure to discuss these during the read aloud.) They will label each invasive species to the best of their ability.

11:00 - 11:15 11:15 - 11:45 11:45 - 12:00

Read To Self Lunch Read-aloud by teacher (Nonfiction) Literature Circle Brooks Lesson
Connection: "You probably all remember the literature circle we

12:00 - 12:30

demonstrated yesterday. (GI) Today you are all going to participate in your own literature circle." Teachers assign roles to students reminding students what each role is what it necessary to complete the role. Students read aloud the article Smelly Traps for Lampreys by Emily Sohn. Teachers move about the room making observations and supporting struggling readers. Students look over the article again by themselves with their role assigned in mind. The summarizer will come up with a brief "recap" of the main points of the article. The questioner will come up with inquiries they or the group may

have while reading the article. The connector will make connections to the article and past experiences, current events, things happening at school or home, etc. The vocabulary enricher will pick out puzzling or unfamiliar words and look them up. They will share these with the circle. Teachers will circle the room offering assistance, questioning, prompting and guiding. Students will share the information gathered for their role participating a group discussion about the article read.

12:30 - 1:30

This Just In - Time for students to research and prepare for tomorrows broadcast

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End of Day

Day 3 of 15: Wednesday, June 12th, 2013 Time Frame 7:45 - 8:00 Activity Breakfast Morning Meeting (Agenda, Essential Questions, Daily Objectives) Field Trip to AWRI on the Angus - students will focus on the impact of humans and invasive species Debrief of Trip - Journal Entry End of Day

8:00 - 1:00

1:00 - 1:30 1:30

Day 4 of 15: Thursday, June 14th, 2013 Time Frame 7:45 - 8:15 Activity Breakfast Morning Meeting (Agenda, Essential Questions, Daily Objectives) Brookes Lesson Journal Writing Lesson and Practice
Connection: "Reporters are always out use running around getting information for stories. Does anyone know what they use

8:15 - 9:00

to keep track of the information they gather?" "Reporters use a field notebook to keep track of their information, observations they have made, stories they are starting to write and anything else they need to. Kind of like we have been doing with our journals." "Today I would like to model for you how to include details and vivid descriptions to make your observations and reflections really pop." "We are going to watch a brief video and I really want you to pay attention to detail. " Watch short video. Silent Invaders Gobies 2013 http://www.yout ube.com/watch ?v=VeqgjvGC6 qs "Now I am going to begin writing a page in my journal." Teacher writes

a sentence. Then models how to add words and descriptors to make it better. Teacher does this for two more sentences. Teacher now encourages students to help complete the journal page. Students are making sentence suggestions and helping each other use more descriptive words. Students will now have independent work time to write their own journal. Students will be asked to share sentences from their journals. Students will help evaluate their peers sentences by deciding if their sentences are descriptive enough or not. Teachers will help guide students to constructive feedback for each other.

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Nature Walk to Plaster Creek Students will journal observations - Compare and contrast creek to lake. Dawns Lesson Compare and Contrast Extravaganza Literature Circle Quagga / Milfoil Article Read To Self Lunch Read-aloud by teacher (Nonfiction) Science Lesson / Team Building Teacher will introduce and lead a discussion on food webs in Lake Michigan Students will then be assigned roles as different species present in Lake Michigan (algae, water shrimp, Salmon, etc...) Students will use yarn to create a web

10:00 - 10:30

10:30 - 11:00

11:00 - 11:15 11:15 - 11:45 11:45 - 12:00

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demonstrating the interdependen ce of the species Teacher will prompt students to investigate what happens if an invasive species is introduced Teacher will prompt students to investigate what happens if a species is removed Disruptions to the web will be signified by cutting the yarn connected to the removed species

12:45 - 1:30

Invasive Species Art Project - Hollys Lesson

Connection: Over the past few days, we have been learning about invasive species and the aquatic ecosystems of West Michigan Teacher will introduce the lesson and the

final product. They will show the students pictures of each of the invasive species they can choose from (Quagga Mussels, Zebra Mussels, Eurasion Water Milfoil, and European Mysid Shrimp). They will show them a finished example of what they will be creating. Teacher will model how the students will create their invasive species out of rip-art. Students will try a small portion of their picture to see if they understand the lesson. Students will be broken into groups so that multiple teachers can assist. Students will work on their projects independently in their small groups. Teachers will walk around and help out any students who are having difficulty. Students will share their artwork (if

completed). If we run out of time, we will have to finish on Friday.

1:30

End of Day

Day 5 of 15: Friday, June 15th, 2013 Time Frame 7:45 - 8:15 Activity Breakfast Morning Meeting (Agenda, Essential Questions, Daily Objectives) Summary of the week in preparation for end of week news story Students create End of Week Newscast Teachers assign reporting teams Students prepare scripts Students rehearse broadcast Students film broadcast Students edit broadcast (depending on available technology) Literature Circle - European mysid shrimp Read To Self Lunch Read-aloud by teacher (Nonfiction) Create your own Invasive Species Teacher will review the invasive species we have discussed throughout the week Teacher will prompt students to list characteristics of invasive species Students will then create their own new invasive species using construction paper and colored pencils

8:15 - 8:35

8:35 - 10:30

10:30 - 11:00 11:00 - 11:15 11:15 - 11:45 11:45 - 12:00 12:00 - 1:15

Students will then write a narrative describing the characteristics of their creation Description will include what makes the invasive species such a threat

1:15 - 1:30

Weekly Debrief - What did learn or accomplish? End of Day

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