Billy Harness

Integrated Lessons Block Plan

More Than Meets the Eye
Day 1- Math Day 2- Day 3- Day 4- Day 5-
Science #1 Science #2 Reading Writing
Lesson Addition Pushes and Weather Text Features of Words
Pulls Patterns a Title Cover Associated with
Letters
Objective(s) -Students will be able to -Students will be able to -Students will -Students will be able to
add numbers within 10. understand the understand that weather identify and locate the -Students will be able to
-Students will represent difference between a goes through patterns. title, author, and write words that start
addition with push and a pull. -Students will know the illustrations on the cover with the first letter of
manipulatives such as -Students will know local weather patterns. of a nonfiction piece of their name.
objects, drawings and what a push or pull does -Students will form a literature.
blocks. to an object. hypothesis of what they -Students will be able to -Students will make
-Students will think the weather will read the titles and connections between the
understand the be. authors of selected first letter of their name
difference in nonfiction book covers. and words that start with
direction that a that same letter.
push or pull
creates on an
object.
Standards K.CA.1- Use K.PS.3- Plan K.PS.3- K.RN.3.1- K.W.2.1- Write
objects, and conduct an Investigate the Identify text most uppercase
drawings, investigation to local weather features of a (capital) and
mental images, compare the conditions to nonfiction text lowercase letters
sounds, etc., to effects of describe (e.g., title, of the alphabet,
represent different patterns over author, correctly
addition and strengths or time illustrations) shaping and
subtraction different and describe the spacing the
within 10. directions of relationship letters of the
pushes and pulls between those words. (CAEP
on the motion of features and the K-6 3.c)
 Billy Harness

an object. text in which

they appear.
Materials -How Do Dinosaurs -5 Paddleboards (4 for -YouTube video: -Index cards (with -Paper
Count to Ten? By Jane each group, 1 for the Cloudy With a Chance various nonfiction titles, -Pencils
Yolen and Mark Teague teacher) of Meatballs Food authors, and -Mini whiteboards
-Youtube video: -YouTube video: Weather Scene illustrations) -Dry erase markers
“Addition: Words with “Pushing and Pulling: https://www.youtube.co -Various nonfiction -Erasers
Puffballs” (Sesame What is the m/watch? books -YouTube video:
Studios) Difference?” v=4xGgaBlbUUU -“What’s Missing?” “Sesame Street: Usher’s
https://www.youtube.co https://www.youtube.co -Pencils worksheets ABC Song” (2-minutes
m/watch? m/watch? -Inquiry Experiment -Word Bank sheet with long)
v=WwlrbMWcTtQ v=mEg5GOVpUlE Worksheet various names of titles, https://www.youtube.co
-Class Whiteboard/Dry- -Dominoes -Crayons authors, and illustrations m/watch?
erase marker -Wood blocks -Projector (for Station #4) v=SWvBAQf7v8g
-Class Projector -Ramps -Screen -Class projector (for
-Connectable blocks -YouTube video: “Give -Computer YouTube video)
-iPad it a Push! Give it a Pull! -Four iPads (one for -Worksheets
-YouTube video: A Look at Forces” Read each group) 1.  For individual
“Numberblocks: Learn Aloud. Story by Jennifer -Weather radar for conferences
to Add and Subtract” Boothroyd Midwest region 2.  For Station #1
(first 5 minutes of the https://www.youtube.co https://weather.com/wea -Scissors
video) m/watch? ther/radar/interactive/l/5 -Glue sticks
https://www.youtube.co v=j6fcHSBiLuI 39ef3a1bb315d9bfa924
m/watch? -Laptop ef960a8921561c401489 -Newspapers/Magazines
v=0KPT5EaXUcA -Worksheets for Station a38b5287a4e3567ee4cb
-Markers #1 434
-Problem Worksheets -Pencils
-Mini whiteboards -YouTube video: “Push
-Erasers and Pull Song”
-Dry-erase markers https://www.youtube.co
m/watch?
v=CC_K41PPgBc
-Magnets
-Pictures of push/pull
 Billy Harness

activities to go on
magnets for Station #4
-Washers
-Pictures of fish for
Station #3
-String
-Tape

Body/activities -Instruction on -Instruction on -Read aloud -Instruction on -Instruction on

Addition and Pushes, Pulls, about Weather Title Features of Organization
Counting within and Forces -Instruction on a nonfiction text and letters
10 weather patterns -Read aloud
Stations: and how Stations: about letters of
Stations: -Station #1: weather -Guided the alphabet
-Station #1: Read aloud forecasts predict Reading Station
Mini station weather (Orange and Stations:
Whiteboard -Station #2: -local weather Green groups) -Station #1:
Station with “Push” Station instruction -Word Sort Worksheet
Teacher -Station #3: Station Station
-Station #2: “Pull” Station -Inquiry -Reading -Station #2:
Connectable -Station #4: Experiment with Station on the Collage Station
Blocks Station Word Sort teacher and carpet -Station #3:
-Station #3: Station worksheet -“What’s Mini
Problem Missing?” Whiteboard
Worksheet worksheet Station with
Station station teacher
-Station #4:
iPad Video
Station
Assessments -Formative Assessment: -Formative Assessment: -Formative Assessment: Formative Assessment-
For the stations part of During my instruction, I During my instruction, I assessing each student’s Formative Assessment-
the lesson, I will be will make sure to ask will make sure to ask individual reading in the checking each
seated at a station and questions along the way questions along the way guided reading portion. individual student’s
understanding at the
Billy Harness

provide guided support to make sure the to make sure the This assessment will
of the lesson through students are following students are following determine whether or mini whiteboard station
teaching a mini lesson along and understanding along and understanding not the student should (Station #3). During
and individually what is being taught. what is being taught. stay in their particular instruction of the lesson,
checking each student For the stations part of For the inquiry reading group or be I will also ask questions
for understanding of the the lesson, I will walk experiment, I will guide moved to a more to the whole class to
concept. Since the class around and check to see them along and ask appropriate group. make sure they are
will be split up into if the students are questions to see if they understanding it as a
groups of four, it will be grasping the concepts of are following along and Summative whole.
easier for me to give pushes and pulls in each understanding weather Assessment- no
each student the station. patterns. summative Summative
individual attention they assessment in Assessment-
need when they are at -Summative -Summative this particular checking the
my station. If they are Assessment: I will not Assessment: I will not lesson. worksheets from
struggling with a give any specific give any specific Station #1 and
concept, I will have quizzes or have them quizzes or have them the collages that
plenty of time within take a test, but I will take a test, but I will are handed in to
that station to help them collect the students’ collect the students’ me from Station
understand it and worksheets from Station worksheets from the #2. By doing
enhance their learning. #1 to see how well they inquiry experiment to this, I can see
understood the lesson. see how well they where each
-Summative This will give me just a grasped the lesson on individual
Assessment: I will not little insight as to how weather patterns and student is in
give any specific they are understanding forecasts. terms of their
quizzes or have them the concept of pushes progress in
take a test, but I will and pulls thus far. writing basic
have the students turn in words. If I see
their worksheets from that they need
Stations #2 and #3 and more help, I can
to see how they continue the
answered the addition lesson into the
and subtraction next day and
problems as a group. spend more time
This will give me just a on it with the
 Billy Harness

little insight as to how class or with

they are understanding individual
the concept so far. support for a
student.
Safety -Make sure -Students must -Students must -none -none
children do not not horse be careful when
put blocks in around at the using the
their mouths as push and pull scissors at the
it could pose a stations. collage station.
choking hazard -Students may
for not throw
kindergarteners. dominoes at
each other at
station #2 as
they could
damage a
child’s eye.
-Students may
not throw the
“fishing pole”
washers at
others when at
station #3.