04 14 2011 Science Obsservation by 32tGOMH

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									Science/Social Studies (12:20-12:55pm)
        Objective: TSW identify how seeds travel.
        Standards: K.6 The student will investigate and understand basic needs and life processes of plants and
                animals. Key concepts include
                a) living things change as they grow, and they need food, water, and air to survive;
                b) plants and animals live and die (go through a life cycle); and
                c) offspring of plants and animals are similar but not identical to their parents and to one
                    another.
        Do a quick review of what plants need grow, the life cycle/stages of plant growth, transition into how
plants need to start from seeds, and it’s not always people who go out and plant seeds to make plants grow,
think about all the forests/meadows/parks/etc –these weren’t always planted by people? So how did the
flowers/plants get there? Seeds travel! But how do they travel? Any ideas? Let’s find out! Today we’re going
to read “Seeds Travel”, as the teacher is reading the book stop and directly point out the different/many ways
that seeds travel, and when they travel in this way how it is that they are able to grow/get planted, etc.
        Transition students back to their seats, complete the “How Seeds Travel—Following Directions”
worksheet together (whole class), as the class is following the directions outlined on the sheet (read aloud by
the teacher), discuss other seeds and/or methods of travel that the students have seen. When finished with
the whole class seed travel sheet, have students complete the “Seeds Travel” color, cut, and paste
sheet…discuss what kind of travel students are coloring/cutting/pasting on this sheet, did we leave any out?
Feel free to draw more ways that seeds travel on the back of this sheet.
                                          Week 7: Thursday, April 14th
Calendar/Show & Tell (9:30-9:50am)
      (Standards: LA-K.1, K.2, K.3; Math- K.1, K.5, K.7, K.8, K.12, K.15)

Morning Letter & Language Arts (9:50-10:10):
  (Standards: LA-K.1, 2, 3, 5, 6, 7, 8, 12; Objective: TSW understand how print is organized, hear, say and
manipulate phonemes of the spoken language.)

Review the –oon family words that we brainstormed yesterday, add any new –oon family words that students
have thought of to the list. Today’s story will have an –oon family word in it as well, read “The Adventures of
the Dish and the Spoon.” Conclude by having students share with you any –oon family words that they heard.

>>>Transition students into reading groups: Purple with me at the reading table, Red at art, Green in the pod,
Blue at computers. (Pod—working on the –oon cut and paste portion of the worksheet & turtle talk) (Art—
making a “Hey Diddle, Diddle” fiddle.)

Reading Groups (10:10-10:50):
      (Standards: LA K.1, 2, 3, 5, 6, 7, 8, 12; Objective: TSW understand how print is organized, hear, say and
manipulate phonemes of the spoke language.)
      Purple Group:
                      Site Word: Review—
                              Read it with me.
                              Spell it out loud. Spell it with me. Close your eyes and spell it. Lock it in your
              brain!
                                       *Pass out dry-erase boards and markers.
                              Write it. Read it as you erase it.
                              Write the word 8 times. Read the word as you erase it.
                              BEAT YOUR BRAIN! Write the word on 3 separate occasions better than you’ve
                      ever done before, read as you erase. “Ready, Set, Go!”
                              ULTIMATE (Have students write the word wall word we’re practicing the BEST
                              they every have!)…beat your brain! …”Ready, Set, Go!”
                              Collect Boards and markers.
***Send everyone but Ayana to their seats with their book boxes; continue reading group with just Ayana. ***
              *Before you read, Review what to do when you get stuck:
                                       1. Look at the picture.
                                       2. Get your mouth ready.
                                       3. Go back to the beginning.
                                       4. Think about what makes sense
                                       5. Look for chunks.
              Book: Just Look at You!
                      *BEFORE distributing the book to students, picture walk through the book.
                              Things to point out: go through SUPER slow with Ayana, and have her identify
      what it is the picture is showing her before diving in to word touching/reading this book.
              Distribute new book. Start with the title on the cover and THEN the title page. It's just good for
      them to keep using that vocabulary (cover, title page).
                      *Have students whisper read through the book/text. If they finish before others thin the
      group, they can always re-read.
                      *Read as a group (choral reading). “Everyone close your books, get your reader finger’s
      ready, and begin on the title page with me.” {Snap} to signify the turning of the page.
                        *Distribute book bags to students, check to make sure that each student had read the
        previous evening.
                        *TSW partner read the new book to one another. When finished put book bags in your
        backpack so that you can read them at home tonight and have a seat at your desk. (Depending on how
        time allows students may read from their book-boxes.)
***Send Ayana to her desk with her reading box, bring the rest of the Purple group back to the Reading Table
to continue reading group***
                        *Before you read, Review what to do when you get stuck:
                                       1. Look at the picture.
                                       2. Get your mouth ready.
                                       3. Go back to the beginning.
                                       4. Think about what makes sense
                                       5. Look for chunks.
                Book: Let’s Sort by Shape
                        *BEFORE distributing the book to students, picture walk through the book.
                                Things to point out: the different shapes/the different shape words, explanation
        point—good storytelling voice.
                Distribute new book.
                        *Have students whisper read through the book/text. If they finish before others thin the
        group, they can always re-read.
                        *Read as a group (choral reading). “Everyone close your books, get your reader finger’s
        ready, and begin on the title page with me.” {Snap} to signify the turning of the page.
                        *Distribute book bags to students, check to make sure that each student had read the
        previous evening.
                        *TSW partner read the new book to one another. When finished put book bags in your
        backpack so that you can read them at home tonight and have a seat at your desk. (Depending on how
        time allows students may read from their book-boxes.)

        Red Group:
                Site Word: Review—
                              Read it with me.
                              Spell it out loud. Spell it with me. Close your eyes and spell it. Lock it in your
                brain!
                                       *Pass out dry-erase boards and markers.
                              Write it. Read it as you erase it.
                              Write the word 8 times. Read the word as you erase it.
                              BEAT YOUR BRAIN! Write the word on 3 separate occasions better than you’ve
                       ever done before, read as you erase. “Ready, Set, Go!”
                              ULTIMATE (Have students write the word wall word we’re practicing the BEST
                              they every have!)…beat your brain! …”Ready, Set, Go!”
                              Collect Boards and markers.
***Send Rachel to her seat with new book to read. BUT before sending her off with her book- give her a
synopsis of the story and a question that you may be asking her about later on. Continue reading group with
the rest of the Red Group. ***
                       *Before you read, Review what to do when you get stuck:
                                       1. Look at the picture.
                                       2. Get your mouth ready.
                                       3. Go back to the beginning.
                                       4. Think about what makes sense
                                     5. Look for chunks.
              Book: Butterflies in My Garden
                      *BEFORE distributing the book to students, picture walk through the book.
                              Things to point out: the word caterpillar may be hard, point out the life cycle
      pattern on the bottom of all the pages, discuss how this relates to the plant life cycles that we’re
      currently learning about
              Distribute new book. Start with the title on the cover and THEN the title page. It's just good for
      them to keep using that vocabulary (cover, title page).
                      *Have students whisper read through the book/text. If they finish before others in the
      group, they can always re-read.
                      *Read as a group (choral reading). “Everyone close your books, get your reader finger’s
      ready, and begin on the title page with me.” {Snap} to signify the turning of the page.
                      *Distribute book bags to students, check to make sure that each student had read the
      previous evening.
                      *TSW partner read the new book to one another. When finished put book bags in your
      backpack so that you can read them at home tonight and have a seat at your desk. (Depending on how
      time allows students may read from their book-boxes.)
***Send rest of Red Group off to book boxes/partner read. Bring Rachel back to the reading table. ***
      Book: “Scooby Doo: The Camping Caper”. Discuss with Rachel what the book she just read was about.
Read with Rachael as time allows. Send Rachel home with attached comprehension questions.

Math (10:50-11:30)
        Math Expressions: Unit 6, Lesson 3—Introduction to Time! (DON’T use the book!)
        (At their seats)Today we’re going to start something BRAND NEW in math! We’re going to start
working with TIME! We’re going to start learning how to read a clock! We’re going to start learning how to tell
time!
        You guys think you’re smarter than me? Who knows how long a minute is? Yeah? You think so? Ok,
everyone rest your heads and your eyes and close your lips—Students close their eyes and lay down their
heads while you watch the clock. Each child raises a hand when he or she thinks 1 minute is up. Tell children
that you will put their hands back down if they are too early. Clap your hands when the minute is up. Have
children watch as the second hand goes around the clock once. Challenge them to try again to guess when the
mninute is up. Wow that seems like a LONG time doesn’t it!
        What do you guys think you can do in a minute? Brainstorm ideas as a class.
        Check out this “learning to tell time” video:
http://www.teachertube.com/viewVideo.php?video_id=99923&title=Learning_to_Tell_Time_Pt1&vpkey=&al
bum_id= Have students what they learned from the video about telling time.
        Today we’re going to read a story called “What Time is it Mr. Crocodile?”At the end of the read aloud
talk to students about when they do certain activities throughout the day, do they do activities at the same
time as Mr. Crocodile? (ie wake up, eat breakfast, etc) discuss how we go about our daily classroom schedule
in a particular sequence, in a particular order, how time always goes in the same order.

Playground (11:30-12:00pm)

Snack (12:00-12:15pm)

Money Chart (12:15-12:20) (Social Studies Standard of Learning K.8)
        Have show and tell child call tables to the carpet. Ask “How many/much cents did we have yesterday?”
“Count and see.” Have show & tell circle 1, 2, or 3 more pennies. “Now how many do we have? Is that right? #
in your head, # on your fingers.” Count by 5s & 10s to 100, then backwards from 10.
Science/Social Studies (12:20-12:55pm)
        Objective: TSW identify how seeds travel.
        Standards: K.6 The student will investigate and understand basic needs and life processes of plants and
                animals. Key concepts include
                d) living things change as they grow, and they need food, water, and air to survive;
                e) plants and animals live and die (go through a life cycle); and
                f) offspring of plants and animals are similar but not identical to their parents and to one
                    another.
        Do a quick review of what plants need grow, the life cycle/stages of plant growth, transition into how
plants need to start from seeds, and it’s not always people who go out and plant seeds to make plants grow,
think about all the forests/meadows/parks/etc –these weren’t always planted by people? So how did the
flowers/plants get there? Seeds travel! But how do they travel? Any ideas? Let’s find out! Today we’re going
to read “Seeds Travel”, as the teacher is reading the book stop and directly point out the different/many ways
that seeds travel, and when they travel in this way how it is that they are able to grow/get planted, etc.
        Transition students back to their seats, complete the “How Seeds Travel—Following Directions”
worksheet together (whole class), as the class is following the directions outlined on the sheet (read aloud by
the teacher), discuss other seeds and/or methods of travel that the students have seen. When finished with
the whole class seed travel sheet, have students complete the “Seeds Travel” color, cut, and paste
sheet…discuss what kind of travel students are coloring/cutting/pasting on this sheet, did we leave any out?
Feel free to draw more ways that seeds travel on the back of this sheet.

Lunch (12:55pm-1:25pm)

Reading/Writing Workshop (1:30-2:00pm)
        On the carpet remind students about the importance of showing not telling in their stories, about
adding details, about making their stories juicy, etc. Transition students back to their seats with their writing
folders, red pens, and the task of “showing not telling” in even MORE of their previously started stories. Once
children are working, call 4-5 more students back to the reading table to work on “showing not telling” in their
stories in a small group.

Choice Time (2:00-2:45pm)—Mrs. Cooper

Special Area Teachers (2:45pm-3:30pm)

Bus Dismissal (3:40pm-3:55pm)
                                                   Name: ________________________________________
                                   “Scooby-Doo! The Camping Caper”
1.   What does the word stammered mean?
     ______________________________________________________________________________
2.   What’s probably happening if twigs are being snapped closer and closer to Scooby and Shaggy?
     ______________________________________________________________________________
3.   What were Scooby and Shaggy afraid of?
     ______________________________________________________________________________
4.   What did Velma show Scooby and Shaggy?
     ______________________________________________________________________________
5.   When was a time that you were afraid? Why?
     ______________________________________________________________________________

								
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