Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Math: Reading: Bog Science: Leaf Science: Make it Writing: Water
Multiplication Sweet Bog Change Rain Droplet
Objective(s) 1. After the 1. After guided 1. After the 1. After 1. After the
stations, students reading group experiment, observing the mini-lesson,
will exhibit their one, students students will experiment, students will
knowledge of will demonstrate explain why students will demonstrate the
arrays by how to use the leaves change describe where use of voice in
creating models strategy of colors by rain comes from an informative
based on analyzing text to drawing a by applying the writing piece.
multiplication sequence the picture and water cycle to
word problems events in Bog writing at least 2 the mason-jar
2. After the Sweet Bog. sentences to demonstration.
stations, students 2. After guided explain their
will demonstrate reading group picture.
mastery in two, students
multiplication will demonstrate
by completing how to use the
the strategy of
multiplication drawing
war game. conclusions
3. After the (making
stations, students inferences) to
will demonstrate answer the
their question,
understanding of Which
patterns by harvesting
applying it to the method would
exit slip. be more
4. After the difficult?
lesson, students 3. After
will make completing the
evident their free write
understanding of station, students
properties of will demonstrate
multiplication by they can write in
completing the a variety of ways
dominoes by drafting a
activity. paper.
4. After
completing the
read-to-self
station, students
will demonstrate
they are
independent
readers by
telling a friend
about the book
they read.
 5. After
completing the
task card station,
students will use
the strategy of
drawing
conclusions to
guide their
independent
reading by
filling out the
task cards.
Standards 3.C.2: Represent 3.RN.2.3: 3.ESS.1: Obtain 3.ESS.1: Obtain 3.W.3.2: Write
the concept of Describe the and combine and combine informative
multiplication of relationship information to information to compositions on
whole numbers between a series determine determine a variety of
with the of historical seasonal weather seasonal weather topics that
following events, scientific patterns across patterns across -State the topic,
models: equal- ideas or the different the different develop a main
sized groups, concepts, or regions of the regions of the idea for the
arrays, area steps in United States. United States. introductory
models, and processes or NSES: NSES: paragraph, and
equal "jumps" procedures in a Content Content group related
on a number text, using words Standard A: Standard A: information
line. Understand such as first, Science as Science as together.
the properties of next, finally, Inquiry Inquiry -Develop the
0 and 1 in because, Content Content topic with facts
multiplication. problem, Standard D: Standard D: and details.
3.AT.2: Solve solution, same, Earth and Space Earth and Space -Connect ideas
real-world and different. Science Science within categories
problems 3.RN.2.1: Ask of information
involving whole and answer using words and
number questions to phrases.
multiplication demonstrate -Use text
and division understanding of features when
within 100 in a text, referring useful to aid
situations explicitly to the comprehension.
involving equal text as the basis -Provide a
groups, arrays, for the answers. concluding
and 3.W.1 Write statement or
measurement routinely over a section
quantities variety of time
frames and for a
range of
discipline-
specific tasks,
purposes, and
audiences; apply
reading
standards to
write in response
 to literature and
nonfiction texts.
3.RL.1 Read and
comprehend a
variety of
literature within
a range of
complexity
appropriate for
grades 2-3. By
the end of grade
3, students
interact with
texts proficiently
and
independently.

Materials -Multiplication -Bog Sweet -Clear Jar -Clear Jar -Letter to the
Cards Bog -Bowl -Hot Water principal
-Student Groups -Task Cards -Hot water -Lid -The Day the
-Sorting Cards -Read-to-self -Leaves -Ice Cubes Crayons Quit
-Dominoes books -Coffee filters -Recording
-Times Table -Picture for free -Rubbing Sheet
-Word Problem write alcohol -Comparison
Cards -Plastic Bag Handout
-Manipulatives -Tape
-Exit Slip Paper -Spoon
-Recording
Sheet
Body/Activitie Stations: Stations: Teacher Teacher 1. Mini-lesson
s 1. Model Word 1. Guided Demonstration
Demonstration 2. Write
Problems Reading 1. Students
1. Students 3. Teacher
2. Multiplication 2. Picture Free observe the
observe the jar conferences
War/Patterns Write coffee filter
experiment. 4. Share student
3. Commutative, 3. Task Cards 2. Class 2. Class work
Associate, and 4. Read-to-self discussionDiscussion
Distributive 3. Drawing with
3. Compare to a
Properties description
real life water
cycle
Assessments Formative: Formative: Formative: Formative: Formative:
Observing Evaluate how Observe students Observe student Observation of
student students ask and discussion and discussion and students
conversations answer questions the questions the questions throughout the
and discussions, based on the they ask. they ask. lesson.
Exit slip reading. Collect Summative: The Summative: The Conferencing
Summative: Unit student work students will students will will help me
test from draw a picture complete a assess
workstations. and write a handout individuals.
Summative: This description. comparing the Summative: The
will be more mason-jar published or
 formally experiment to final copy of this
assessed later the water cycle. writing.
during running
records
Safety The teacher will The teacher will -Only the -Only the The teacher will
be aware of the be aware of the teacher will teacher will be aware of the
classroom setup classroom setup conduct the conduct the classroom setup
and location of and location of experiment. experiment. and location of
materials. materials. -The experiment -The experiment materials.
will be on a flat will be on a flat
surface. surface.
-There will be a -There will be a
line that students line that students
cannot cross. cannot cross.
-Give clear -Give clear
guidelines/direct guidelines/direct
ions. ions.
-Move the class -Move the class
in small groups. in small groups.