Name: Savannah Bakker
Unit Title: Small Pieces Create the Whole Puzzle
Day 1
Lesson Math: Addition and
Subtraction Strategies
(Partners of 8 and 9)
Objective(s) -After reviewing
addition/subtraction strategies,
the students will demonstrate
an understanding of the
strategies by solving problems
and participating in solving a
class riddle.
-After the mini-lesson/activity,
students will be able to use
math strategies to successfully
complete addition and
subtraction facts (using partners
of 8 and 9) independently.
Integrated Lessons Block Plan
Day 2 Day 3 Day 4 Day 5
Science 1: Guided Science 2: Can Writing:
Can Sound Reading: Cause Objects Be Seen What are
Cause and Effect & Without Light? Ideas?
Movement? Sequencing
-Before the mini- -After sounding out -Before the mini lesson and -After the read-aloud
lesson and discovery difficult words as a activities, students will form a and mini lesson,
activities, students group, students in each hypothesis about whether or students will use a
will form a group will be able to not objects can be seen topic sentence, three
hypothesis and take a chorally read the book without light. details/ideas, and a
stance about whether they are given. -After the lesson, students concluding sentence
or not sound can -After the mini-lesson will be able to explain to describe their cat
create movement. and choral reading, whether or not their character.
-After the lesson, students will hypothesis was correct with -After the read-aloud
students will be able demonstrate reasoning. and mini lesson,
to explain whether understanding of their -After the lesson, students students will be able
their hypothesis was strategies through will be able to independently to effectively
correct or not with (Group 1: discussion find evidence that objects communicate their
reasoning. questions, Group 2: need light to be seen/find ideas through drawing
-After the lesson and Sequencing activity and light sources. and writing.
activities, students discussion).
will be able to -After the mini-lesson
explain how sound and choral reading,
travels through students will be able to
different matter, and explain key details of
can cause movement. the story read.
Standards 1.CA.2: Solve real-world
problems involving addition
and subtraction within 20 in
situations of adding to, taking
from, putting together, taking
apart, and comparing, with
unknowns in all parts of the
addition or subtraction problem
(e.g., by using objects,
drawings, and equations with a
symbol for the unknown
number to represent the
problem).
1.CA.1: Demonstrate fluency
with addition facts and the
corresponding subtraction facts
within 20. Use strategies such
as counting on; making ten;
decomposing a number leading
to a ten; using the relationship
between addition and
subtraction; and creating
equivalent but easier or known
sums. Understand the role of 0
in addition and subtraction.
Materials “Finding Nemo” video,
Nemo picture, Anchor
chart reviewing
addition/subtraction
strategies, full-class
1.PS.3 Plan and -1.RF.5 Orally read -1.PS.4 Make observations to I.W.3.2 – Develop a
conduct grade-level appropriate collect evidence and explain topic sentence or
investigations to or higher texts smoothly that objects can be seen only main idea, provide
provide evidence that and accurately, with when illuminated. some facts or details
vibrating materials expression that connotes -SEPS.3 Constructing and about the topic, and
can make sound and comprehension at the Performing Investigations provide a concluding
that sound can make independent level. statement.
materials vibrate.
-1.RL.1 With support,
read and comprehend
literature that is grade-
level appropriate
-1.RL.2.1 Ask and
answer questions about
main idea and key
details in a text.
-1.RL.2.2 Retell stories,
fables, and fairy tales in
sequence, including key
details, and demonstrate
understanding of their
central message or
lesson.
-Anticipatory Set -Construction paper -The Dark by Lemony -Square Cat by
“Grab Bag” puzzle piece Snicket Elizabeth
-Shell Shopping by -Anchor chart defining key Schoonmaker
-Hypothesis and Alison Adams (Level E vocabulary (with visuals)
Activity Worksheet – 8 copies) https://youtu.be/d65mdTJaJTI
 (Finding Nemo code)
worksheet, white
board/marker for each
student, counters,
independent worksheet
Body/activities -Intro: “Finding Nemo” Video
https://youtu.be/9RhX3lRJQMg
(1:45ish)
-Introduce “mission”
- Have to find Nemo
and need to use our
addition and
subtraction strategies to
solve the problems
-Purpose: “Today we will
be reviewing your
addition and
subtraction strategies
and working through
the partners of 8 and 9.
This is important
because these basic
-Anchor chart with -Brer Rabbit Hears a -7-8 shoeboxes for pinhole -White board/marker
vocabulary words Noise by Deana Kirk boxes (in front of room or a
-Cup and string (Level I – 6 copies) -Various small items (enough small one)
phones (12 sets, pre- -Shell Shopping for each group) (paperclips, -Writing/Drawing
made) sequencing sort cards pencils, erasers, dum-dum Paper for students
-Bowl -Brer Rabbit cause and suckers, toy cars, etc) -Pencils/colored
-Plastic wrap effect “worksheet” -Packet (includes hypothesis pencils/crayons
-Sprinkles #1 worksheet, pinhole box -Class list with big
-Pan recording sheet, final spaces for writing
-Spoon answer/updated hypothesis conference notes
-Rubber bands sheet, and take-home
recording sheet)
-Images for recording sheet
-Scissors
-Glue
-Flashlights (one per group)
-Intro: Go -Intro: Show -Intro: have students -Intro: I want all of
through grab puzzle piece and close their eyes and you to take a look
bag items explain that the ask what they see around the room at
and as a small pieces (nothing) all of your friends. As
class, make up the -Read The Dark you can see, some of
determine whole puzzle. -Purpose: Today we are going us have similarities,
what all of Give examples to be learning about light and yet we are also all
the things for academics how it works. Light is one unique in different
have in and in general small but important part of ways.
common. life. our everyday life, so it is - Can anyone give me
(they are all -Purpose: “We have important to understand what an example of a
loud and been talking a lot about it is and about all of the ways difference that they
make sound) smaller parts or smaller that it helps us! have from somebody
-Purpose: Today we pieces making up the -Go through anchor chart else in the class? *I
are going to learn whole. This is important with vocabulary about light will allow time for a
about what sound is in all different subjects, few students to share
and how it works. because as you learn, ideas*
 skills make up almost
ALL math, so it is
necessary to become
comfortable with them
now. Also, these skills
are going to help us
solve our mission!”
-Go through pre-made
anchor chart and review
different strategies
-Work through the full-
class
worksheet/activity.
Students use their white
boards. Use think-
alouds and modeling.
-Find code as a class
-Pass out individual
worksheets and remind
students to use their
different strategies to
solve the problems.
-Walk around and
monitor/assist students
-If students finish early
they can go on Clever
-Closure: where do you
think you could use
these strategies in your
life? (in or out of
school).
-Allow time for
answers and encourage
students to be on the
This is important the small details play a -Have students hypothesize -Connect to big idea
because sound is one role in many of the about “can objects be seen -Purpose: Today we
small part of this other activities you will without light?” are going to talk
world that has a big do!” -Play youtube video about ideas, and why
impact on how we -Group 1: -Explain packet and pinhole they are such a
live and navigate the Book: Brer Rabbit box activity powerful part of the
world around us. Hears a Noise by -Pass out materials writing process. Ideas
-Go through anchor Alison Adams -Walk around and check in are important because
chart covering key Strategy/Mini-lesson with students they are the parts of
vocabulary and give focus: Cause and Effect -After activity, have students our writing that let us
some examples. (Analyzing/ Inferring) revise hypothesis communicate what we
-Students will make a Introduce the idea of - Today we learned about are thinking. The little
hypothesis to the cause and effect by light and how important it is! details and ideas
question “can sound telling a story about You all got to be scientists make up the whole
cause movement?” how when I made a bad and discover some of the writing!
-Explain that choice as a kid, I got a ways that light works. -Mini lesson, explain
hypothesis is an consequence or got in Whenever you see something what an idea is.
educated guess and it trouble. Our character in it is because there is light. -Read Square Cat
is okay to be wrong. the story we’re going to The light reaches your eyes -Ask follow up
-Explain worksheet read also makes some which sends messages to your questions
-Go through the decisions that cause brain allowing you to know -Explain
dancing sprinkles other things to happen. what it is you are writing/drawing
demonstration (think- Prereading seeing. Light energy is very activity and model the
aloud and model). -Picture Walk important. process.
-Put students in -I will have students ask -Explain take-home -Brainstorm list of
partners. about any words they worksheet characteristics.
-Explain cup/strong are unsure of, or I will -Conference with
telephones and have point out particularly students during
students explore. difficult ones, and we writing time.
-Ask questions will sound them out -Allow time to share
throughout. together. writing with peers and
-Rubber bands – Reading have a few share
have students pluck -“As we read through aloud.
the book, be paying
look- out for ways to the bands with their attention to some of the
use the strategies fingers. choices that our
during their day. -Look at hypothesis characters make, and
question again, have what happens as a
students give a result. This is called
thumbs up if sound cause and effect, as one
can produce action ends up making
movement or a something else happen.
thumbs down if not. If you see examples,
-Have students lock them in your brain
rewrite/correct so we can talk about
hypothesis and add a them later.”
drawing. -Choral Read book
-Closure: Ecnourage Responding
students to look for - “What did you think of
other examples of this book?”
sound waves creating -“Were you able to see
movement. any examples of cause
and effect during this
book?”
Exploring
-We will discuss a few
examples of cause and
effect seen in the book.
-“Can someone tell me
some specific cause and
effect examples from the
book, and why you think
they happened how they
did?”
Remind students to go
back and look in the
story if they cannot
remember specific
examples.
-“Why do you think the
character made the
choices he did?”
Applying
-I will pass out the little
“worksheet”
-Encourage students to
use real life examples
-Explain Worksheet
Closure: “As you go
through other books
that you’re reading, be
on the look-out for
causes and effects.”

Group 2:
Book: Shell Shopping
by Deana Kirk
Strategy/Mini-lesson
focus: Sequencing
(Inferring/Summarizing)
Introduce the idea of
sequencing by talking
about how I have
routines that I follow
each day.
Prereading
-Picture Walk/Look for
tricky words
Reading
“As we read through
the book, be paying
attention to the order
that details happen.
This is called
sequencing and it will
be important later on.
Just like I have a
bedtime routine I
follow; sequencing is
the order that things
happen in. When you
see those important
details, lock them in
your brain so we can
talk about them later.”
-Choral Read
Responding
“What did you think of
this book?”
“What happened at the
beginning of this
story?... then what?...
and how did it end?”
Exploring
We will discuss a few
examples of specific
sequencing
“Can someone tell me
some specific
sequencing examples
from the book, and why
you think it is important
to remember them?”
-I will also remind
students to go back and
 look in the story if they
cannot remember
specific examples.
Applying
-I will pass out a few of
the sort cards with our
“key details” on them.
-Sort cards based on
sequence of book
Closure: “As you go
through other books
that you’re reading, pay
attention to all of the
details and keep your
eyes open for other
examples of sequencing.
I would love to hear
more examples that you
find.”

Assessments -Formative: -Formative: -Formative: -Formative: -Formative:

-Walk around, take Discussions, Discussion, Discussion, walking
notes, gauge student worksheet, taking notes, worksheet, informal around and
understanding through thumbs activities, listen walking around and taking notes,
discussions. up/down to reading taking notes conferencing.
Summative: -Summative: -Summative: -Summative: -Summative:
-Individual Worksheet Worksheet “Cause and packet/take-home The actual
effect” worksheet writings
worksheet
Safety N/A Relay N/A Have only one N/A
expectations student come get
(mostly of materials. Walk
rubber around and make sure
bands) before students are all
they use participating safely.
them. Explain all
expectations early