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Integrated Lessons Block Plan

Day 1

Day 2

Day 3

Day 4

Day 5

Lesson

Math
Perimeters

Science
Shifting Shadows

Literacy
Making
Connections

WritingVoice

Objective(s)

1. Given a shape
made out of
caution tape on
the floor,
students will be
able to measure
the lengths of the
sides with a ruler
and identify the
corresponding
perimeter with
80% accuracy of
performed
attempts.

1. Upon
completion of the
lesson, students
will be able to
identify the
relationships
between a lights
position and an
objects shadow
direction when
given three or
fewer prompts by
recording
observational
data, constructing
visuals with
technological
processes, and
reading literacy
content.

Science
(unobserved)
Surfaces Road
Race
1. After the lesson,
students will be
able to identify
which surface
allows an object to
move at the fastest
speed and with the
most consistent
direction by
constructing their
own experimental
tracks using a
variety of surfaces
and participating in
class discussion.

1. Upon
completion of
the guided
reading lesson
students will be
able to use
verbal language
to compare and
contrast the
concepts in
their own lives
with the story
when prompted
by the teacher.
2. Given a
prompt,
students will be
able to identify
textual clues
with verbal
descriptions
focused on their
surroundings
around their
own neighbors
and community.
3. When given a
prompt,
students will be
able to verbally
describe at least
two connections
that they were
able to make
between the text
and personal
experiences and
record on their
connections
recording
sheets, as well
as contribute
one
construction
connection to
the class
connections
chain.

1. After the
lesson, students
will be able to
identify the
appropriate tone
of voice to use
when addressing
a man in the
military by
creating and
writing a letter
to a U.S.
military man
serving in Italy.

2. Given a
mystery
perimeter
problem,
students will be
able to exercise
their problemsolving skills,
transfer the
problem onto
graph paper,
identify the
perimeter, and
record the
perimeter on a
recording sheet
accurately 80%
of performed
attempts.
3. After
completing the
lesson, students
will be able to
identify and
recognize the
definition of a
perimeter by
reciting a
perimeter song.

2. Given an
unsolved
problem, students
will be able to
demonstrate
competency with
shadow concepts
by verbally
stating and
discussing with
the class during
which time of the
day the cookie in
the presented
problem was
stolen and why
with 100%
accuracy.
3. After
completing the
lesson, students
will be able to
construct
observational
data using the
results from the

2. Upon
completion of the
lesson, students
will be able to
gather
observational data
using recording
sheets and group
collaboration.
3. After the lesson,
students will be
able to identify
how the
surroundings
around an object,
such as surface,
can affect the
object in
predictable ways
by participating in
class discussion.

2. Upon
completion of
the lesson,
students will be
able to verbally
describe two
varying pointof-views over
the same topic
and how they
relate to voice
by participating
in class
discussion.
3. After
completing the
lesson, students
will be able to
recognize and
verbally
describe
Americas
connections
across the world
through class
discussion and
manipulation of
Google Earth.

cup experiment
and the boxed
house experiment
on a recording
sheet with 80%
accuracy.

Standards

PS.1: Make
sense of
problems and
persevere in
solving them.
Mathematically
proficient
students start by
explaining to
themselves the
meaning of a
problem and
looking for entry
points to its
solution. They
analyze givens,
constraints,
relationships,
and goals.
Mathematically
proficient
students
understand how
mathematical
ideas
interconnect and
build on one

Content
Standards:

Content
Standards:

2.2.7 Investigate
how the sun
appears to move
through the sky
during the day by
observing and
drawing the
length and
direction of
shadows.

2.1.4 Observe,
sketch,
demonstrate and
compare how
objects can move
in different ways
(e.g., straight, zigzag, back-andforth, rolling, fast
and slow).
2.1.6 Observe,
demonstrate,
sketch and
compare how
applied force (i.e.,
push or pull)
changes the motion
of objects.

Process
Standards:
1. Make and use
simple equipment
and tools to
gather data and
extend the senses.
2. Identify a need
or problem to be
solved.

Process
Standards:
Conduct
investigations that

4. Given
materials and a
writing prompt
regarding a
personal
experience,
students will be
able to
participate in
the interactive
writing process
with a partner.
5. Given
materials,
students will be
able to speak
and listen with
a partner by
orally reading
an article text
together.
6. Given
materials,
students will be
able to identify
spelling words
by playing
games on
Spelling City.
2.RL.4.1 Use
information
gained from the
illustrations and
words in a print
or digital text to
demonstrate
understanding
of its
characters,
setting, or plot.
2.RF.4.3 Apply
knowledge of
short and long
vowels
(including
vowel teams)
when reading
regularly
spelled one
syllable words.
2.RV.1 Use
words, phrases,
and strategies
acquired

2.SL.1 Listen
actively and
adjust the use of
spoken language
(e.g.,
conventions,
vocabulary) to
communicate
effectively with
a variety of
audiences and
for different
purposes.
2.W.3.3
Develop topics
for friendly
letters, stories,
poems, and
other narrative
purposes that
Include a
beginning.
Use temporal
words to signal
event order
(e.g., first of

another to
produce a
coherent whole.
2.CA.2: Solve
real-world
problems
involving
addition and
subtraction
within 100 in
situations of
adding to, taking
from, putting
together, taking
apart, and
comparing, with
unknowns in all
parts of the
addition or
subtraction
problem (e.g., by
using drawings
and equations
with a symbol
for the unknown
number to
represent the
problem).

3. Generate
questions and
make
observations
about natural
processes.

may happen over


time as a class, in
small groups, or
independently.
Make and use
simple equipment
and tools to gather
data and extend the
senses.

through
conversations,
reading and
being read to,
and responding
to literature and
nonfiction texts
to build and
apply
vocabulary.

all).
Provide details
to describe
actions,
thoughts, and
feelings.
Provide an
ending.

2.SL.2.1
Participate in
collaborative
conversations
about gradeappropriate
topics and texts
with peers and
adults in small
and larger
groups.

2.M.2: Estimate
and measure the
length of an
object by
selecting and
using appropriate
tools, such as
rulers,
yardsticks, meter
sticks, and
measuring tapes
to the nearest
inch, foot, yard,
centimeter and
meter.
Materials

Graphing paper
Pictures of big
and small rooms
or distances
Pencils
Laminated
magnifying
glasses for each
student
Caution tape

1. Anticipatory
Set
Flashlight
2. Mini-lesson
Shadow
vocabulary card
for each student
Pictures of
different shadows
A paper

Anticipatory Set:
O Video clip from
Aristocats where
the double-seated
motorcycle is
attempting to chase
after the stolen cats
O
https://www.youtu
be.com/watch?

Anticipatory
Set:
Prompting
cards (recess,
snow day, and
detective)
Magnifying
glasses
Mini-lesson:
Reading Street

Anticipatory
Set:
O Google Earth
http://www.go
ogle.com/earth/
Mini-lesson:
O Pencils and
paper
o Examples of
notes written to

for floor shapes


Name sheets
Copy of the
perimeter song
for each student
A set of
laminated
airplane, car, and
tractor cut-outs
with magnets for
teacher use on
front board
Rulers
Recording
sheets
Teacher
observation
notes
Saxon
worksheet

magnifying glass
for each student
A flashlight
An object to
reflect shadows
Hypothesis/Resu
lts chart
3. Box Houses
Station
3 boxes
Direction folder
One flashlight
One object
(stuffed bear)
Recording sheet
and pencil per
student
4. Technology
Station
IPad for each
student (one-toone technology is
available)
Direction folder
Augmented
Reality: Space
Free App
Shadows App
5. Cup
Experiment
Station
3 plastic cups
Direction folder
3 flashlights
A recording
sheet for each
student
One cup
discovery
worksheet for
each student
6. Literacy
Station
Dr. Seuss book
The Shape of Me
and Other Stuff
Wonderopolis
article (IPad)
O
http://wonderopol
is.org/wonder/wh
y-do-the-seasonschange-2
Word search
about shadows
The Dark by

v=WU9hZpIdEss
Start at 1:20
Mini-lesson:
O Detective
folders
O Magnifying
glasses
O Hypothesis sheet
O Pictures of roller
coasters, paved
race tracks, dirt
tracks with hills, a
pothole, and a
gravel road
O Vocabulary
cards (smooth,
bumpy, rough,
direction, speed,
surface)
O Toy car
Group Activity:
O Paper towel rolls
O Masking tape
O Tubes
O Rods
O Construction
paper
O Levers
O Bumpy surface
(carpet)
O Smooth surface
(table)
O Rough surface
(sand paper path)
O Timer
O Ruler
O Group recording
sheet
O Directions
Closure:
O Results sheet
O Exit slip

Sleuth book
O Firehouse
Friends
Text to
Personal
Experience
writing prompt
chart
Class
connections
construction
chain
Station 1:
Guided Reading
Lesson(s)
Guided
Reading Lesson
1: Making
Connections
O Reading
article for each
student
(Unlikely
Friends)
O Connections
recording sheet
O Class
connections
construction
chain
Guided
Reading Lesson
2: Making
Connections
O Reading
article for each
student (Stretch,
My Pet Giraffe)
O Connections
recording sheet
O Paper and
pencil
O Class
connections
construction
chain
Guided
Reading Lesson
3: Making
Connections
O Reading
article for each
student (The
Blank Book)
O Connections
recording sheet

the president,
teacher, and
friend
o Three large
circles taped
around the room
(president,
teacher, friend)
o Vocaroo
access
http://vocaroo
.com/
O Writing
prompt sheet
example
http://readwrit
ethink.org
Writing
Time/Conferenc
ing:
O Paper and
pencil
o Display of
directions
Sharing Time:
O Student
writings

Lemony Snicket
Direction folder

Body/activities

For a kinesthetic
activity, students
will divide into
groups and
measure a large
crime scene
(made out of
caution duct
tape) on the
floor. Students
will have to
estimate the
measurement
using their own
body lengths,
and then check
with actual
measurements
conducted using

For kinesthetic
activities,
students will
experiment with
shadows using
flashlights on
objects at the Cup
Station and the
Box Houses
Station. Students
will also be
actively
participating at
the Technology
Station
manipulating
planet movement.
Students will be
asked to make

For kinesthetic
activities, students
will be working to
experiment on
which surface
creates the quickest
speed and the
straightest path.
Students will be
working together
to reach a
consensus.
Students will also
be constructing
their own racetrack
using the materials
that correspond to
the surface they
found was best

O Blank book
provided by the
teacher
O Pencil and
paper
O Class
connections
construction
chain
Station 2: Word
Work
Homophone
matching game
Fact and
opinion closed
word sort
Word searches
Writing
materials
Sheets with
writing prompt
Station 3:
Shared Reading
and Spelling
City
Reading
article
IPad (one to
one technology
available)
Access to
Spelling City
word list
Word search
with matching
definition clues
sheet
For kinesthetic
activities,
students will be
constructing a
class
connection
construction
paper chain
symbolizing
how all
connections are
linked together.
Students will
also be working
with a partner at
the assigned
literature
stations.
Students will be

For a kinesthetic
activity, students
will move
around the room
and sort out
voice clue
phrases into
three
corresponding
circles. For
auditory, the
students will
listen to a
variety of
vocaroos and
listen to how
voice is
manipulated
depending on

Assessments

a ruler or
yardstick. For
music learners,
the students will
sing a song about
perimeter that
that teacher
scripted herself.
Lastly, students
will be asked to
measure the
room perimeter
using footsteps
(causing them to
get up and move
around), as well
as measure desk
tops. They will
be actively
participating in
measurement
concepts.

their own
shadows. The
students will be
actively moving
between stations.

suited for the


fastest route. For
visual learners, a
video will be
shown representing
the different paths
(rough, smooth,
bumpy) to be
considered.

participating in
interactive
writing with a
partner at one
station. The
students will
also be
practicing
spelling words
on dry erase
boards. For
auditory
learners, they
will participate
in shared
reading with a
partner and
verbally process
through their
connections
with peers.

audience. The
students will
also be writing a
letter and
sharing their
work with peers.

Formative:

Formative:

Formative:

Formative:

Formative:

For formative
assessment, the
teacher will use
the recording
sheets and
graph paper
completed by
the students.
The teacher will
also use
informal
observation and
discussion
questions to
check the
students level
of
comprehension.
Lastly, the
teacher will use
a Saxon
worksheet
completed by
the students to
determine the
competency of
each students
ability to
determine
perimeter.

For formative
assessment, the
teacher will use
the
hypothesis/results
charts and the
recording sheets
completed by
each individual
student. The
teacher will also
use informal
observations of
student
interactions
during stations.
Lastly, the
teacher will
assess the
students
knowledge of the
content by
observing and
examining their
answers of
higher-order
questions during
class discussion.

For formative
assessment, the
teacher will use
informal
observational data,
hypothesis and
results sheets,
group recording
sheets, exit slips,
and class
discussions to
determine student
mastery of the
objectives. Lastly,
the teacher will
assess the students
knowledge of the
content by
observing and
examining their
answers of higherorder questions
asked throughout
the lesson.

For formative
assessment, the
teacher will
collect informal
observations of
students,
leveled
questioning
techniques, and
completed
student
connection
recording sheets
and
construction
chains from the
class
connections
chain. She will
also use the
closed word
sorts form the
Word Work
station and
Spelling City
data from the
Shared Reading
station to
determine
competence of
material.

For formative
assessment, the
teacher will
utilize informal
observation of
student answers
during class
discussion. She
will also use
leveled
questioning
techniques
during
conferencing
that address
higher-order
critical thinking
skills. Lastly,
the teacher will
use the letters
written by the
students during
the time
provided to
determine
competency of
student mastery
regarding the
concept of

Summative:
For summative

Summative:
For summative
assessment, the
teacher will ask
questions about the
relationships

Summative:
For summative
assessment, the
teacher will
include
questions
involving
finding
perimeter on
unit math tests.

Safety

For safety, the


teacher will
assign job roles
for the students
to follow as they
are measuring
the crime scenes.
In this way,
students will not
bump into each
other or cause as
much potential
harm. Safety is
also considered
while
measurement
tools. The tools
will not be sharp
or be of choking
hazard.

assessment, the
teacher will ask
questions about
the relationships
between the suns
position and
directionality of
shadows on a unit
exam. The
teacher will also
maintain a
detective file for
each student as a
portfolio
assessment,
where the
students will
keep all their
observation data,
recording sheets,
worksheets, and
writing
assessments
within the file to
be assessed by
the teacher at the
end of the unit.

between surface,
direction, and
speed on a unit
exam. The teacher
will also maintain
a detective file
for each student as
a portfolio
assessment, where
the students will
keep all their
observation data,
recording sheets,
worksheets, and
writing
assessments within
the file to be
assessed by the
teacher at the end
of the unit.

Summative:

For safety, the


teacher will not
use any breakable
or sharp objects
to reflect
shadows off of.
The teacher will
also give explicit
directions
considering the
heat that is casted
off of flashlights
and how students
should not touch
the lighted end.
Explicit
instruction will
also be provided
warning students
not to shine the
flashlights in
each others eyes.
Job roles will be
assigned to limit
potential harm at
stations.

For safety, the


teacher will not use
any breakable or
sharp objects to
construct the race
tracks. Students
will also be spread
out to allow
enough room for
all students to
experiment without
bumping into each
other. Job roles
will be assigned to
limit any potential
harm. Explicit
instruction will be
utilized to explain
how to use the
materials properly
(to construct path)
and not be used to
hit each other.

For safety, the


teacher will precut construction
paper strips to
limit student
use of scissors.
The chain will
also be
constructed
using tape
rather than
staples. Job
roles will be
assigned at the
stations to limit
potential harm
or confusion.

A unit portfolio
will be used as
summative
assessment.
Any tangible
work completed
will be
collected in the
detective file
portfolio for the
teacher to
review and
assess.

manipulating
voice within
writing.
Summative:
For summative
assessment, the
teacher will
have the
students collect
their written
letter samples
within their
portfolio to be
examined at the
end of the unit.

For safety, the


circles will be
posted at a place
that is easily
accessible to the
students so that
they are not
required to
climb up or over
any objects that
may be blocking
the circle. The
students will
also be expected
to use the pencil
tool properly as
to not poke or
throw at other
students.