Subject: Math Activity: Build that Fraction Setting: CI classroom # of Students: 6

Statement of Objective: Students will be able to create a given fraction using magnetic circle Accommoda
*Observable/Measurable and bar fraction pieces when prompted with the fraction verbally tions
(A,B,C,D) and visually.
*GLCE/IEP -Objectives
CCSS.MATH.CONTENT.3.NF.A.1 verbally
Understand a fraction 1/b as the quantity formed by 1 part when a stated and
whole is partitioned into b equal parts; understand a fraction a/b as written on
the quantity formed by a parts of size 1/b. board in large
letters
-Repeated
throughout
lesson
Materials: -Chalkboard/Magnetic board
*Prepared and organized -Magnetic bar and circle Fraction pieces from Lakeshore Toys
*Available for all -Whiteboard -White board markers/eraser
-Paper/Pencil
Opening: -Have
*Gain attention/motivate Set Goal: Gain students attention by telling them that they will fraction
*Activate prior knowledge practice fractions today by playing a game. It was be a game where pieces
~link/relate; assess; prepare teams have to race each other in building fractions! already on
for new board for
learning (e.g. vocabulary) students in
*State goals/set purpose number order
~explain task: why, what, from largest
how, and when to smallest
for strategies
*Clear directions -Make sure
fractions stay
color coded
& together
on board
throughout
each lesson

Presentation: Review Fractions with students & Explain Game: -Visuals/

Teacher: Build background knowledge: Remember that a fraction is a Manipulative
*Variety of learning (T/S, part of a whole. [Display the 1 whole fraction circle and bar s
S/S, S/T) pieces] -Written and
*Organizational framework So, that means that a fraction is just a piece of this bigger Verbal
~construct, clarify, and link whole. For example, 1/3 is just a part of the whole circle, fractions
concepts in a and it takes 3/3, or 3 1/3 pieces, to build the whole. [Display -Teacher
meaningful context each 1/3 piece and put them into the circle and bar models game
*Present visually, verbally, formations on board to create 1 whole] with
kinesthetically, Remind students that both of these shapes may look examples
real world (e.g. LESH) different, but the fractions they will build will still be the
*Model and think aloud to same, just using different models. -Write
make visible numerator/de
Model how to build with both the circle fractions and bar
~language nominator on
fractions. Remind students that when we read a fraction &
practices/processes white board
build it, we want to look and listen to the bottom number of
~learning strategies and with example
the fraction. This is called the denominator. When we play
adaptations (how, for students
 when and why)
~organization, relationships,
and clues
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback:
praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust
instruction
Students:
*Participation
~overt and active
~instructional dialogue,
think aloud,
explain, justify, evaluate,
etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for
assignment
~multi-sensory and real
world
~instructional dialogue
*Transfer of control
~students explain, justify,
clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback:
praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust
instruction
*Management/monitoring
~scan, circulate, assess,
support, praise
Closing:
*Adequate time
*Students summarize content
and
accomplishments
*Assess/identify new goals
*Link to future learning
our building fractions game today, we will want to focus on to refer to
the bottom number, because this will help us figure out what while playing
color pieces to grab. (Ex: if the fraction was 2/3, each 1/3 the game
piece is orange, so use the orange fraction pieces)
Remind students that the top number of a fraction, our
numerator, is what will help us figure out how many pieces
of that color we will need. (Ex: 2/3 means we will need 2 of
the orange 1/3 pieces)
Model how to play the game Teacher writes a fraction -Opponents
(ex: 1/2 , 2/3, , 5/6, etc.) on the whiteboard/chalkboard and chosen by
says its name aloud (one-half, two-thirds, etc.) teacher based
Then, explain and model that one student on the bar team on skill level
and one student on the circle team will each build that
fraction. Explicitly model how to build fractions again: -Teacher
means I will need 3 of the yellow circle pieces and 3 of assists/guides
the yellow bar pieces, and I place them together in either students
the circle and bar formation to look like pieces of a whole. verbally as
needed
The first student that builds the fraction properly wins!
throughout
Properly=correct fraction (correct fraction pieces-color & the game in
amount), correct placement together as pieces of a whole/ building
Not scattered around board randomly. fractions
Stand near students at board during game and assist students -Teacher
as needed (ex: repeat numerator to students so they know restates
which color fraction pieces to grab, tell them what color to directions
use) throughout
Teacher clarifies which fractions were correct and helps activity
students understand how to change the ones they built -Uses loud
incorrectly voice
Go through this activity in two teams (3 vs. 3) for 10
rounds/10 fractions built
-Use of
Have an informal discussion with students. Ask them what manipulative
the denominator of a fraction is (point at it) and how s during
knowing that helped us during this activity? assessment
Ask students what the numerator of a fraction is (point at it) -Repeat
and how that helped us during this activity? student
Ask students what a fraction is? (Piece of a whole) reasoning
Next as an assessment, let students grab pieces of the circle
or bar fractions. Have students build a fraction, write it on
paper, and say its name out loud to you.
 Subject: Science Activity: Force and Motion Setting: CI classroom
# of Students: 7-9

Note: This will be a two-day lesson. The first day will focus on the new vocabulary & the
marshmallow shooter activity. The second day will focus on recapping the vocabulary and the
friction and speed activity.

Statement of Objective: During and after this lesson. Accommod

*Observable/Measurable Students will be able to orally describe how forces ations
(A,B,C,D) affect the motion of objects (I.E. more force=object
*GLCE/IEP will travel longer distance, less force=less distance, -Objectives
heavier object needs more force than pushing/pulling verbally
an object with less mass, friction slows objects down) stated &
Students will be able to orally describe and written on
demonstrate the concepts of force, gravity, and friction board
by performing experiments.

Standards (GLCE):

S.IP.03.14-Manipulate simple tools that aid observation and

data collection (meter stick, stop watch)
P.FM.E.3 Force=A force is either a push or pull. The motion
of objects can be changed by borces. The size of the change is
related to the size of the force. The change is also related to the
weight (mass) of the object on which the force is being
exerted.
P.F.M.03.35-Describe how a push or pull is a force
P.F.M.03.37-Demonstrate how the change of motion of an
object is related to the strength of the force acting upon the
object and to the mass of an object.
P.F.M.E.4-Speed-an object is in motion when its position is
changing. The speed of an object is defined by how far it
travels in a standard amount of time.
P.F.M.03.41-Describe the motion of an object in terms of
direction.
Materials: -Toy cars -Have
*Prepared and organized -3 different surfaces (plain paper, sand paper, felt) marshmallo
*Available for all -Stop watches -paper & pencils w shooters
-Meter sticks -Cups with the bottoms cut out already
-Tape measurer -Balloons -Marshmallows made
-Board + surface to prop it up (chair or desk)
-Marshmallow shooters
-Bowling ball
-Basketball
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess;
prepare for new
learning (e.g.
vocabulary)
*State goals/set purpose
~explain task: why, what,
how, and when
for strategies
*Clear directions
Overarching Question of Lesson: How can we observe and
measure the effects of forces on the motion of objects? -Use visual
aids
Build Background Knowledge: Remember how we learned (magnets) to
about the processes of the scientific method and how we must describe
make a hypothesis before performing an experiment? Today magnetism
we are going to make lots oh hypotheses and perform some
fun experiments! -Write force
terms on
These experiments will be related to force & motion. Weve board in
already studied one type of force-magnetism and how magnets large letters
have a force field around them & can repel or attract objects.

Set Goal: Today we are going to investigate other forces such

as pushes and pulls, gravity, and friction.
Presentation: -Display
Teacher: Have students create a quick picture dictionary with these visuals of
*Variety of learning (T/S, words. Have the definition filled in & have them draw a concepts of
S/S, S/T) picture to correspond. force,
*Organizational motion,
framework Review magnetism=a force that pulls metals toward a magnet friction
~construct, clarify, and -Act out/use
link concepts in a Pre-Teach New vocabulary: physical
meaningful context movements
*Present visually, verbally, Force=A push or pull causing an object to move to describe
kinesthetically, -Push=using force to move an object away from you (push toy concepts
real world (e.g. LESH) car, pushing a shopping cart) -Use
*Model and think aloud to -Pull=using force to move an object toward you (ex: pulling students as
make visible the door closed, pulling a wagon) examples
~language -Have
practices/processes Motion=a change in position (object is here, now its there) picture
~learning strategies and dictionary
adaptations (how, Friction=force between two surfaces that are rubbing against definitions
when and why) each other (friction between ball and grass, ground and car written
~organization, tires) already
relationships, and clues
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback:
praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust
instruction
Students:
*Participation
~overt and active
~instructional dialogue,
think aloud,
explain, justify, evaluate,
etc.
-Have
One type of force we deal with every day is: students
Gravity=a force that pulls objects in the universe towards one repeat
another. Its how things stick to Earth, how we are able to concepts in
stand and not fall over, how this desk is standing on the their own
ground, and how when we drop something it falls straight to words
the ground.
Check for understanding after explanation of each term-Give
me a thumbs up/down if this makes sense.
Show me what it means (point to visual aids on force, push,
pull, and friction) and
Transfer control to studentspick on students to help explain
the terms in their own words or give examples of each (force,
push, pull, friction, motion)

Guided Practice: -Model and

*Activity related to Guided Practice: verbally
presentation/objectives explain the
*Active student Day one directions of
participation each
~provide rationale for Model the first experiment: now we are going to investigate experiment
assignment forces! First lets look at push and pull of forces with an -Repeat
~multi-sensory and real activity called marshmallow shooters. Each student will get a directions
world marshmallow shooter and measure with a meter stick or tape throughout
~instructional dialogue measurer how far their marshmallow goes after they shoot it. experiment
*Transfer of control -Model how to pull the balloon back, shoot the marshmallow, -Pair
~students explain, justify, and measure the distance it traveled with a meter stick. students into
clarify, think groups
aloud Then, give each student a marshmallow shooter. For the first -Paras
*Check for understanding trial, have them pull the balloon with little force & measure assist
~ensure high success rate how far it went with a meter stick. For the second trial, have students one
~appropriate feedback: the students pull the rubber band farther back with more force on one
praise, prompt, and measure the distance the marshmallow traveled. Record -Model
probe/question (in ZPD) these numbers on paper. explanation
Individual Practice: with objects
~assess/error drill Probe students after, used in
~monitor and adjust Did we apply more force (strength) when we pulled it back experiment
instruction further or when we pulled it back a little bit? -Use
*Management/monitoring Did the marshmallow travel further when we pulled it with sentence
~scan, circulate, assess, little force or with more force? frames
support, praise Can you identify a pull and a push force in this experiment? -Help lower
functioning
Explain: little force wont move an object very far or very fast, students
but putting more force makes an object travel farther and count inches
faster. Thats why pulling the rubber balloon further back, on meter
pushes the marshmallow further. sticks
-Use your
Now to see the effect of weight (mass) on force: finger to
guide
Have students make a hypothesis from Which will travel students on
further down the hall when we push it, a basketball or bowling meter stick
ball?

Have students practice rolling the bowling ball and basketball

with great and little force to test their hypothesis and see which
one goes further.
Ask students, which ball is heavier?, would we need to
push the bowling ball with great force or little force to make it
move far?

Explain: The heavier something is, the more force we need to

push or pull with in order for that object to move. The bowling
ball is much heavier than a basketball, so we have to push it
harder if we want it to move far.

Day two

Model the second experiment (testing friction & speed) On

one of the already set up ramps (felt, plain paper, sand paper)
push a toy car down the ramp and use a stop watch to calculate
the time it traveled. Then, use a meter stick to measure the
distance it traveled.

Have students work in groups to test the three types of

surfaces. When everyone is finished, have students share what
theyve found about the distance the car traveled in relation to
the type of surface it was on.

Ask probing questions like:

What was different about each of the trials?
How far did your car travel down the ____ ramp? How far
 did it travel down the ____ ramp?
What surface/material did the toy car travel fastest down?
Why do you think it went the furthtest down that surface?

Explain: -Refer back

More friction-slows objects down. Materials like felt and sand to pictures
paper put more friction between the toy cars tires and itself. on picture
So, since the plain paper was a smoother surface, it had less dictionary
friction, and traveled further and faster down the ramp.

Some more examples of friction: A sled on ice hill=ice is

smooth, so theres little friction. A sled will travel for a long
time.
A sled going down a grass hill=more friction because of the
grass and dirt (not smooth), so it wont travel as long.

Have students share examples of more/less friction.

Individual Practice
Informal multiple-choice exit ticket to see if the students can
apply what they have just learned in the experiments.

-Read exit
1. Does MORE FORCE or LESS FORCE make an object ticket out
go further? loud
2. Does friction SPEED UP or SLOW down objects? -Re-read to
students
individually,
point to the
words
Closing: Students are called on to recall ideas and definitions of forces -Restate
*Adequate time in their own words through an informal discussion. student
*Students summarize thinking
content and Discussion questions: -Use
accomplishments Where did we see force as a push and pull today in our sentence
*Assess/identify new experiments? frames/fill-
goals How did the amount of force we put on the marshmallow ins
*Link to future learning make it move? Or, how did you make the marshmallow travel
far/less far? Did you need to apply little or a lot of force to
make an object move far?
What does friction do to a moving object?
What surface did the toy car travel furthest down? Why?

Link to future learning of driving on roads, sledding, running

or walking on surfaces

Note: For Behavior Supports, choose two mystery students at beginning. Do not say them out
loud, keep them in your head. Throughout lesson, if these two mystery students were on task and
following directions at all time, reward them at the end with verbal praise and a prize or reward
of your choice. If one or both of the students did not meet the target behaviors, then at the end of
lesson say something like, Wow my mystery students were so close, but they fell apart there at
the end. Hopefully next time they will follow directions and be rewarded. Do not say the
students names if they did not qualify as the mystery student.

Appendix

Subject:Reading/ELAActivity:AGoodCatchSetting:CIclassroom
StatementofObjective:
*Observable/Measurable(A,B,C,D)
*GLCE/IEP
Materials:
*Preparedandorganized
*Availableforall
Opening:
*Gainattention/motivate
*Activatepriorknowledge
~link/relate;assess;preparefornew
learning(e.g.vocabulary)
*Stategoals/setpurpose
~explaintask:why,what,how,and
when
forstrategies
*Cleardirections
GenericLessonPlanForm
#ofStudents:3
StudentwillbeabletoreadAGoodCatchoutloudwith Accommodations
purposeofidentifyingthecharacters,setting,andplot. Objectives
Studentswillbeabletoidentifythecharacters,setting,and writtenonboard
inlargeprint&
plotofAGoodCatchby: statedverbally
Orallyfillinginateacherledstorymap. multipletimes
Orallyrespondingduringaninteractivefishing throughoutlesson
activity
Studentswillbeabletowriteaninformativepieceonthe
topicofcatchingafish.
CCSS.ELALITERACY.RF.1.4.A
Readgradeleveltextwithpurposeandunderstanding.
CCSS.ELALITERACY.RF.1.3.B
Decoderegularlyspelledonesyllablewords.
CCSS.ELALITERACY.RL.1.3
Describecharacters,settings,andmajoreventsinastory,usingkeydetails.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
AGoodCatch Havefishing
Studentswritingjournals,pencils polesmadefor
Picturesoffish(appendix) students
Setting,Plot,CharactersVisualaids(appendix) Visualaids
Whiteboardorchalkboardtowriteon Fishlargeenough
Large&smallcutoutsoffishwithcharacternames,wordsforsetting,andwordsrelatingto forstudentsto
plotonthebackofsome(appendix) catch
Fishingpoles(Useameterstickandtiealongstringaroundoneend.Tieamagnettothe
otherendofstring)
Paperclips(attachedtofish)
Opening UseVisualaids
Displayprevious
Gainstudentsattentionbyaskingthemiftheyhaveever filledoutstory
beenfishing.Havestudentsrespond.Then,showthema maptoactivate
priorknowledge
photoofarealfishandtellthemaboutapersonal
experiencerelatedtofishing.
(Ex:thetimeIwonafishingcontestandcaughtan11inch
bassintheUpperPeninsula.DisplayphotoofaBass)
StateGoals&ActivatePriorKnowledge:
Todaywearegoingtoreadastoryaboutfishing.Last
weekwelearnedaboutthecharacters,setting,andplotofa
storyandfilledoutastorymapwithdrawingsandwords.
Todaywearegoingtodothatagaintogether.
Then,youwillwriteaboutatimeyoucaughtafish,orif
youweretocatchafishinyourwritingjournal.
Finally,wewillallgettopracticegoingfishing!Weve
alreadylearnedaboutmagnetsinscience.Ourfishingpoles
willbemadewithmagnetsandourfishwillhavemetal
 paperclipsonthemsoourfishingpolewillbeattractedto
thefishandwecancatchthem.(Displayfishingpole)
Presentation: Review:
Teacher: Displaypremade
*Varietyoflearning(T/S,S/S,S/T) Reviewconceptsofcharacters,setting,plotwithstudents anchorchartswith
*Organizationalframework bypointingatanchorchartdrawings(Inappendix) drawingsof
~construct,clarify,andlinkconceptsin charactersinstory,
a Askstudentswhateachis.(Characters=Who?people, picturesrelatedto
meaningfulcontext creatures,animals)(Setting=when&wheredidthestory setting,andplot
*Presentvisually,verbally, Askprompting
kinesthetically,
takeplace?Daytime,night,morning,season,holiday, questionsas
realworld(e.g.LESH) outside,inahouse,park,nearwater,etc.)(Plot=what needed
*Modelandthinkaloudtomakevisible happenedatthebeginning,middle,andendofstory?Was Repeatstudent
~languagepractices/processes reasoning
~learningstrategiesandadaptations thereaproblem/solution?)
(how, Remindstudentstokeepthesethingsinmind,becausewe Reading:
whenandwhy) Sitinclose
~organization,relationships,andclues
willfilloutastorymapforAGoodCatchtogetherafter
proximityto
*Transferofcontrol weread students
~studentsexplain,justify,clarify,etc. Guidestudent
*Cleardirections readingwithyour
*Checkforunderstanding ReadAGoodCatch.Choralreadoncethrough fingeroverwords
~appropriatefeedback:praise,prompt Helpstudents
probe/question(inZPD) decodewordsas
~assess/errordrill Readthestoryagain,alternatingtakingturnsreadingaloud needed
~monitorandadjustinstruction betweenstudentsandteacher.
Students:
*Participation
Stopandaskcomprehensionquestionsthroughoutreading
~overtandactive ofthestory.(Ex:Whoisthemaincharacter?Whatdidthey
~instructionaldialogue,thinkaloud do?Howdidhecatchafish?Whatwasthefishinwhenhe
explain,justify,evaluate,etc.
caughtit?)

GuidedPractice: GuidedPractice DuringStory

*Activityrelatedto Map:
presentation/objectives Afterreadingthestory,filloutstorymapwithstudentson
*Activestudentparticipation whiteboard. Askprompting
~providerationaleforassignment questions
~multisensoryandrealworld Askstudentspromptingquestionslike,Wereanimalsor Usevisuals
~instructionaldialogue peopleinthisstory?Whatwerethenamesofthecharacters Repeatstudent
*Transferofcontrol
inthisstory,ortypeofanimalswerethecharacters? reasoning
~studentsexplain,justify,clarify,think
aloud Wheredidthestorytakeplace?Wasitinside/outside?Near Writing:
*Checkforunderstanding theforest,nearwater,oratschool?Whendidthestory Providepremade
~ensurehighsuccessrate bubblemapfor
~appropriatefeedback:praise,prompt,
happen?Daytimeornighttime?Whathappenedatthe
students
probe/question(inZPD) beginningofthestory?Themiddle?Theend?Wastherea Haveadultwrite
IndividualPractice: problem?Howdidthecharacterfixtheproblem? instudentthoughts
~assess/errordrill intobubblemapor
~monitorandadjustinstruction Usepremadedrawingsofcharacters,setting,andplottofill helpwithspelling
*Management/monitoring instorymap(inappendix).Havestudentstapethemup
~scan,circulate,assess,support,praise Monitorand
underappropriateheadingsofCharacters,Setting,andPlot
guidestudentsin
onwhiteboard. theirwritingas
needed:
WritingActivity
Soundoutwords
Sincewehavebeenworkingondescriptivewritingwith orhelpstudents
supportingdetails,havestudentswriteintheirwriting spellwordsduring
writing
journalsaboutwhenoriftheycaughtafish.First,help Drawlinesfor
studentsfillinpremadeMyFishbubblemapintheir eachwordin
journal.Then,assistthemwithwritingaboutit. studentjournalfor
writing
Helpframe
sentences
IndividualPractice DuringActivity:
Modelactivity
Layfishacrosstheflooranddemonstratehowstudentswill withactual
materials
catchafish.(Putmagnetonendofpolenearthepaperclip Readwordon

Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning
attachedtothefish) fishtostudents
duringfishing
Tellstudentswhentheycatchafishtheymustreadtheword andaskprompting
(haveanadultassistinreadingtheword)andtellaboutwhat questions
isonthatcard
Forexample,ifastudentcatchesafishwiththeword
charactersonit,theymusttelladultwhowasinthestory
orwhowastheirfavoritecharacterandwhy.
Ifastudentcatchesafishwithsettinghavethemtellyou
whereandwhenthestorytookplace.
Iftheycatchbeginning,middle,orend,theymustdescribe
whathappenedatthosepointsinastory.
Thisindividualactivitycanactasaninformal
assessmentofstudentsknowledgeofstoryelementsin
generalandspecifictothestory.
Remindstudentsthatthefishingpolesarenottoys.Wedo
notneedtoswingthemaroundorusethemlikeabat,
becausewedontwanttohurtanyoneorgetourlines
tangled.Remindthemtomakesuretostayintheirownarea,
solinesdontgetcrossed.
Conclusion
Helpstudents
readtheirwritings
Havestudentsgatherincirclearea.Letstudentssharetheir
Askprompting
MyFishwritingsinthewriterschairiftheywouldlike questions
to. Repeatstudent
Then,asaninformalassessment,wrapupthelessonby reasoning
havingthestudentstalkaboutthefishtheycaughtandthe
thingstheytalkedaboutregardingcharacters,setting,and
plot.
Linktofuturelearningbytellingstudentstheyaremasters
ofstoryelementsandthenexttimetheyreadastorythey
willdoagreatjobofidentifyingthecharacters,setting,and
plot!
Asanextralittlelesson:Reviewthetypesoffishthe
studentscaught.Askthemifitisarealfishorcartoonfish,
thentellthemwhatkindsoffishtherealonesare(Sword
fish,goldfish,salmon,bass)
Asanextrafunactivity,havestudentsmakefish.(Example
inappendix)
Appendix
Fish&writingcreatedbystudent