Abigail Stallkamp

Integrated Lessons Block Plan

Writing Lesson Math Lesson Reading Lesson Science #1 Lesson Science #2 Lesson
Lesson Word Choice Counting-On Strategy Put on a Characters Water Pollution Water Pollution
(Intro to Big Idea) Face Solutions
Objectives After the minilesson, After completing a After small group After the minilesson, the Given some websites,
students will be able to review in whole instruction the students students will complete students will research
describe what word choice group, the students will show the face of a and experiment on water methods to fight water
means, and how it applies will accurately character might make pollution. pollution.
to their writing complete the addition in a scenario and
activities using identify the emotion a Before the experiment, After completing some
Students will write an counters character in a book is the students will develop research, students will
acrostic poem, using their exhibiting. a hypothesis about which create a poster
name as the base word and After completing sample of water is the describing actions they
using words that describe Station 1 with the most polluted could personally take
themselves as the side teacher, the students to fight water
words. (This will be will demonstrate During the experiment, pollution.
completed over time and using the counting on the students will make
will not be done by the strategy for addition. and record observations.
end of the lesson)
After the experiment, the
students will identify if
their hypothesis was
correct or incorrect and
will explain their
reasoning.
Standard 1.W.4: Apply the writing 1.CA.1: Demonstrate 1.RL.4.1: Use 1.ESS.4: Develop 1.ESS.4: Develop
process to- fluency with addition illustrations and details solutions that could be solutions that could be
 With support, facts and the in a story to describe its implemented to reduce implemented to reduce
develop, select and corresponding characters, setting, or the impact of humans on the impact of humans
organize ideas subtraction facts events. the land, water air and/or on the land, water air
relevant to topic, within 20. Use other things in the local and/or other things in
purpose, and genre; strategies such as environment. the local environment.
revise writing to add counting on; making
details; edit writing ten; decomposing
for format and number leading to
conventions; and ten; using relationship
provide feedback to between addition and
other writers subtraction; and
creating equivalent
  Use available
technology to
produce
Materials  TEAM Acrostic
Poem
 Clipboard or
Premade Note
Taking Sheet
Body & Anticipatory Set:
Activities Introduce the TEAM
acrostic poem. Ask
students what they notice
about the poem, and
eventually leading them to
the fact that the first letters
of the word spell TEAM
Minilesson: Definition of
word choice. Read the
TEAM acrostic poem out
loud. Describe the acrostic
poem, and how an acrostic
poem works. Describe
how the words are chosen
very carefully as a way to
describe the main word.
Describe to the students
why it is important to use
word choice in their
writing. The students will
be prompted to write an
acrostic poem however it
does not have to be
completed at this time.
Writing &
Conferencing: Students
will be working on their
but easier or known
sums. Understand the
role of 0 in addition.
 Counters  Funny mask
 Math Locks and  COVID Mask
Keys  Sylvester and the Magic
 “First to Fill!” Pebble
Directions and  Corduroy
Grid  Emoji Cards
 Face Board
 Books for Partner Reading
 Magnet Boards
 Magnet Letters
 Magnet Word Endings
Anticipatory Set: Anticipatory Set:
The teachers will Come in wearing a
have students count Halloween mask. Talk
out 6 blocks and then about how it is fun
everyone will count dressing up, but when
out 10 blocks. people wear masks,
Minilesson: both for Halloween and
Reviewing what the for COVID, it is hard
symbol or addition is to figure out the
and doing a practice persons emotions.
problem. Minilesson: Have
Station 1: Teacher emojis on the board.
station. Introducing Talk about what emojis
the counting-on are and when and why
strategy with counters a person uses them.
and a specific method Discuss how when we
of counting on. They use these emojis we
will be using one also tend to make the
hand to pick up the emotions on our faces.
counters they have Have the students make
already counted. the face that they
Point to their hand, would have when using
say the number they a specific emoji. Then
have already counted, talk about that when
and then count on we make a face its
with the counters left normally because we
on the table. are feeling that
Station 2: Students emotion. Talk about
 Four Water Samples
in clear clean jars
(per group)
 Four large wide
mouth jars (per
group)
 Masking Tape
 Sharpie
 Magnifying Glass (1
per group)
 Recording Sheet
Anticipatory Set:
Students will do a picture
walk and try to come up
with what they all have in
common.
Minilesson: Remind
them about the definition
of environment. Then
introduce the definition
of pollution. Then focus
on specifically water
pollution. Have students
come up with examples
on how water can be
polluted. Then have them
discuss what water
pollution could do to the
wildlife, and whether it is
a good or bad thing.
Inquiry: The students
will create a hypothesis
based on the
experimental question,
“Which water sample is
the most polluted?”. The
students will explore four
different water samples to
try to find which one is
 Poster board
 Markers
 Technology (To see the
different websites visit the
lesson plans)
Anticipatory Set:
Students will talk to a
partner about all the
different ways they use
water in a day. Then
students will share
some of the ways they
use water throughout
the day.
Minilesson: Students
will be reminded of
pollution learning from
the previous lesson.
Then introduce the
definition of
prevention.
Inquiry: Students will
research using given
websites to answer the
experimental question:
“How can you fight
water pollution?”.
Then the students will
talk in their groups and
decide on two methods
they can use to prevent
water pollution within
their daily lives. After
individual writings, and
the teacher will be
individually conferencing
with 4 students for about 5
minutes each, taking notes
on her clipboard or
premade notes about the
students writing and their
employment of the use of
the writing traits.
Sharing: Two students
will be allowed to share
the final product of one of
their pieces of writing
Closure: Students will
discuss in their table
groups what word choice
is and why it is important
to sue in their writing.
will be practicing how characters are the most polluted. There will checking in with the
addition by having same way in books. We be four different roles in teacher the students
keys that have an can learn what a the experiment, and each will create a poster that
addition sentence on character feels by what group member will fulfill has the two ways that
them, and locks that they face looks like in a role. The students will they can prevent water
have the answer they the pictures and what observe and record the pollution written on
will be allowed to use they are saying. Show different things they see their board and has a
counters to help them them the Face Board. from the experiment drawn visual
with the addition Group 1+2: Group 1 within a recording sheet. representation for each
problems, and then will read Corduroy. Once they are done with method.
will unlock the lock Group 2 will read the experiment they will Closure: One student
with the Sylvester and the decide if their hypothesis from each group will
corresponding key. Magic Pebble. was right and why they share their poster on
Station 3: The Although the groups believe it was correct or the two ways they
students will play the will be reading incorrect. chose to fight water
“First to Fill” game different books, they Closure: The pollution in their daily
with a partner. They will both be working spokesperson of each lives to the class.
will roll two dice and on the “Put on a group will tell the rest of
add them together to Character’s Face” the students which
get the answer. Then strategy. They students sample they decided was
they will find that will read a portion of a the most polluted and if it
number on their grid, previously read book, matched their hypothesis.
color in the box, and and then will discuss Then they will go over
write the addition the scenario, and look the definition of
sentence in the box. at the illustrations to pollution.
The first to fill all of put on the face of the
their grid wins. character and look at
Closure: Practicing the face board to figure
the counting-on out the characters
strategy as a whole emotion.
class. Anchor Activity 1:
Partner Reading.
Students will take turns
reading books centered
on teamwork (the big
idea).
Anchor Activity 2:
Word Work. Students
will get a partner.
Students will choose a
word ending and then
use magnetic letters to
make different words

Assessments Students will discuss what
word choice is and why it
is important for writing.
Students will also have
individual writing
conferences with the
teacher to check on their
individual writing projects
and their writing process.
The teacher will also look
for evidence of students
specifically using word
choice. The students will
be creating an acrostic
poem throughout time.
Safety N/A
with the word ending.
Closure:
Asking students to
make a specific
emotion on their face,
and then having them
come up to the face
board and point at that
emotion/facial
expression
Observation and The teacher will listen The teacher will listen in The teacher will listen
anecdotal notes at into the partner to all of the different to student
Station 1 for the conversations, to see if conversations that the conversations as they
counting-on strategy. the students are students are having are researching. The
Checking the locks connecting facial throughout the lesson, in teacher will also assess
and keys to see if the expressions and the forms of partner talk each of the posters to
locks were unlocked feelings. Observation and group work. The make sure that the
and checking the as students complete teacher will also check students are
grids to see if they the strategy group the recording sheets once understanding and not
had the correct lesson. There are still they have completed the just stating the two
addition sentences for two groups to teach the experiment but before ways they can prevent
the answers. lesson to, so as the they decide if their water pollution.
assessment after all the hypothesis was correct.
groups are done being
taught, the students
will partner read a
story and use the
strategy to find a
character’s emotion.
Then they will take a
picture of themselves
making that facial
expression and the
emotion that goes with
it.
N/A N/A Teacher needs to make The students will be
sure to go over normal creating a poster within
lab safety rules including this lesson, so the
not drinking any of the teacher will need to
materials given to them. make sure to remind
They need to know that students that the poster
the water they are using, board does have sharp
although it is safe to corners and they will
touch, it is not safe to need to be careful as
drink. The water samples they are trying to share
will also be within glass the board. The teacher
jars, so the students need should also go over
to be reminded how to some basic technology
carry the jars or material and online safety as the
tray with two hands at all students will be using
times. online sources for
research.