Integrated Lessons Block Plan

Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Guided Reading: Text-to- Math Lesson: Writing Lesson: Science Lesson: Science Lesson:
self connections Morning, Afternoon, and My Big Adventure Sink or Float Magnets
Evening

Objective(s) Student will draw a After completing the Students will express Working in groups Students will discuss their
picture to show lesson, students will be their big adventure by students will record experiences after exploring
understanding of text-to- able to identify the drawing a meaningful observations about the with magnets.
self connections. differences between picture to describe what buoyancy of items.
morning, afternoon, and they imagine their
Students will draw and evening. adventure to be.
label a picture to show
understanding of text-to- After completing the
self connections. activities, students will be
able to sort common
activities into the
categories of morning,
afternoon, and evening
Standards K.RL.1 K.M.2 K.W.3.3 K.PS.1 K.PS.2
Materials I Can Help books (one for Magnet pictures for Poster paper -2 Grab bags Magnet rice box
each student and anticipatory set • Three floating • A large bin filled
instructor copy) Markers objects with random
Sticky note poster • Three sinking (Make sure they
My Room books (one for Where the wild things objects are safe) items
each student and Marker are • Two boxes that are both
instructor copy) Poster Paper magnetic and not
Students school boxes Bear hunt video Markers magnetic
The Dark (read aloud (pencils, crayons, and Station 1
book) scissors) Crayons • Paper clip Magnet sticks
• Eraser
Fake spiders and box for Sort worksheet Paper • Tack Magnet box
spiders • Rubber band • A box filled with
Blank plate diagrams • Penny (safe) items that
Paper and student’s are both magnetic
• Crayon
school box for drawings Bingo cards and ‘chips’ and not magnetic
• Popsicle stick
Six clear cups
• Small
iPad and headphones
Rubbermaid
Six different liquids (water,
• Recording sheet
juice, corn syrup, tea,

Body/activities Listening station – In this
station students listen to a
book on their iPad where
they can follow along. If
they are not listening to a
book on their iPad, they
are listening to a CD or
cassette while following
along with the text. Each
student has their own
text, or they share the
book in partners.
Game station- The game
station is a station run by
the aid in the classroom.
The students play
different games that
reinforce the lesson or
content from that week.
The games can be
phonics, letters, sounds,
or any literacy content the
students are learning.
Star baskets- This station
Station 2 pancake syrup, broth)
• Milk cartons
• Duct tape Magnet build kit
• Popsicle sticks
• Rubber bands
Station 3
• iPads
• google classroom
links
Station 4
• Large
Rubbermaid
container
• Bucket of items to
explore
• Student’s boats
Math basket 1- students Introduce Writing Trait The scientific definition of Station 1:
will complete a sort (Idea)- the word sink is the action Students will gather five
worksheet by cutting out Talk about what an idea of an object when it items that they believe are
pictures and then pasting is and how you get an becomes submerged in a magnetic and five items
them into the proper idea. Then elaborate on liquid. they believe are not. They
categories of morning, how students can write will then test their
afternoon, or evening. or draw down what they The scientific definition of hypothesis by waving a
are thinking to keep and float is the action of an magnet above the items.
Math Basket 2- idea. object when it sits on the
Morning, afternoon, and surface of a liquid. Station 2:
evening plate diagrams. Share Examples: Students will dig through a
Students will draw a Read ‘Where The Wild Buoyancy is the ability to bin of rice using a magnet
picture of what they do Things Are’ and talk float in liquid. wand instead of their
during each time of day about Max’s big hands. They will take note
on the corresponding adventure then Station 1: of the items that attach to
plate. encourage students Students will fill out the wand while they are
through a conversation hypothesis sheet then test exploring.
Math Basket 3- to share what big all the items to see if they
Time of day bingo. adventure that they sink or float. Station 3:
Students will be given would go on. Students will be testing six
bingo and will match up Station 2: different liquids to see if
the picture chips with the Supervise Practice- Students will create a milk any of them affect the pull
proper time of day. When Students will go to their carton boat to try and float of a magnet when it is
students get four in a row seats a draw a detailed on water in station 4. drawing paper clips closer
celebrate their bingo and picture of their big to it. The students will talk
check their answers. adventure. If students Station 3: about what they are
 is a worksheet that
students do to reinforce
learning. The students cut
and match, color, copy
letters, or other topics.
Review stations- The
review station is students
working on review in the
form of a worksheet and
then completing a group
activity on a pocket chart.
When the activities are
done there is a book bin
for students to pick a
book from and read.
Guided reading station-
The teacher has students
grouped and works with
them in those small
groups to provide
specialized instruction.
Assessments a read aloud with some
conversation about text-
to-self and then having
students complete a
drawing about a
connection they have to
the character or the story.
Math Basket 4-
Math App. Students will
do an assignment from
their school’s math app
that is about morning,
afternoon, and evening.
Students will explain their
time of day diagrams in a
video on their iPad that
will be sent to their
parents.
Students will turn in their
time of day sort for
grading.
would like to they can Students will watch a short
write a couple of words video and then plat a sink
describing their big or float game on their
adventure. iPads.
Sharing- Station 4:
Students will pair and Students will explore with
share with the other different items whether or
students in the class. not items will sink or float.
They will also test their
boat at this station.
Conferencing with I will gather information
students will show for a formative assessment.
student understanding I will observe the students
connecting the text to reasoning behind their
the task they were given. boat building and I will see
how they are discovering
The final picture with the new ideas from the
words to describe what exploration center. Finally,
their big adventure is I will collect the student’s
will be the summative worksheets from the sink
assessment at the end of or float small group and
the writing week. see how they understood
the concept and look to see
what they think will sink or
float.
observing.
Station 4:
Students will be able to full
explore the relationships
that magnets have with
each other by creating and
building items using a
magnet build set. Students
will be reminded to think
about certain things while
exploring.
Since this is an explorative
lesson the only assessment
will be conversations with
the students during and
after the lesson. The
conversations I have with
the students will help me
know what they are
curious about so that I can
build a lesson for the next
week that focuses on the
students’ interests.
Safety N/A Students will be N/A Students will be Students will be
reminded about given directions given specific
how to properly for each station guidelines as to
treat and use about safety and how to be safe
iPads (no safety during the
headphones in expectations. A experiment.
your mouth.) teacher will be at Students will be
the exploration reminded not to
station helping put anything in
students tests their mouth and
their boat. There of all the other
will also be a “lab rules”. A
teacher at the teacher will also
boat building be at the liquid
station to help center to ensure
with student that students do
safety as they not ingest or spill
construct their the liquids. The
boats. liquids are all
edible so that if a
student does
decide to try it
then it won’t hurt
them.