Integrated Lesson Block Plan

Day #1 Day #2 Day #3 Day #4 Day #5

Lesson Math Science 1 Science 2 Guided Reading Writing

Fractions Weathering Animal Cause and Effect Word Choice
and Erosion Adaptations (Letter)
Objective(s) - Students will - Students will - Students will - Students will work - Students will
be able to be able to investigate a as a group to write a letter
solve real investigate the specific identify the cause communicating,
world way landforms animal, and the effect of with
problems by are created by assigned to different scenarios appropriate
identifying simulating them, and look given to them. word choice,
clues given water erosion up information how a specific
within the in a stream about it that is - Students will person has
problem. table. affected. explore a series of influenced them
books written by the using 5
- Students will - Students will - Students will same author and characteristics.
be able to be able to explore the discuss their
justify their recognize that seven similarities and
answers by water erosion continents and differences.
explaining how cause and discover what
they solved the effect on animals can
problem with certain types of live in what
steps. landforms environments.
when
performing
their group
experiment.
Standards - 4.AT.5: - 4.ESS2-1: - 4.LS.1 - 4.RN.3.2 Describe - 4.W.2.1 Write
Solve real- Make Observe, the organizational legibly in print
world observations analyze, and structure (e.g., or cursive,
problems and/or interpret how chronological, forming letters
involving measurements offspring are problem-solution, and words that
addition and to provide very much, but comparison/contrast, can be read by
subtraction of evidence of the not exactly, procedural, others.
fractions effects of like their cause/effect,
referring to the weathering or parents or one sequential, - 4.W.3.3 Write
same whole the rate of another. description) of narrative
and having erosion by Describe how events, ideas, compositions in
common water, ice, these concepts, or a variety of
denominators wind, or differences in information in a text forms that –
(e.g., by using vegetation. physical or part of a text. Use dialogue
visual fraction characteristics and descriptive
models and - RI.4.5, 4.7: among details to
equations to Craft and individuals in a develop events
represent the structure; population may and reveal
problem). Integration of be characters’
knowledge and advantageous personalities,
ideas. for survival feelings, and
 and responses to
reproduction. situations

- 4.W.4 Apply
the writing
process to – •
Generate a draft
by developing,
selecting and
organizing
ideas relevant to
topic, purpose,
and genre;
revise to
improve
writing, using
appropriate
reference
materials (e.g.,
quality of ideas,
organization,
sentence
fluency, word
choice); edit
writing for
format and
conventions
(e.g., spelling,
capitalization,
usage,
punctuation).
Materials - Puzzle pieces - 8 large - Recording - Popsicle sticks - Paper plates
- dry erase resalable bags Sheet - Set of 4-5 “If you - Liquid drop
boards - 1 Scoop or - IPad give a mouse a dye
- dry erase cup - Power point cookie” books - Shaving cream
markers - 1 roll of - Two jars or - Thick paper,
- power point plastic wrap buckets plastic fork
- exit slip - 1 pair of - Cause and effect - Flat surface
- teaspoon, scissors board game utensil (for
- tablespoon soil - Set of 4-5 “That’s scraping)
- notebook Good! That’s Bad!” - Book “The
paper books Right Word”
- student
activity sheet
- stream table
- clear plastic
shoe box with
drain hole
- rubber
stopper
- 2 small
absorbent pads
- fluted catch
pan
- stream cup
- pour cup
 - strip of velcro
(contains clay
and sand
mixture),
- plastic bottle
of water (1 L)
- textbook
- piece of
plastic wrap,
- 14 in of Tape
- toothpicks
- assorted
crayons or
colored pencils
Body/Activities - Mini-lesson - Mini-lesson - Mini-lesson - Mini-lesson - Mini-lesson
Steps to with definitions with teaching what is about word
finding the - Experiment definitions cause and effect choice
answer (by imitating the - Make a - Examples of Cause - listen to
using context Erosion prediction and Effect (I Do, poems
clues) process (in about their We Do, You Do) - listen to good
- Examples (I groups) animal - Stations practicing and bad
Do, We Do, - Investigate Cause and Effect examples of
You Do) the seven more (board game, word choice
- Puzzle board continents and sort, book - write a letter
game in groups where their exploration, guided to someone
(practicing animal can reading group) special using
with real-world survive good word
problems) choice
- make a picture
to follow with
shaving cream
Assessments Formative Formative Formative: Formative: Asking Formative:
Assessment: I Assessment: I Partner students questions Conference
will be will be asking discussion throughout mini- with students
listening to students about what lesson and ask and look at
those who ask questions about they learned questions in my what they have
questions what they and discovered. small group. written and
throughout my notice assess where
lesson. I will happening Summative: Summative: they stand.
be observing during the IXL activities Students will answer
during the experiment. (3). three sentences over Summative:
group work. cause and effect. The letter they
Summative will write to
Summative Assessment: someone
Assessment: The students special in their
Exit slip. The will journal life. I will look
students will what they those over
use what they noticed before they are
have learned happened sent.
and explain the during the
“how” they experiment.
solved the
problem (with
the steps I gave
them).
Safety - Students will - Students will - Students will - Students will be - Students will
walk when be cautious walk around respectful to their be respectful
going to when doing the the classroom classmates and only use
groups experiment as a - Students will - Students will walk their materials
- Students will group be respectful of around the - Students will
be cautious - Students will one another classroom from focus on their
with puzzle listen for their and work station to station writing and
pieces and role and then kindly with using only what is when I come to
treating them follow their set out. Students them they will
properly directions by classmates will follow wait
- Students will completing that - Students will directions to each respectfully
follow roll follow station. - Students will
directions - Students will directions - Materials will be mindful of
when asked follow safety when asked already be set out others when
- I will have procedures of - Students will for stations avoiding doing the
the appropriate being have the pieces and other shaving cream
materials out respectful and appropriate materials flying activity
needed responsible utensils out around - Materials will
(puzzles) with the when working. - I will have all be set up and
- I will have materials given - I will have everything labeled I will be
everything - I will have everything set needed for students monitoring the
labeled needed the materials up that they - Students will be students when
for students already put out need with placed in groups doing the
- Students will and set up so technology and around the room shaving cream
be placed in all they have to articles strategically part of the
groups around do is follow - I will have assignment.
the room directions everything - I will have
strategically - I will have labeled needed everything
everything for students labeled needed
labeled needed - Students will for students
for students be placed in - Students will
- Students will groups around be placed in
be placed in the room groups around
groups around strategically the room
the room strategically
strategically