Listed below are example lessons I created for each age level, from infancy to grade 6:
Age of Infant: From 7-17 months
Area of Focus: Fine Motor- Art (Bubble Wrap Painting)
Summary of group skills observed or known in the area of focus:
-Group will reach and grasp for items, hands are opened and closed, can carry objects to mouth, and can manipulate objects in
hands, transferring form one hand to the other.
Proposed interaction with infants with reasons noted:
-Infants interested can move their hands over the bubble wrap and paint to feel differences in texture, while finger painting.
This was chosen because it increases the use of fine motor skills, and the group seems to enjoy “table activities,” such as the
sand table.
Primary Objective:
-The infants will choose different paint colors and move their fingers/hands over the wet/dry bubble wrap, experiencing the
different colors and textures.
Developmental Skills needed-Minimum of three and why:
-context clues: To understand form seeing what others are doing at the table, what he/she should be doing with the materials.
-fine motor: To move fingers/hands in the desired way to make the desired painting product.
-receptive language: To understand the directions and experiences being told.
-spatial awareness: To understand to paint only on the bubble wrap, the designated painting area.
List Developmental areas which could be stimulated:
-quantity
-Hand-eye coordination
-expressive language
Materials needed:
-bubble wrap (can use big and/or small bubbles in the wrap)
-tape
-smocks
-One or a few colors of nontoxic paint
-a table to work on
-garbage, paper towels, spray cleaner, and a sink close for cleanup.
Location and Set-Up:
-on the table in the kitchen (infant height).
-I will set it up, sometime in the morning when most of the infants are active and have had their morning nap and breakfast, but
before lunch/gym time.
Preparation:
-tape the bubble wrap onto the entire tabletop, like a tablecloth
-open up the paint jars/tubes
-the smocks should be in the area and ready to be put on.
-have the cleanup supplies ready to go.
Method:
Introduction:
-bring any interested looking infants over to the table, and say,
“Today we can paint with our fingers and hands on the bubble wrap.
-if they are looking around at the activity or fingering the bubble wrap,
Put a smock on the infant
Procedure:
-put a small dollop of paint (or a few of different colors) in front of their painting area they’re standing by on the tabletop.
-let them finger at the bubbles, perhaps popping a few, and sliding the paint all over, feeling how sticky and wet it is. Comment
on the textures, like “Doesn’t it feel kind of slippery and wet?” or “it was dry here, now the paint made it sticky!”
Conclusion:
-Let the infant play at the table for as long as they hold interest to it, and as long as they are “listening” to what it being
explained.
-This helps to increase fine motor and language between the teacher and child. He/She can experience first hand using their sense
of touch
Transition:
-When the infant has slowed down or seems ready to leave the
Table, tell them what is going to happen, “Now that we painted and felt all of those textures, we have to get clean!”
-Take off their smock and wash the paint off of their hands (and wherever else it’s splattered!)
-Put the smock away appropriately, and let the infant transition to a new activity of his/her choice, or as needed.
Anticipated Problems:
-the paint could run out
-the activity could get very messy, as infants can touch their faces, mouth, clothes, other people, etc.
-there could be issues with not enough bubble wrap for each infant to have their “own space.”
-the infants could loose interest too quickly, or never have any interest to begin with
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Age Level: 2 years
Content Area: Science
What about this group of children made you choose this activity?
-I’ve been told that this group enjoys science, and they definitely like to move around (seemingly more so with music). Also, on
this day they will be discussing the bakery and pretzels.
Primary Objective:
-The children will shake whipping cream in a container and during the process observe how it turns into butter (and then eat it
with bread).
Developmental Skills Necessary- Minimum of three and why?
-auditory discrimination-listening to the butter from being liquid to how it sounds more solid as it is made (this is how you can
tell it’s done).
-Expressive language- to describe the texture of the butter as it changes
-Gross motor- to shake the jar fast/hard to dance/move around while waiting for turn.
Developmental areas which could be stimulated:
-Figure-ground discrimination
-receptive language
-quantity
Materials Needed:
-1 pint whipping cream
-dash of salt for flavor
-bread
-sturdy container to shake the ingredients together
-plates/napkins/knife for eating the bread and butter
-music to dance/shake to (and a boom box to put it in)
-recipe chart
-Materials to clean up- paper towels and water should do.
Location and Set-up:
-We can put the ingredients in the container somewhere with a hard floor in case of spilling. ON the wide carpet area, this is
where we can shake it and dance. Checking on our butter can be done on the tile floor again, and eating it at the end can be done
at the table by the bathrooms.
Preparation:
-Open up the pint of whipping cream, open up the salt, have the container around and ready to go, put the music in/near the boom
box to play. Have paper towels ready to go in case of a spill.
Method:
Introduction:
-When we are all ready to get started, show them the ingredients and ask, “What do you think we are making? DO you think we can
make butter out of only this?” Pour in the whipping cream into the container and add a dash of salt, and talk about what it looks
like. Does it look like butter yet?
Procedure:
-Once the container is sealed tightly, explain that we are going to take turns shaking it, and see what happens to it after each
person’s turn. Discuss what has changed and if it’s any closer to looking like butter?
-While the other children are not shaking it, they can stay active and dance around to the music playing, so they have something to
do and feel a part of the process.
-Once everyone has had a turn and the butter is (hopefully) by this time solid (if not, everyone can give it another quick shake or
I could finish it off), there will be some extra juice that needs draining at the bottom. Explain that we have to drain this, and
ask them, “What kind of texture is it now?” It is no longer liquid, and it looks like butter, but does it taste like butter?
-Apply to bread and talk about the taste (and of course, eat and enjoy).
Conclusion:
-After finishing this snack, tell them that just from shaking this liquid, we have made our own butter! We watched it change from
being smooth and light to creamy and heavier in the container.
Transition:
-When the activity is over, tell the children what is going to happen next or dismiss them to free play, depending on the planned
sequence of activities. Clean up as necessary.
-The chart with simple directions can stay up on the wall for revisiting and reference.
Anticipated Problems:
-The children can become tired dancing and shaking.
-They may not see complete differences in the changes the butter makes (it actually goes through about four different texture
phases).
-They may not like the butter’s taste or may not be interested.
Environmental Additions:
-Recipe chart on the wall.
-Music to dance to
-bread nearby on the table
Possible Extensions:
-reading a book about bakeries
-making other recipes to eat, where the children can take part in, or even a bread tasting snack time.
-having a bakery prop box
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Age Level: 3-4 years old
Activity Title: Stuck in the Mud Sensory Table
What about this group of children made you choose this activity?
-I’ve seen quite a few children take interest in the sand table, particularly measuring and burying items. This particular book is
large with gorgeous pictures and fun wording, and I think this group can appreciate watching the chick get everyone stuck in the
mud- and then playing in some goop to find their own animals buried (let’s face it, goop is fun)!
Primary Objective:
-After reading the book Stuck in the Mud, by Jane Clarke, the children will make a dose of goop-simulated mud- and find toy animals
stuck within to identify.
Developmental Skills Necessary- Minimum of three and why?
-Matching- to find an animal in the sensory table and place it correctly on the chart
-Memory- to remember the sound and what each type of animal looks like, as we have discussed previously
-Quantity- To be able to make the goop recipe properly in its proportions
Developmental areas which could be stimulated:
-Classification
-Adhering to directions
-Configuration
Materials Needed:
-the book Stuck in the Mud, by Jane Clarke
-A recipe chart of how to make the goop (dyed brown to be “mud”)
-A chart with the toy animals on it to place the recovered animals and identify name/sound it makes
-equal parts corn starch and water, brown dye to color (enough for each child to make a small dose to add to the sensory table)
-A container to measure the corn starch and water
-A large/wide container that is shallow for a “sensory table”
-Clean up supplies, like bleach/water and towels
-Smocks
-Toy animals that are found in the story, like a chick, dog, sheep, etc.
Location and Set-up:
-Book can be shared altogether during circle time, and the sensory table can be in very small groups of two on the tables. Set up
includes having some goop premade in the container.
Preparation:
-Place the book by the rocking chair
-Set up on the table the sensory table with some goop already in it, the animals hidden
-Have on the table also the chart of the animals and supplies for accidental spills
-Hang up the goop recipe by the table to refer to
-Open the corn starch and have water accessible, perhaps by pitcher, to measure, with the measuring containers available
-Call the children to join in large group
Method:
Introduction:
-State that “Last time I was here we talked about eh difference between the city and country. Today, I want to share a book with
your about animals on a farm.” Ask and see if they remember in which a farm is found.
Introduction to the book:
-After saying the title of the book on the cover, Stuck in the Mud, try spelling out M-U-D, with the M making an “emmmm” sound.
-The title page is a great example illustration of the country, with large squares of land surrounding the farm. Explain what a
title page is and explore the image. “It is possible to get stuck in the mud in the country because there is so much more land
there than in a city. When it rains, there can be mud everywhere! “
Procedure for the book:
-The story involves animal sounds and rhyming words, which the group is working with, so emphasize and point out some easy rhymes.
-The story is also a “stacker,” where the first statement is piled on top with new statements- “She pushed and she pulled again and
again, but she was stuck with the dog, cat, and hen.”
-Leave plenty of time to look at and taka bout pictures, because this book offers ones with crisp character images and sequences.
Closure/Transition from book:
-The twist in the end is that the chick was never really stuck, but all of the other animals got stuck in the mud when trying to
help him out (he was playing a silly trick). Be sure to point this out and respond to their reactions.
-The last page opens perfectly into a sensory table- “Mud is great fun, I’m sure you’ll agree. I love mucky mud- thanks for
playing with me!” Inform the group that “I can now take you two at a time to make some pretend mud to play in- does that sound fun
too?” Let them decide and reinforce/convince that they can help save the animals that got stuck!
-Place the book on the shelf to revisit, letting the group know of this.
Introduction to mud sensory:
-Ask the children to put on the smocks and take a seat. Point out the goop recipe and say that “This is the art recipe we will use
today. It is like a cooking recipe (like dirt and worms we made) but you don’t’ eat the result.”
-State that the recipe will make some additional mud, but that it is not real mud, just pretend
Procedure for mud sensory:
-Mix in the colors red, green, and blue until a brown color is made with the water. Let one child measure/pour in the corn starch
half and the other pour in the water half in addition to the mud already in the sensory table. This allows space for inaccuracy
and teamwork. “Great, you worked together and both of your ingredients will mix together to make the recipe!”
-Show the children the chart with the animals. “All of these animals got lost and stuck in the mud! Do you think you can help
find them so we can put them back in their home on this chart?
-Let the two children dig through the mud, and occasionally ask them to describe what it feels like. As they find an animal, ask
them to clean off some of the mud and what animal it is. “Yes that is a cow, where is the cow on here? Yes, what sound does a cow
make?” Once of the animals are found, inform them that they have 5 more minutes to play with the animals/mud.
Closure for mud sensory:
-Ask the two, “Can you help me by hiding these animals in the mud again so the next two children can play?” and encourage them by
using vocabulary “Good idea to bury it under/deep/in the corner” (Wipe off the chart for the next group to see)
-Thank the children for helping. “Now we can better understand why little chick had so much fun in the mud! It really can get
mucky and sticky, no wonder the other animals got stuck.”
-Have the children wash their hands and hand their smocks to the next two children.
Transition from activity:
-After they are cleaned up and traded spaces, give the children options to play- “If you want, you can build a farm just like in
the book out of the blocks- I left the book in the reading area for you.”
Anticipated Problems:
-Mud is messy. Being sticky and slick, one can pull on it and suddenly have too much momentum- messy!
-With enough inaccurate measurements, plus the inaccuracy of the recipe, the goop can become too runny or dry and adding more of
either ingredient can confuse the idea of having had a recipe to follow.
-Taking only two at a time take a long time and is too long a time to wait for one’s turn.
Environmental Additions:
-Keeping the book in the classroom to reread at another time
-Exploring the possibility of a mud sensory table in the classroom or using actual mud
-Leaving the animal chart and toy animals in the class to play with later- or hang the chart up, along with the recipe chart
Possible Extensions:
-Reading Wee Little Chick, by Lauren Thompson, and filling up Easter eggs with different weights as a science/math game
-Comparing this book to Debra and Sal Barracca’s The Adventure of Taxi Dog, showing how an animal in the city could live an
adventure.
-Use the book Strega Nona, by Tomie dePaola, where the city is stuck in pasta (explore a pasta recipe or pasta sensory
experiment/table.
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Grade Level: K
Subject: Mathematics- Subtraction
I. INTENDED STUDENT OUTCOMES
1. Objective: Students will write down subtraction number sentences on a white-board with no more than two errors.
2. New York State Standards: K.OA.1: 1. Represent addition and subtraction with objects, fingers, mental images, drawings1,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
II. PREPARATION
1. Materials:
A) Student Materials: Dry erase board, dry erase marker, rag to wipe
B) Teacher Materials: Dry erase board, dry erase marker, rag to wipe, 10
M&M candies per child, Dixie cups
2. Prior Knowledge: How to count object within 10, the components of the number sentence
3. Need to do Ahead of Time: Divide 5 blue and 5 green M&Ms into a Dixie cup. Make one for every child.
III. BODY OF THE LESSON
1. Anticipatory Set: Gather the students to the desk areas and distribute Dixie cups. State that today, math will be edible!
Ask students what it is called when you have something and take things from it (subtraction). Ask what the subtraction sign looks
like.
2. Steps:
1) Students can take the M&Ms out of the Dixie cup and line them up as desired.
2) Ask students to count how many blue there are. Then ask them to count the green (there are 5 and 5). How many altogether
(10)? Define this as adding. 5+5=10.
3) Have the students write the total amount down on the personal dry erase boards (teacher will model what board will look like on
big teacher dry erase board).
4) Tell the students to eat 2 and count how many are left (8). Walk through that 10-2=8.
5) Allow the students to eat 2 again. 8, the new total amount, minus 2, the ones eaten, would leave 6 left.
6) To differentiate addition from subtraction, review what is left! Count how many blue and green are left (each student will
have a different amount depending on what colors they have been eating). Give them a moment to think about if their green and blue
ones add up to 6 (they should!).
7) From the six left, let them eat one. 6-1=5.
8) The next equation would be 5-3=2. Reiterate that you count the total number, then the minus sign, then how many were taken
away and eaten, then the equl sign, then how many you count that are still there.
9) Try 2-0=2. Explain that if nothing is taken away, the amount left is the same.
10) Finish up edible math with a 2-2=0. Explain that when you take away all of the group from the big number, that there is
always 0 left.
10) During the process, allow students to check with a neighbor on their number sentence work. Does their amount of M&Ms match?
Do they’re number sentences look the same?
3. Accommodations:
1) Enrichment
For students having an easy time with subtraction 1 through 10, give enough M&Ms to do it from 1 to 15 or even 20 for higher
challenge. This student can also be have more M&Ms added so that true subtraction and addition number sentences are being
processed at the same time (versus just a thinking period in the above lesson on the relationship).
2) Hearing Loss
Students with hearing loss can have an aid to sit beside and help them. They can have the numbers pointed to on the big board.
These students can also get written directions (broken down in simplistic terms for a kindergarten level).
4. Closure: Close by having students throw out their Dixie cups and stating that they will have another opportunity to subtract
with food at lunchtime! This an be practiced with many materials, as long as you count the big number altogether, then the amount
you are taking, and finally, the answer is what is left!
IV. ASSESSMENT Assessment would be informal in that nothing would be formally collected for evidence and recorded. It is an
observation of an individual’s work, but they are following along with the teacher and peer checks
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Grade Level: 1
Subject: Science- Plants & Animals (Butterfly Life Cycle)
I. INTENDED STUDENT OUTCOMES
1. Objective: Students will illustrate and name one of the butterfly’s life cycle stages (choice of egg, larva, pupa, adult)
given a blank page, from memory, without error.
2. New York State Standards: MST1.E.SI3B: Students interpret organized
observations and measurements, recognizing simple patterns, sequences, and relationships. MST1.E.S1B: Students question the
explanations they hear from other and read about, seeking clarification and comparing them with their won observations and
understandings. MST1.E.SI1C: Students develop relationships among observations to construct descriptions of objects and events
and to form their own tentative explanations of what they have observed.
II. PREPARATION
1. Materials:
A) Student Materials: Crayons, scissors
B) Teacher Materials: Book: The Very Hungry Caterpillar by Eric Carle,
Butterfly book print outs (5 copies of each page- 5 pages each book), group arrangements, butterfly life cycle song/video, live
butterfly samples (habitat, food), image of caterpillar, learning log assessment worksheet (20 copies), smartboard/projector
2. Prior Knowledge: Students should understand what a life cycle is as the plant
life cycle was previously taught in the unit. Students were also taught that plants and animals have similarities and differences,
so a different life cycle for animals should be anticipated (and that different types of animals have different ones).
3. Need to do Ahead of Time: Print out worksheets necessary, arrange groups of 4 students that will collaborate and build
book, download video to watch and prepare smartboard/projector to view, place copy of book in circle area, place butterfly live
samples in habitat with the caterpillar “baby picture” to compare nearby to observe
III. BODY OF THE LESSON
1. Anticipatory Set: (10 min) Call the whole group to the circle area. Say:
“Today the class will be learning about animal life cycles, because animals go
through growing phases kind of like plants do.” Show the book The Very Hungry
Caterpillar by Eric Carle, and have the class make predictions for what the book is
about, using inquiring questions to prompt discussion as necessary (“How do you
think the caterpillar becomes a butterfly? Do they look different?”). [IE4, SE1, SE3]
2. Steps:
1) (5 min) Once the book is over, think aloud about how the baby (caterpillar) looked totally different as an adult (butterfly).
State that after it hatched from the egg, it had to go into a cocoon (chrysalis) and came out with very different body parts and
appearance. [IE2, SE2]
2) (3 min) Hold up a picture of the baby (caterpillar). Have students name qualities they see (He’s long, he is fuzzy, he has
many feet, he has no wings, he is slow, etc.). [IE4, SE3, A1]
3) (3 min) Hold up the habitat with live butterflies in it. State that after it hatched, after it was a baby caterpillar, after
it went into a cocoon, it became an adult, called a butterfly. With a live specimen, students can list traits of appearance (he
has wings, her is bigger, he is fast, etc.). [IE4, SE3, A1]
4) (4 min) Compare the traits students have listed from the butterfly and his baby picture. Let students think about the
differences they noted in their observations. [IE3, IE4, A1, A2I]
5) (2 min) Place the butterflies and baby picture in the science center so students can revisit and observe in more detail
individually. Have objects for scientific discovery in the science center, such as magnifying glasses and pencil/paper. (Note that
the butterflies should be watched for safety reasons and the animals are not released or harmed. State rules or take butterflies
from center as necessary). [IIE2, SE1, SE2, SE5]
6) (5 min) Students will now be broken into groups of 4 students (there will be 5 groups). Assign each group a place where their
group will meet and stay working in the room (especially since this lesson is over two days and a break point MAY be here; students
will know their group to pick back up the next day). [SE2, SE3, SE4]
7) (2 min) The butterfly book has five pages. Each student will get one page of the book to practice writing the word and then
color the image (each page states “Egg” and a picture of a caterpillar egg, for example). The title page will be distributed at
the end of this activity so that no one gets extra work or a page that lists no life cycle stage (It does not require coloring to
make it fair). [A1]
8) (17 min) Students will write out the underlined word in the sentence about that stage and color the image. [IE4, A2]
9) (8 min) When complete, students will work with their 3 other group members to decide whose page goes first, second, third, and
last to have the butterfly book make sense (egg, larva, pupa, adult, so to speak). [IE4, SE3, SE4, SE5, A1]
10) (3 min) Attach title page with the group members; names and staple book together in given order. [A1]
11) (15 min, 3 min/group) When all groups have completed their work, groups may take turns in front of the class to describe their
books’ sequence and why they decided it should be in that order. [IE2, IE3, SE4, A2]
12) Technology incorporated into the lesson as a whole includes the smartboard/projector for the video (the lesson’s closing).
[IE3, SE2, A3]
13) Any work finished quicker can result in extra time to observe the butterflies for the group as a whole. Individuals that
finish faster than their peers prior to sequencing the story can take time individually to visit the library, where books about
butterflies, metamorphic animals or other life cycles can be viewed (such as Dr. Seuss’ Are you My Mother? or Leo Lionni’s Fish is
Fish, for example). Groups that are taking longer than anticipated can finish coloring after a sequence is established or share
their book at another time. [IE1, IE2, SE1, SE5, A3]
14) Alternatives to the lesson include having a butterfly song ready to teach in case the video/smartboard does not work. In case
life butterflies are not available due to season or do not thrive for the lesson, substitute with an image. [A1]
15) Given more time or a longer lesson, a science museum could be visited as a field trip or a kit can be implemented and observed
as live eggs are raised to adulthood in the classroom (over about three weeks). [IE1, IE2, SE2]
16) (2 min) Close with the butterfly song/video. [IE1, SE2]
17) (15 min) Assess formally through the learning log scrapbook that is consistent throughout the unit. This entry will have
students list one of the butterfly’s cycles and illustrate it (the name should be correct and the picture drawn a match; student
choice). [IE4, SE4, SE5, A1, A2]
3. Accommodations:
1. ADD: Attention Deficit Disorder
a) Students that would have a difficult time sitting through a book can have their own copy to follow along with during the read
aloud. [A3]
b) The student may have a longer amount of time to view the live specimen individually prior to the butterfly book so a proper
observation can be made. [A3]
2. Intellectual Disability
a) Students can have class ideas discussed written out on chart paper or on an individual sheet for reference throughout lesson.
Directions can also be listed out clearly on paper. [A3]
b) The student can be given warning prior to any transitions so they have an idea what is coming next and when. [A3]
4. Closure: To close the concept of animal life cycles (specifically seen through
the butterfly), Play the song and video on the smartboard/projector about the butterfly life cycle. It is short (under a minute)
and a catchy tune that clearly states this animal’s life cycle. Reiterate that baby looks nothing like the adult because it went
through a life cycle, changing its body! All animals have a life cycle, but sometimes the baby and adult look the same and just
grow bigger, and sometimes they look very different (and the class can review that observations they made during he second activity
now). Pose a question to think about: What does a human life cycle look like? (Birth- no egg hatching, baby, adult).
IV. ASSESSMENT Informal assessment is done during this lesson in a few ways. One, prior knowledge is generally addressed through
the book predictions discussed. Two, it is completed through trait listing when comparing the baby picture to the adult (whether
they are noting any differences or inquiring how/why it occurred). Third, it is occurring through the butterfly book. The
assessment is informal because they are working in a group after working on their own page individually. Formal assessment is
completed after the lesson when students add to their learning log with an entry. They are to list and illustrate one cycle stage
from memory.
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Grade Level: 2
Subject: ELA: Small Group Grade Level: 2
I. INTENDED STUDENT OUTCOMES
1. Objective: Students will compare and contrast character traits, listing at least three traits for each.
2. New York State Standards:
R.L.2.7: Use information gained from the illustrations and words in a print of digital text demonstrate understanding of its
characters, setting, or plot.
R.F.2.4: Red with sufficient accuracy and fluency to support comprehension.
L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content,
choosing flexibly from and array of strategies.
S.L.2.3: Ask and answer questions about what a speaker says in order to clarify comprehensions, gather additional information, or
deepen understanding of a topic or issue.
II. PREPARATION
1. Materials:
A) Student Materials: None
B) Teacher Materials: Copy of Frog and Toad Are Friends by Arnold Lobel for each student, Word Wall banner, frog for each
vocabulary word, tape, Chart paper for T-Chart, markers
2. Prior Knowledge: None
3. Need to do Ahead of Time: Place word wall banner up and designate spot for new vocabulary, place Frog and Toad character
pictures on a T-Chart
III. BODY OF THE LESSON
1. Anticipatory Set: Show the group the front of the book and read the title. Ask “what is a friend?” Brainstorm in a small
group discussion what being a good friend means and if you have to be the same as your friends.
2. Steps:
1) Begin first by talking about some new vocabulary we will run into. Select two words from chapter one to add to the word wall.
Show students where the word wall is explain that unknown words from this book go up there to remind us what they mean. Two words
in the “spring” chapter could be “shutters” and “toad.” Write the word on the frog image and talk about what it might mean.
Record a short definition on the frog and hang up on the wall.
2) Show a picture of a frog and toad and talk about how they are generally different (to assist in defining “toad”).
3) Show the T-Chart. Explain that both Frog and Toad have character traits, or things that they do that are unique to them that
describe who they are. Write down one example for each character as a model to practice. Let students know that we will fill it
out by the end of chapter one, but that if they come up with a character traits while reading to raise their hands and we can
record it right away.
4) Read chapter one together by having students take turns reading. Help with decoding unknown words if stuck. Pause and ask
comprehensive questions to summarize, such as “Why did Frog wake up Toad?” or “How did Frog finally get Toad to get out of bed?”.
5) Upon completion of reading pages 4-15, go back to the T-Chart. Ask the group if it is complete or if we can add any details
(and ask why that character is that trait).
3. Accommodations:
1) Hyperactivity: Students that have trouble sitting still can be given a bouncy chair, stand up during reading, or be given a
hand manipulative.
2) Autism: Students can be given clear, written directions and have an alternative to social discussion, such as writing answers
or working with just one partner.
4. Closure: Summarize the entire chapter. Review the two new vocabulary words. Let students know that next meeting we will
continue with the chapter “The Story” and predict what it may be about.
IV. ASSESSMENT
Assessment is informal on comprehension through creating the T-Chart as a small group. Formal assessment of reading skills is
exhibit through individual read aloud time; here, fluency, self-correction, and decoding skills can be recorded.
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Grade Level: 3
Subject: Science- Moon Phases
I. INTENDED STUDENT OUTCOMES
1. Objective: Students will individually identify a moon phase and illustrate
and list the next moon phase to occur given a worksheet and diagram with no
errors.
2. New York State Standards: MST1.E.SI1A: Students ask "why" questions in
attempts to seek greater understanding concerning objects and events they have
observed and heard about. MST1.E.SI1B: Students question the explanations
they hear from others and read about, seeking clarification and comparing them
with their own observations and understandings. MST1.E.SI1C: Students
develop relationships among observations to construct descriptions of objects and
events and to form their own tentative explanations of what they have observed.
II. PREPARATION
1. Materials:
A) Student Materials: Pencil, science notebook
B) Teacher Materials: Kitten’s First Full Moon by Kevin Henkes book,
Chart paper and marker, 12 balls, 12 flashlights, cookies, icing, 24 diagrams, 24 assessment worksheets, overhead/smartboard
2. Prior Knowledge: Students should know the intent and how to use a KWL chart (Know-Want to-Learned Chart) and have an
understanding of shadows.
3. Need to do Ahead of Time: Make sure there are batteries and flashlights
work, have one cookie with a different phase of the moon iced on it (moon cookies). Place book and chart paper in reading area.
Have overhead on and ready to use.
III. BODY OF THE LESSON
A. Anticipatory Set: (7 min) Have students sit in open area where a chart
paper, book, and chair are set up for read aloud time. Tell students, “Today we are going to read a book about the full moon.”
Announce the title and author. Read the book with a think aloud format, asking questions and encouraging open discussion.
Example: “I wonder if she can touch the moon?” or “What is the moon really made out of?” What have students observed about the
moon before themselves? (SE1, SE3)
B. Steps:
1) (7 min) Lead out of the book and questioning to a KWL chart. Students may be called upon to say what they think they know
about the moon or may want to know about the moon. The students will be able to complete the first column later on (at end of next
consecutive lesson). Post on the wall when brainstorming ideas are exhausted. Ask questions to aid, such as from the hook, “What
is the moon made out of?” or “does it change shape?” or “Why does it look different sometimes?” (IE2, A1)
2) (5 min) Students will be seated in their chairs and given a diagram with the eight moon phases. Read through and present each
phase so students see and hear the name of each phase on the overhead. Explain the difference between waxing and waning phases
since they look the same. Compare that a waxed moon is missing a chunk on the left and waning moon is missing it on the right.
Note the circle pattern; a moon always follows the same phases in the same order, slowing building from empty (new) from the right
to a full moon, and then deteriorating from the right. (SE1, SE2)
3) (6 min) Let students choose a partner (or assign one). Give each pair a ball and flashlight. Turn the lights off in the
classroom and the flashlights on (it should be dark enough to see the flashlight’s ray but light enough for safety concerns; with
the windows open it should be fine in the daytime). While one student holds the ball, the other can rotate the flashlight around
to compare the sun’s rays and the shadow on the moon (hence the phases seen). Make it clear that the moon is
always the same shape but the sun and shadows make it look different. Walk the
room to prompt questions to do this. The process is to experiment and explore the
moon phases with a peer by controlling them and discussing observations. After 3 minutes, switch partner jobs and continue another
3 minutes. (IE4, SE2, SE3)
4) (5 min) Let students work in pairs to write down in their science notebook/learning log one thing they observed through this
experiment about the moon. (SE3, SE4, SE5, A1)
5) Technology is integrated into the lesson through experimentation with light
(flashlights). An overheard/smartboard is also used to have the diagram up front
for reference throughout the entire set of activities. (A3)
6) Since the read aloud and KWL chart are done as a whole group and the
experimentation is timed, the only work that be left incomplete or finished too quickly is the science learning log. Any
unfinished thoughts can be completed at the end of the day in free time or taken home as homework. Anyone who finishes too early
can illustrate the phases of the moon in their logs alongside the entry. However, since only one observation is assigned, the
likelihood of either with the scheduled time allotted isn’t probable. (A3)
7) Alternatives: Should the overhead not work, students have individual copies and can refer to these instead of the board.
Should the room be too bright of flashlights not work, the idea can be demonstrated with students as a live diagram, standing in
place. The video with Bill Nye’s explanations for the consecutive lesson can also be shown earlier in this event. Note food
allergies and have an alternative for those affected!
8) (10 min) Students will individually complete a worksheet with their diagrams identifying the eight moon phases. These
worksheets will be collected, so let them know ahead of time. There is a place to identify the phase and another to identify which
one will happen next, alongside a place to draw that next phase. Reference to the diagram is allowed for this assessment but
partner work is not. (A1, A2)
C. Accommodations:
1. Autism
a) Students with difficulty with a paired social situation can do the experiment individually with their own flashlight and ball.
(A3)
b) If the lights off and flashlights are an overabundance of stimulation, let the child know ahead of time that the lighting will
be changed and allow for experimentation to be done in the lit hallway if necessary (the phases can still be slightly seen with
lights on too). (A3)
2. ADD: Attention Deficit Disorder
a) Allow the student a copy of the book Kitten’s First Full Moon by Kevin Henkes to look at during the read aloud so they can
focus on their own copy and pages at their own pace, referring back if necessary. (A3)
b) The student may stand during activates and walk around between activities if hyperactive type to let out excess energy/stress.
(A3)
D. Closure: (5 min) Have cookies made up with icing on them representing the eight moon phases (some will have less than others).
Call up students to choose a cookie and identify the phase iced on it. When coming up, students may choose to share their
learning log findings with the class orally. Last, encourage students to think about what moon may be occurring live tonight and
have them attempt to observe it (pending on weather and availability to do so late a night) (IE4, SE5, A1, A2)
IV. ASSESSMENT Informal assessment includes the KWL chart because it is a group effort and gives a general idea on background
knowledge and current level of understanding. I chose it because it gives me feedback on exactly where to start depending on what
they know and have interest in learning. Informal assessment also includes the science log because it is a partner effort and is
very open ended, but was chosen because it helps peers relate and clarify with each other and gives me feedback on whether they are
wrapping their heads around the concepts at all (and how deeply). It also shows me what facts stick out best for them to remember
and share. Informal assessment is also through the cookie give away and oral sharing, chosen because students enjoy learning from
each other and can clarify ideas through this method. I can slo receive feedback from thief individual response on their cookie
phase. Last formal assessment is through the diagram worksheet because the students will work alone and even with reference must
be able to deduce concepts taught, giving me feedback on what they individually understand about the names and illustrations of
the phases.
REFERENCES:
http://www.moonphases.com/
http://www.nylearns.org/module/cm/maps/view/3607/cmap.ashx
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Grade Level: 4
Subject: ELA: Large Group
Bunnicula Review
I. INTENDED STUDENT OUTCOMES
1. Objective: Students will discuss and respond orally on a team comprehension questions without error.
2. New York State Standards:
RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
SL.4.1: Follow agreed-upon rules for discussions and carry out assigned roles.
II. PREPARATION
1. Materials:
A) Student Materials: None
B) Teacher Materials: List of Bunnicula test questions, extra comprehension questions, vocabulary questions, a die, dry erase
board, dry erase marker, candy
2. Prior Knowledge: Students will have read, understood, and answered questions about Bunnicula prior to playing this review
game.
3. Need to do Ahead of Time: Make die, make list of questions, bring candy for prizes (make note of all allergic possibilities),
make chance cards
III. BODY OF THE LESSON
1. Anticipatory Set: Remind students that tomorrow the class will be taking a Bunnicula test, but to fear not! Today is review
game day. Tell them that they will be working in teams to solve questions and take out their opponents.
2. Steps:
1) The first step would be to explain the rules of the games. Students will be on teams in the group desks they currently sit at
(even out teams as necessary). The name of the game is Grudgie and it involves a lot of strategy, good sportsmanship, and luck.
Explain what fairness, chance, and being a good sport mean. Have groups pick a group spokesperson for answers (they merely report
out, not lead; everyone is to discuss).
2) Label each team as Team 1, Team 2, Team 3, and Team 4. Draw on the board a column for each. Give each team column 20 Xs. The
idea is to have as many Xs left as possible, as each stands for a piece of candy for each individual on the team! In the end,
everyone will get at least one piece for participating.
3) To begin, ask a question from the question list (there are about 18 questions that appear on the test and just as many extra
questions for background comprehension and extra allotted time). Give groups a moment to discuss the answer together. After they
come to an answer, roll the die. A team will get a chance to answer the question if their team number is rolled (a 1, 2, 3, or 4
for team 1, team 2, team 3, and team 4, respectively). This way, all teams have a high interest in knowing the answer because they
do not know if it is their opportunity to respond. A 5 rolled would indicate doing a vocabulary question instead, which is open to
the first person who raises their hand for their team, and a 6 indicated the use of pulling a wild card, which will so something to
do the game (get an extra X on your team, team 2 looses an X, etc.).
4) If a team that was rolled responds correctly, a student form the team will come up to remove two Xs. They cannot commit
suicide and remove their own, but they can remove both from one team or one and one from two different teams. They can discuss
beforehand who to attack and why quickly. The idea is to push each other’s buttons in a grudge, but in a very friendly, silly way.
Again, those who are hit should not take the attack personally as everyone wins anyway and those wild cards can change anything.
5) If a team rolled answers the question wrong they loose one of their own Xs. The team with the least amount of Xs left on the
scoreboard gets the opportunity to steal (and flip a coin or roll if two or three teams are tied to be fair). This allows the team
in last an extra opportunity to catch up.
6) If a team runs out of all of their Xs, they are not done! They can have no more erased (since none exist) and instead can
receive 3 Xs on their next turn when they answer correctly.
7) Go through all test questions, and then extra questions. The vocabulary list is only used when a 5 is rolled (or if extra time
permits).
3. Accommodations:
4. Closure: Count up afterwards the amount of Xs each team has, and make note of who is on which team. Let students know that the
next day after the test, they will receive a small package of X amount of candies (everyone gets at least one despite Xs). Ask
students if they have any questions about the book, the questions, or the test.
IV. ASSESSMENT
This review game is an informal assessment as there is no individual work evidenced, but it will give an idea of overall class
comprehension. Formal assessment is seen the following day in the book’s test.
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GRADE: 5
THEME: Medieval Times
SUBJECT: Math
TOPIC: Perimeter
RESOURCE AND REFERENCE:
Leinhard, J. 1998. Three Field Rotation. Engines of Ingenuities. Retrieved April 15, 2013 from
<http://www.brighthubeducation.com/middle-school-history-lessons/113158-middle-ages-crop-rotation-lesson/>
This webpage offers a full background of what the three field crop rotation system is, which was created from the two field system
in the high middle ages. The idea here is that the soil would be better kept and more produce could be harvests if the field was
divided this way. Creation of more food led to fewer issues of starvation. Some wealthy lands would put fences around their owned
areas to prevent theft.
CRITICAL/HIGHER-LEVEL THINKING:
Students will calculate the perimeter of the field they divide up into twos and threes, comparing the amount of fence necessary to
enclose both a two field and three field area. They will then implement data given and recommend which system uses the most amount
of fence material to enclose.
PERFORMANCE INDICATOR/EXPECTATION:
■ 5.R.7: Use mathematics to show and understand physical phenomena.
■ 5.G.1: Calculate the perimeter of regular and irregular polygons.
■ 5.CM.10: Use appropriate vocabulary when describing objects, relationships, mathematical solutions, and rationale.
BIG IDEA:
Perimeter is the calculation of a shape’s entire outer distance. This is an essential skill to determine in real life situations,
such as framing a picture or putting up a fence. The size of the shape determines the perimeter as the formula is P=S+S+S+S, where
all of the side’s lengths are added together.
CONEPTS AND SKILLS:
1) What perimeter means and how it is a useful formula.
2) How to calculate perimeter of a rectangle
3) How to divide a rectangle in two equal, smaller rectangles.
4) How to divide a rectangle in three equal, smaller rectangles.
5) Make use of computed data and compare which perimeter determines less fence resource needed to enclose field area.
ACTIVITY:
■ STAGE 1: TAP PRIOR KNOWLEDGE
Prior knowledge can be determined by talking about fractions. What does it mean to make a field half? How does one divide it into
thirds? A discussion on reviewing these concepts can be had. Also, a pretest can be administered with a simple 5in x 6in
rectangle and these questions: How many inches of string do I need to go around this box? What is this called? How did you solve
the problem?
■ STAGE 2: PROCEDURE
▪ ENVIRONMENT: The desks should be placed so that students can work with partners to calculate the perimeters of the whole field,
then the filed as a half and third. Copies of the pretest and worksheet should be made.
▪ GROUPING: Pairs will be used for the worksheet and calculations, but the pretest will be done individually.
▪ MATERIALS: Students will need a pencil. The teacher will need copies of the worksheet and pretest.
▪ ACTIVITY:
1) Students will be given a pretest on perimeter to determine prior knowledge.
2) A group discussion can be held discussing material on the pretest. Define perimeter as the total distance around a shape’s
edges. State and give an example of how it is calculated. Write the formula down.
3) Introduce the idea of middle ages three crop rotation system. It was created so that more food can be made in less time by
diving and using their fields in thirds instead of halves. However, with the focus on theft and the need for fences, the students
must determine how much fence material is needed to enclose a field that is broken down both ways.
4) Students will break into pairs and be given a worksheet with a 1,200ft x 600ft rectangle. They will use their partners at
determine the field’s perimeter (which is 36,000ft).
5) The pair will break the field into 2 equal parts (a two-field rotation system) and determine the perimeter of the old
system. How much fence is now needed to enclose the field?
6) Te pair will break the field into 3 equal parts (a three field rotation system) and determine the perimeter of the new
system. How much fence is now needed to enclose the field?
7) Monitor the room for discussion. The rectangle can be broken into two different ways in each system, where the horizontal
break would require more fence than the vertical break.
8) Once the pairs are finished, have them pair up with another team to go over results.
9) Conclude by comparing data created and recommend which system requires less fence material to enclose (the 2 system crop
rotation system would).
10) Discuss why the extra fence would be worth it. For example, why have three fields instead of two anyway? This can
extended into cost of produce created vs. cost of supplies to fence in extra division.
11) A picture with the measurements must be drawn.
▪ TECHNOLOGY: N/A
■ STAGE 3: ASSESSMENT
▪ ENVIRONMENT: Desks will be separated and worksheets put away for the post test.
▪ GROUPING: Students will work individually on the given worksheet.
▪ DIRECTIONS: Students will be given a post test quiz. The quiz will ask for the definition
of perimeter, to write out the equation, and to calculate the perimeter of five given polygons (rectangles, for this introductory
stage).
▪ ARTIFACT: The produced data on the posttest would be assessed for concept learning.
▪ FORM: Students must get 5 of the 7 questions correct to be considered a master of the material taught.
■ MODIFICATIONS: Enrichment: Students requiring more challenge can begin looking at the area of the given shapes. If the
perimeter of the 600ft x 1,200ft rectangle is 36,000ft, how does the area of 720,000 compare? Perimeter determines the distance of
the outside, but what does area mean/how is it calculated? Having a quickwrite section on the back of the posttest about this
relationship will challenge enriched students to think beyond the isolated lesson and begin to expand and compare mathematical
knowledge.
----------------------------------------------------------------------------------------------------------------
Grade Level: 6
Subject: Mathematics- Algebra/Charting
The Million Dollar Mission
I. INTENDED STUDENT OUTCOMES
1. Objective: Given a chart and problem, students will work individually to
compose a chart with no errors.
2. New York State Standards: 6.EE.1: Represent numbers using exponents and
6.EE.9: Solve problems by making a table.
II. PREPARATION
1. Materials:
A) Student Materials: Calculator
B) Teacher Materials: Labeled chart worksheet, charts on board, dry
erase markers, One Grain of Rice by Demi book
2. Prior Knowledge: Looks for patterns, multiplying by two
3. Need to do Ahead of Time: Create and photocopy chart, Prepare
assessment questions, create charts to fill out on board
III. BODY OF THE LESSON
1. Anticipatory Set: Give the students a background story of this exponent introductory lesson:
“You're sitting in math class, minding your own business, when in walks a business man. He's made it big, and now he has a job
offer for you.
He doesn't give too many details, mumbles something about “the possibility of danger”. He's going to need you for 30 days, and
you'll have to miss school. (Won't that just be too awful?) And you've got to make sure your passport's current. But do you ever
sit up at the next thing he says.
“You'll have your choice of two payment options:
1. One cent on the first day, two cents on the second day, and double your salary every day thereafter for the thirty days;
or
2. Exactly $1,000,000. (That's one million dollars!”
I jump up out of my seat at that.. I'll take that million! Option 2! I'm out of here. And off you go on this dangerous million-
dollar mission. …But wait, did we make the right choice?“
Explain that in order to see if option one is any higher or lower than option two,
we will have to solve it to get the total number. But how?
2. Steps:
1) Give the students the labeled chart and instruct them to solve week 1
Only (do not distribute calculators for use yet). Demonstrate first two days by completing together on the white board. Ask how
we can get the results for the next day using this chart? (By multiplying the previous number by 2).
2) Ask volunteers/call on students to complete the dry erase board version
so that we can summarize and compare. The story states: “So you've worked a whole week and only made $1.27. That's pretty awful,
all right. There's no way to make a million in a month at this rate. Right? Let's check out the second week. Fill out the second
table.”
3) Complete the second week chart using the same pattern type.
4) Ask volunteers/call on students to complete the dry erase board version
so that we can summarize and compare. The story states: ” Well, he would make a little more the second week, at least he's over
$100. But there's still a big difference between $163.83 and $1,000,000. Want to see the third week?”
5) Complete the third week chart using the same pattern type.
6) Ask volunteers/call on students to complete the dry erase board version
so that we can summarize and compare. The story states: “We're getting into some serious money here now, over $20,000, but still
nowhere even close to a million. And there's only 10 days left. So it looks like the million dollars is the best deal. Of course,
we suspected that all along.”
7) Complete the fourth week chart using the same pattern type. Numbers
will become quite large at this point to solve so calculators may now be used to multiply these five, six, seven, and eight digit
numbers.
8) Ask volunteers/call on students to complete the dry erase board version
so that we can summarize and compare. The story states: “Hold it! Look what has happened. What's going on here? We went from $21
000 to over a million in 6 days. This can't be right. Let me check the calculations. No, I can't find any mistakes. This is
amazing. Look how fast this pay is growing. Let's keep going. I can't wait to see what the total will be.”
9) Complete day 29 and 30 (week 5) using the same pattern type.
10) Ask volunteers/call on students to complete the dry erase board
version so that we can summarize and compare. The story states: “In 30 days, it increases from 1 penny to over 10 million
dollars. That is absolutely amazing.” Determine which option is a higher salary, one or two? Upon the results of our chart, it is
option one (more than twice the amount!).
11) State that there is an easier way to solve a problem like this that is
called exponents. The algebraic equation for this problem is 2n – 1 , where n is the number day we are trying to figure it out.
Test it out and compare to created chart. Explain that an exponent is the amount of times you will multiply that number by itself.
In this case, we had to multiple 2 thirty times (NOT 2x30, but 2x2x2x2x2…etc).
3. Accommodations:
1) Students may work in partners to predict ahead of time how large the
end of each week will be.
2) Students may use the calculator the entire time or not at all to increase
or decrease difficulty level.
3) Students can stop at a lower level day or continue to a farther away
date. They can predict (and solve for) another 5 days, 10 days.
4) Students can make a graph of the information to provide a visualization
of how much doubling over time amounts to.
4. Closure: Read One Grain of Rice by Demi aloud to the class. This is a story
of how a young girl in a starving village tricks a greedy ruler into sharing his rice by accepting this salary.
IV. ASSESSMENT
Informal assessment includes participation in completing the chart without errors
while working alone. A formal assessment would be a quiz or journal entry with additional questioning about this concept. For
instance: 1) If the story continued and you know how much money is received on day 30, how can you determine how much is earned on
day 31? 2) If the story continued and you know how much money is received on day 30, how can you determine how much is earned on
day 55? 3) Write a sentence describing the pattern and method to solve. 4) Test each of your equations to see if they generate
the values in the table. Were your algebraic equations correct? If not, modify your equations and test them until you are certain
they are correct. Record the changes you make so that you can explain to others how you arrived at your final equations.
*Lesson credit given to http://math.rice.edu/~lanius/pro/rich.html
