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Project GLADEast Whittier City School District

Skarlette Sanchez, Stephanie Sipple, Andrea Mirabal, Julie GonzalezMatter (1st grade)

I. UNIT THEMES Our world is composed of 3 states of matter, solids, liquids, and

gases Water is our most important resource and should be conserved Properties can change when the substances are mixed, cooled, or

heated

II. FOCUS/MOTIVATION Big Book Inquiry Charts Observation Charts Picture File Cards Cognitive Content Dictionary Scientist Awards

III. CLOSURE Process Charts Individual Tasks Learning Logs Parent Letter

IV.CONCEPTS States of Matter Water Cycle How everything around us is matter

V. CALIFORNIA STATE BOARD ADOPTED STANDARDSCalifornia State Standards- Grade 1

Science

Earth Sciences Weather can be observed, measured, and described. As a basis for understanding this concept:

a. Students know how to use simple tools (e. g., thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

Matter – Level 1 CA 1East Whittier City School District - Skarlette Sanchez, Stephanie Sipple, Andrea Mirabal, Julie Gonzalez (Project GLAD 07/08)

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b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

c. Students know the sun warms the land, air, and water.

Physical Sciences Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept:

a.Students know solids, liquids, and gases have different properties.

b. Students know the properties of substances can change when the substances are mixed, cooled, or heated.

Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Draw pictures that portray some features of the thing being described.b. Record observations and data with pictures, numbers, or written statements.c. Record observations on a bar graph.d. Describe the relative position of objects by using two references (e. g., above and next to, below and left of). e. Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

History-Social ScienceStudents compare and contrast the locations of places and environments and describe their characteristics:

a. Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.

b. Distinguish between land and water on maps and globes.c. Identify map symbols (e.g., those for land, water).

ENGLISH LANGUAGE ARTS CALIFONRIA STANDARDSREADINGConcepts About Print

1.1 Match oral words to printed words (coop strip paragraph, group frame).

1.2 Identify the title and author of a reading selection.1.3 Identify letters, words, and sentences.


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Phonemic Awareness1.4 Distinguish initial, medial, and final sounds in single-syllable words.1.5 Distinguish long-and short-vowel sounds in orally stated single-

syllable words (e.g., bit/bite).1.6 Create and state a series of rhyming words, including consonants

blends.1.7 Add, delete, or change target sounds to change target sounds to

change words (e.g., change cow to how; pan to an).1.8 Blend two to four phonemes into recognizable words (e.g.,/c/a/t=

cat; /fl/a/t/= splat).1.9 Segment single syllable words into their components (e.g., /c/a/t=

cat; /fl/a/t/= splat; /r/i/c/h/= rich).

Decoding and Word Recognition1.10 Generate the sounds from all the letters and letter patterns,

including consonant blends and long- and short-vowel (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

1.13 Read compound words and contractions.1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g.,

look, looked, looking).1.15 Read common word families (e.g., -ite, -ate).1.16 Read aloud with fluency in a manner that sounds like natural

speech.

Vocabulary and Concept Development1.17 Classify grade-appropriate categories of words (e.g., concrete

collections of animals, foods, toys).

2.2 Reading ComprehensionStructural Features of Informational Materials

2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Respond to who, what, when, where, and how questions.2.3 Follow one-step written instructions.2.4 Use context to resolve ambiguities about word and sentence

meanings.2.5 Confirm predictions about what will happen next in a text by

identifying key words (i.e., signpost words).2.6 Relate prior knowledge to textual information.2.7 Retell the central ideas of simple expository or narrative passages.


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3.0 Literary Response and AnalysisStudents listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text3.1 Identify and describe the elements of plot, setting, and character(s)

in a story, as well as the story’s beginning, middle, and ending.3.2 Describe the roles of authors and illustrators and their contributions

to print materials.3.3 Recollect, talk, and write about books read during the school year.

WRITING1.0 Writing Strategies

Organization and Focus1.1 Select focus when writing.1.2 Use descriptive words when writing.

2.0 Writing Applications (Genres and Their Characteristics)2.1 Write brief narratives (e.g., fictional, autobiographical) describing

and experience.2.2 Write brief expository descriptions of a real object, person, place, or

event, using sensory detail.

WRITTEN AND ORAL ENGLISH LANUAGE CONVENTIONSSentence Structure1.1 Write and speak in complete, coherent sentences.

Grammar1.2 Identify and correctly use singular and plural nouns.1.3 Identify and correctly use contractions (i.e., isn’t, aren’t, can’t,

won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Punctuation1.4Distinguish between declarative, exclamatory, and interrogative

sentences.1.5Use a period, exclamation point, or question mark at the end of

sentences .1.6 Use knowledge of the basic rules of punctuation and capitalization

when writing.

Capitalization1.7 Capitalize the first word of a sentence, names of people, and the

pronoun I.


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Spelling1.8 Spell three- and four-letter short-vowel words and grade-level-

appropriate sight words correctly.

LISTENING AND SPEAKING1.0 Listening and Speaking Strategies

Students listen and respond to oral communication. They speak in clear and coherent sentences.

Comprehension1.1 Listen attentively.1.2 Ask questions for clarification and understanding.1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication1.4Stay on the topic when speaking.1.5Use descriptive words when speaking about people, places, things,

and events.

2.0 Speaking Applications (Genres and Their Characteristics)2.1 Recite poems, rhymes, songs, and stories.2.2 Retell stories using basic story grammar and relating the sequence

of story events by answering who, what, when, where, why, and how questions.

2.3 Relate an important life event or personal experience in a simple sequence.

2.4 Provide descriptions with careful attention to sensory detail.

LANGUAGE ARTS SKILLS Phonemic Awareness: segmenting phonemes Phonics: base words and endings (-s, -ed, -ing); vowel pairs ou, ow (/ou/) Reading Strategies: summarize; evaluate; predict/infer; phonics/decoding Comprehension: categorize/classify; topic, main idea, details/summarize;

draw conclusions High-Frequency Words: recognize high-frequency words Grammar: action words; present tense; action words with -ed Writing: learning log; informational paragraph; writing with action words;

process writing: research report Spelling and Phonics: adding -s to naming words; vowel sound in cow;

endings –ed, -ing Vocabulary: compound words; nature words; science words; color and

pattern words; homophones; words that describe apple products Listening/Speaking/Viewing: assessing and evaluating; summarizing;

dramatizing a story; monitoring understanding; retelling; report Information and Study Skills: reference resources; locating information;

organizing information


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English Language Development Standards LISTENING AND SPEAKINGBeginning LevelComprehension Begin to speak with a few words or sentences, using some English phonemes

and rudimentary English grammatical forms. Answer simple questions with one- to two-word responses. Respond to simple directions and question using physical actions and other

means of non-verbal communication.Comprehension Organization and Delivery of Oral Communication Independently use common social greetings and simple repetitive phrases.

Early Intermediate LevelComprehension Begin to be understood when speaking, but may have some inconsistent use

of standard English grammatical forms and sounds. Ask and answer questions using phrases or simple sentences.Comprehension, Organization and Delivery of Oral Communication Retell familiar stories and short conversations by using appropriate gestures,

expressions and illustrative objects. Orally communicate basic needs. Recite familiar rhymes, songs, and simple stories.

Intermediate LevelComprehension Ask and answer instructional question using simple sentences. Listen attentively to stories/information and identify key details and concepts

using both verbal and non-verbal responses.Comprehension, Organization and Delivery of Oral Communication Be understood when speaking, using consistent standard English

grammatical forms and sounds; however, some rules may not be in evidence. Actively participate in social conversations with peers and adults on familiar

topics by asking and answering questions and soliciting information. Retell stories and talk about school related activities using expanded

vocabulary, descriptive words, and paraphrasing.

Early Advanced LevelComprehension Listen attentively to stories/ information, and orally identify key details and

concepts.Comprehension, Organization and Delivery of Oral Communications Retell stories in greater detail including characters, setting, and plot.


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Be understood when speaking, using consistent Standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.

Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

Ask and answer instructional questions with more extensive supporting elements.

Advanced LevelComprehension Listen attentively to stories/information on new topics and identify both orally

and in writing key details and concepts. Demonstrate understanding of idiomatic expressions by responding to and

using such expressions appropriately.Comprehension, Organization and Delivery of Oral Communication Negotiate and initiate social conversations by questioning, restating, soliciting

information and paraphrasing. Consistently use appropriate ways of speaking and writing that vary based on

purpose, audience, and subject matter. Narrate and paraphrase events in greater detail, using more extended

vocabulary. Speak clearly and comprehensibly using standard English grammatical forms,

sounds, intonation, pitch and modulation.

READING – WORD ANALYSISBeginning LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development Recognize English phonemes that correspond to phonemes students already

hear and produce.

Early Intermediate LevelConcepts about Print, Phonemic Awareness, Vocabulary and Concept Development Produce English phonemes that correspond to phonemes students already

hear and produce, including long and short vowels and initial and final consonants.

Recognize English phonemes that do not correspond to sounds students hear and produce.

Intermediate Level Phonemic Awareness, Decoding and Word Recognition Pronounce most English phonemes correctly while reading aloud.


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Recognize sound/symbol relationship and basic word formation rules in phrases, simple sentences, or simple text.

Concepts About Print Recognize and name all upper and lower case letters of the alphabet.

Early Advanced LevelPhonemic Awareness, Decoding and Word Recognition Use common English morphemes to derive meaning in oral and silent

reading. Recognize sound/symbol relationship and basic word formation rules in

phrases, simple sentences, or simple text.

Advanced LevelDecoding and Word Recognition Apply knowledge of common morphemes to derive meaning in oral and silent

reading.

READING – FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENTBeginning LevelVocabulary and Concept Development Read aloud simple words in stories or games. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell simple stories using drawings, words, or phrases. Produce simple vocabulary (single words or short phrases) to communicate

basic needs in social and academic settings.

Early Intermediate LevelVocabulary and Concept Development Produce vocabulary, phrases, and simple sentences to communicate basic

needs in social and academic settings. Read simple vocabulary, phrases, and sentences independently. Read aloud an increasing number of English words. Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting some errors when speaking or reading aloud.

Intermediate LevelVocabulary and Concept Development Demonstrate internalization of English grammar, usage, and word choice by

recognizing and correcting some errors when speaking or reading aloud. Use decoding skills to read more complex words independently. Use more complex vocabulary and sentences to vocabulary and sentences to

communicate needs and express ideas in a wider variety.


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Vocabulary and concept Development, Decoding and Word Recognition Recognize simple prefixes and suffixes when attached to known vocabulary.

Early Advanced LevelVocabulary and Concept Development Recognize simple antonyms and synonyms in stories or games. Use simple prefixes and suffixes when attached to known vocabulary. Use decoding skills and knowledge of academic and social vocabulary to

begin independent reading.

Advanced LevelVocabulary and Concept Development Explain common antonyms and synonyms. Recognize words that have multiple meanings in texts. Apply knowledge of academic and social vocabulary to achieve independent

reading. Read narrative and expository texts aloud with appropriate pacing, intonation,

and expression.

READING COMPREHENSIONBeginning LevelComprehension Respond orally to stories read to them, using physical action and other means

of non-verbal communication. Respond orally to stories read to them by answering factual comprehension

questions using one- or two-word responses. Draw pictures from student’s own experience related to a story or topic. Understand and follow simple one-step directions from classroom or work-

related activities.

Comprehension and Analysis of Appropriate Text Identify the basic sequences of events in stories read to them, using key

words or pictures.

Early IntermediateComprehension Respond orally to simple stories read to them by answering factual

comprehension questions using phrase or simple sentences. Draw and label pictures related to a story topic or own experience. Understand and follow simple two-step directions for classroom and work-

related activities.Comprehension and Analysis of Appropriate Text Identify the basic sequences of events in stories read to them using key

words or phrases. Use the content of a story to draw logical inference.


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Intermediate LevelComprehension Write captions of words or phrases for drawings related to a story. Understand and follow some multi-step directions for classroom-related

activities.Comprehension and Analysis of Grade-Level Appropriate Text Read and use simple sentences to orally respond to stories by answering

factual comprehension questions. While reading orally in a group, point out basic text features such as title,

table of contents, and chapter headings. Use the content of stories read aloud to draw inferences about the stories.

Use simple phrases or sentences to communicate the inferences made.

Early Advanced LevelComprehension and Analysis of Grade-Level Appropriate Text Read and use detailed sentences to orally identify the main idea and use the

idea to draw inferences about the text. Read and orally respond to stories by answering factual comprehension

questions about cause and effect relationships. Write a brief story summary (three or four complete sentences).Comprehension Read and use basic text features such as title, table of contents, and chapter

headings.Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique Read and orally respond to stories and texts from content areas by restating

facts and details to clarify ideas.

Advanced LevelComprehension and Analysis of Grade-Level Appropriate Text Prepare an oral or written summary or other information using a variety of

comprehension strategies (e.g., generate and respond to questions, draw inferences, compare information from several sources), with literature and content area texts.

Comprehension and Analysis of Grade-Level Appropriate Text and Expository Critique Locate and use text features such as title, table of contents, chapter

headings, diagrams and index.

READING – LITERARY RESPONSE AND ANALYSISBeginning LevelNarrative Analysis of Grade-Level Appropriate Text Listen to a story and respond orally by answering factual comprehension

questions using one or two word responses. Draw pictures related to a work of literature identifying setting and characters.


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Early Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text Orally respond to stories by answering factual comprehension questions

using one- or two-word responses. Draw pictures related to a work of literature identifying setting and characters.

Intermediate LevelNarrative Analysis of Grade-Level Appropriate Text Use expanded vocabulary and descriptive words for oral and written

responses to simple text. Read simple poetry and respond to factual comprehension questions using

simple sentences.

Early Advanced LevelStructural Features of Literature Read short poems and orally identify the basic element.Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism Read and orally identify literary elements of plot, setting, and characters. Read and identify the beginning, middle, and end of a story.

Advanced LevelNarrative Analysis of Grade-Level Appropriate Text Read and respond both orally and in writing to a variety of children’s

literature.Structural Features of Literature Compare and contrast literary elements of different authors.

WRITING – STRATEGIES AND APPLICATIONSBeginning LevelPenmanship, Organization and Focus Copy words posted and commonly used in the classroom.

Organization and Focus Write a few words or phrases about an event or character from a story read

by the teacher. Write a phrase or simple sentence about an experience generated from a

group story.

Early Intermediate LevelOrganization and Focus Write simple sentences about events or characters form familiar stories read

by the teacher. Write simple sentences using key words posted and commonly used in the

classroom.


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Organization and Focus, Evaluation and Revision Write one to two simple sentences.

Intermediate LevelOrganization and Focus Write short narrative stories that include the elements of setting and

character. Produce independent writing that is understood when read, but may include

inconsistent use of grammatical forms. Following a model, use the writing process to independently write short

paragraphs of at least three lines. Write simple sentences appropriate for language arts and other content

areas. Write a friendly letter of a few lines.

Early Advanced LevelOrganization and Focus Write short narratives that include elements of setting, character and events. Use the writing process to write short paragraphs that maintain a consistent

focus. Use complex vocabulary and sentences appropriate for language arts and

other content areas.

Organization and Focus, Evaluation and Revision Produce independent writing using consistent standard grammatical forms,

but with some rules that may not be in evidence.Advanced LevelOrganization and Focus Write short narratives that include examples of writing appropriate for

language arts and other content areas. Write short narratives that describe the setting, character, objects and events.

Organization and Focus, Evaluation and Revision Produce independent writing using correct grammatical forms. Use the writing process to write clear and coherent sentences and

paragraphs that maintain a consistent focus.

WRITING - CONVENTIONSBeginning LevelCapitalization Use capital letters to begin sentences and proper names.Punctuation Use a period or question mark at the end of a sentence.Punctuation, Capitalization, Spelling Edit writing for basic conventions and make some corrections


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Intermediate LevelCapitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of

capitalization, periods, and correct spelling.Sentence Structure, Grammar, Spelling Use standard word order but may have some inconsistent grammatical forms.

Early Advanced LevelCapitalization, Punctuation, Spelling Produce independent writing that may include some inconsistent use of

capitalization, periods and correct spelling.Sentence Structure, Grammar, Spelling Use standard word order with some inconsistent grammar forms.Punctuation, Capitalization, Spelling Edit writing for some conventions.

Advanced LevelSentence Structure, Grammar Use complete sentences and correct word order

Grammar Use correct parts of speech, including correct subject/verb agreement.Capitalization, Punctuation, Spelling Edit writing for punctuation, capitalization, and spelling.Sentence Structure, Grammar, Punctuation, Capitalization, Spelling Produce writing that demonstrates a command of the conventions of standard

English.

VI. Vocabulary Matter Molecule Earth Condensation Liquid Space Container OxygenSolid Shape PropertiesGas Cool MeltChange Heat FreezeLand Air WaterEvaporation AtmosphereVII. RESOURCES AND MATERIALS

Allen, Pamela. (1994) Mr. Archimedes' Bath. Penguin Book LTD

Andrews, Jan. (1985). Very Last First Time. Atheneum/Macmillan, New York.

Baylor, Byrd. (1974). Everybody Needs a Rock. Aladdin Books, New York


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Berger, Melvin. (1996). Amazing Water. Newbridge, New York

Burningham, John. (1971). Mr. Grumpy's Outing. Henry Holt & Company, New York

Cole, Joanna. (1986) The Magic School Bus at the Waterworks. Scholastic, New York.

DeBrunhoff, Laurent. (1980). About Water. Random House, New York. 1980

DePaola, Tomie. (1975). The Cloud Book. Scholastic,New York

De Rubertis, Barbara. (2000). Lulu's Lemonade. The Kane Press, New York

Harcourt Science. Matter and Energy. Harcourt Inc.

Keats Ezra Jack. (1976) The Snowy Day. Puffin Books, New York

Lehn, Barbara. (1998). What Is a Scientist? Millbrook Press

Morgan, Allen. (1987). Sadie and the Snowman. Scholastic, New York

Peters, Lisa W. (1991). Water’s Way. Arcade Publishing/Little, Brown & Co., New York.

Shaw, Charles G. (1947) It Looked Like Spilt Milk. HarperFestival

Steig, William. (1980) Gorky Rises. Farrar, Straus & Giroux, New York. 1980

The Ontario Science Center. (1998) Solids, Liquids, and Gases. Kids Can Press

Tresselt, Alvin. (1990). Rain Drop Splash. Mulberry Books/William Morrow, New York.

Trumbauer, Lisa. (1997). What is Matter? Newbridge, New York

Ziefert, Harriet. (1988). Mystery Day. Brown & Co., Boston

Zoehfeld, Kathleen Weidner. (1998) What Is the World Made Of?: All about Solids, Liquids, and Gases. HarperTrophy, New York

Internet Resources

Chem4kids.com

www.fossweb.com/modulesK-2/SolidsandLiquids/index.html - 2k


Project GLAD

East Whittier City School DistrictMatter (1st Grade)

Planning Pages

I. FOCUS/MOTIVATION Awards Super Scientist Badges Chemist Notebook

Matter Awards Post Card Cognitive Content Dictionary with Signal Word (Matter, Properties..) Inquiry chart (What we know about Matter, What do we want to know about

Matter?) Observation Charts

1) Liquids 2) Laboratory tool3) Solids 4) Heating & Cooling5) Gas 6) Molecules

Big Book What in the World is Matter? We know it is Solid, Liquid, and Gas. Matter is here, there, and everywhere…….

Field trip: Solid, Liquid, and Gas hunt around school. Read aloud: All from a Bottle by Anna Kunari

II. INPUT World Map: The whole world is comprised of solids, liquids, and gases Pictorial input of States of Matter Pictorial Input of Water Cycle Narrative Input :Hydro’s Adventure Through the Water Cycle

By: Randi and Michael Goodrich Genre:Narrative Expert groups (Rock, Milk, Oxygen, Wood) Realia (balloon, juice, blocks, rocks, wood, milk) Read aloud

II. GUIDED ORAL PRACTICE Heterogeneous groups of four

1) Negotiation for meaning before sharing out2) Numbered heads for picking non volunteers3) Personal interactions

Process Grid Songs/chants

Continents, Matter in our World, Yes Ma’am (matter changes), Sound-Off (Properties), Scientific Method Bugaloo, Matter Here Matter There)

T-graph/team points Social skill: Cooperation Sentence Patterning Chart (Plural Noun: Matter) Picture File Cards (Sort: Liquids and non liquids) Exploration Report (Key Idea: Liquids)


PLANNING PAGES 2

III. READING/WRITINGA. Whole Class

Mind map (Water) (to organize the information for the top row of the process grid) Framed poetry: Matter Here, Matter There Found poetry Cooperative Strip Paragraph

Topic Sentence: Matter is everywhere in our earth. Narrative Story map

B. Cooperative or Team All whole class charts become team tasks Team Cooperative Strip Paragraph – same topic sentence Team poem or chant Team Narrative – same genre as class narrative Team page for student made Big Book Sentence patterning chart Reading Game Expert group

-Reading for information, Sketching, Mind Map Reading Cooperative Paragraph- struggling readers Reading Text – SQ3R, Clunkers & Links Group Frame – ELD Strip books: Matter Here, Matter there

C. Individual Individual tasks, chosen from team tasks Learning logs Interactive Journals Writer's Workshop or Reading/Writing Workshop

IV. EXTENDED ACTIVITIES FOR INTEGRATION Art lesson: Watercolors and salt Science exploration: Dioramas for living wall Team explorations/Personal explorations Team Jeopardy game Where's my answer? Home school connection

V. CLOSURE Processing inquiry chart Share Big Books/personal explorations Letter Home Evaluate portfolio


Project GLADEast Whittier City School District

Skarlette Sanchez, Stephanie Sipple, Andrea Mirabal, Julie GonzalezMatter (1st Grade)

Sample Daily Lesson Plan

Day 1:

FOCUS & MOTIVATION Cognitive Content Dictionary, with signal word: Liquid 3 Standards, Super Scientist vocabulary awards Observation Charts: Liquids, solids, gas, Laboratory tools, molecules Inquiry Chart (What do we know about matter?) Big Book: What in the World is Matter?

INPUT Pictorial Input on State of Matter (solid, liquid, gas)

o Picture file cards, primary language groupso 10/2 discussiono Learning logo ELD review

GUIDED ORAL PRACTICE Chant – Matter in our World

INPUT World Map Pictorial: Seven Continents, four oceans, water in the world

o Picture file cards, primary language groupso 10/2 discussiono Learning logo ELD review

GUIDED ORAL PRACTICE Chant- Seven continents T-graph for social skills (Cooperation) Picture file cards: Categorize into liquid/not liquid Exploration report

READING & WRITING Writer’s Workshop

o Mini-lesson: genreso Plan, share, writeo Author’s chair

CLOSURE Home/School connection


Sample Daily Lesson PlanDay 2

FOCUS & MOTIVATION Process Home/School connection: all share Cognitive Content Dictionary: with signal word Awards: Physicist Badges

INPUT Review World Map Pictorial with word cards

GUIDED ORAL PRACTICE Matter in Our World chant

o Highlight and sketch vocabulary wordso Picture file cards

INPUT Water Pictorial Read aloud:

GUIDED ORAL PRACTICE Review T-graph

READING AND WRITING Team Tasks

o Color Keyo Inquiry Charto World Mapo States of Mattero Exploration Report

Flexible Group: Expert Group 1o Picture file cardso Read, highlight, sketcho Mind map

INPUT Narrative Input: Hydro’s Adventure

GUIDED ORAL PRACTICE Team Points Chant

READING & WRITING Interactive Journals

CLOSURE Home/School connection Process Inquiry chart


Sample Daily Lesson PlanDay 3

FOCUS & MOTIVATION Process Home/School Connection: Group share Cognitive Content Dictionary with signal word – student selected vocabulary Awards: Physicist notebook

INPUT Review Water Cycle with word cards

GUIDED ORAL PRACTICE Chant Mind map – water cycle

INPUT Review Narrative Input with word cards & conversation bubbles

GUIDED ORAL PRACTICE Here, There chant T-graph: Oral team evaluation

READING & WRITING Team Tasks

o Water Cycleo Narrative inputo Cognitive Content Dictionaryo Mind Mapo States of Matter Pictorial

Flexible group: Expert Group 2o Picture file cardso Read, highlight, sketcho Mind map

GUIDED ORAL PRACTICE Process Grid game

READING & WRITING Writer’s Workshop –Sketching to start

o Mini-lessono Plan, share, writeo Author’s chair

CLOSURE Home/School connection Process inquiry chart


Sample Daily Lesson PlanDAY 4

FOCUS & MOTIVATION Process Home/School Connection: Group Share Cognitive Content Dictionary: Student selected vocabulary Award – postcard

GUIDED ORAL PRACTICE Sentence Patterning Chart “Farmer in the Dell”

o Noun: mattero Reading, Trading game

Chants

READING & WRITING Cooperative Strip Paragraph: Matter is Everywhere on our Earth

o Respond, revise, edit T-graph: written evaluation Team Tasks

o Process Grido Sentence Patterning Chart

Flexible Groups:o ELD Group Frameo On and Above Grade Level Reading group

– Clunkers & Links

GUIDED ORAL PRACTICE Team Points Narrative Story Map Experiment

o Temperature changes states of Matter: ice, water, steamo Bar Graph of temperatures on thermometer

READING & WRITING Interactive Journals

CLOSURE Home/School connection Process Inquiry Chart


Sample Daily Lesson PlanDAY 5

FOCUS & MOTIVATION Process Home/School Connection: Group Share Cognitive Content Dictionary: Student selected vocabulary Award: Super scientist Bookmarks

GUIDED ORAL PRACTICE Chants, songs

READING & WRITING Make Here, There Chant Found Poetry Team Coop-strip paragraph Team Tasks

o Personal evaluation stripso Team presentation at endo Team Coop-strip paragrapho Team Here, There chanto Story Map

Flexible groups: o Struggling readers

-with coop-strip paragraph

GUIDED ORAL PRACTICE Team Points Team presentations

READING & WRITING Listen & Sketch Ear to ear Reading Focused reading: with personal CCD

CLOSURE Process Inquiry Chart What helped you learn? Final Chants


What in the World is Matter?Pg. 1

Anything you can see, taste, smell or feel is matter. From the toys you play with, to all the wonderful books you enjoy reading and even YOU are matter!

Look all around and you’ll see that everything in the world is matter!

Pg. 2

Matter may be light or heavy. It may also change form. There are three states of matter: Solids Liquids Gases



Pg. 3

A solid is matter that has a certain size and shape that does not change. However, it is possible for an outside force to change the shape of a solid.

Imagine a frozen ice cube. It is a solid. But you can change the frozen ice cube by using heat to melt it.


Pg.4

Liquid is matter that does not have its own shape. Liquids can flow, be poured and even spilled. A liquid takes the shape of any container that it is poured into.

Think about the milk you drink for breakfast. Milk is a liquid. When you pour the milk into your glass, it takes the shape of the glass.



Pg. 5

Gas is matter that has no shape or size of its own. Gas has no color and most gases can not be seen.

The air you breathe is a gas. You don’t see it but you know it’s there.


Pg. 6

Matter may change from a liquid to a gas to a solid.

Take a look at water in a pot. The water is liquid. As the water heats up, it turns to steam, which is a gas. If you freeze the water it will turn to ice, a solid.


Yes Va'amBy: Stephanie Sipple

Can matter change? Yes ma'amCan matter change ? Yes ma'amHow does it change? Freezes and meltsHow does it change? Evaporates and CondensesHow do you know? Ice and waterHow do you know? The water cycleAre you through? Yes ma'amDid you tell me true ? Yes ma'amWhat did you chant? Changes in matter!


Here, There ChantBy: Stephanie Sipple

Matter here, Matter there,Matter, Matter, everywhere!

Hot matter melting,Cold matter freezing,Solid matter breakinc,And gaseous matter floating!

Matter at the beach,Matter on the mountains,Matter in my bedroom,And matter in the sky!

Matter here, Matter there,Matter, Matter, everywhere!

Matter! Matter! Matter!


I've been working in my science class!By: Stephanie SippleSung to :I've been working on the railroad

I've been working in my science class,all afternoon.We are making observationsand hypothesizing too!We will question and investigate,until we solve the clue.This is how we experiment,to find out something new.Science is all about observing, recording andquestioning too.It's called the scientific method and it's whatscientist do.


There are solids in our worldBy: Stephanie Sipple{sung to: She'll Be Coming Round the Mountain}

There are solids in our world, yes there areThere are solids in our world, yes there areDesks, crayons, pencils, scissors,books, chairs, and marblesThere are solids in our world, yes there areThere are liquids in our world, yes there areThere are liquids in our world, yes there arewater, Pepsi, root beer, juice,hot chocolate, and lemonadeThere are liquids in our world, yes there areThere are gases in our world, yes there areThere are gases in our world, yes there arehelium, clouds, propane,soda bubbles, steam, and airThere are gases in our world, yes there are


Properties sound ofBy: Stephanie Sipple

Properties help us sort things outColor and texture help us out.How do they feel?What do they look like?Do they have things in common by sight?Sound off 1 - 2Sound Off 3 -4Sound Off 1 – 2 – 3 – 4 PROPE


Name: _________________________ Date: __________________

Home/School Connection 1

Tell someone in your family what you learned today about the states of matter.

Sketch or write what you shared with them.

Solid Liquid Gas

______________________________ ______________________________Student Signature Parent Signature


Nombre: _________________________ Fecha: _________________

Conexión entre hogar y escuela 1

Dile a alguien en tu familia lo que aprendiste hoy acerca de los estados de materia.

Haz un dibujo o escribe acerca de lo que compartiste con tu familia.

Sólido Líquido Gas

______________________________ ______________________________Firma del estudiante Firma de padre


Name: _________________________ Date: __________________


Ask an adult to help you look around your house. Find 2 examples each of a solid, liquid, and gas.

Write and sketch a quick picture of each.

Solid Liquid Gas



Nombre: _________________________ Fecha: _________________


Pide a un adulto en tu hogar que te ayude en encontrar 2 ejemplos de sólidos, líquidos y de gas.

Haz un dibujo o escribe acerca de lo que encontraste.

Sólido Líquido Gas

______________________________ ______________________________Firma del estudiante Firma de padre


Name: _________________________ Date: __________________


Tell someone in your family how temperature changes the states of matter.

Sketch or write what you shared with them.



Nombre: _________________________ Fecha: _________________


Dile a alguien en tu familia como la temperatura cambia los estados de materia.

Haz un dibujo o escribe acerca de lo que compartiste con tu familia.

______________________________ ______________________________

Firma del estudiante Firma de padre


Name: _________________________ Date: __________________


Tell someone in your family about the water cycle. Sketch or write what you shared with them.



Nombre: _________________________ Fecha:_________________


Dile a alguien en tu familia lo que aprendiste del cíclo de agua. Haz un dibujo o escribe acerca de los que compartiste con tu familia.



RockExpert Group

Rock is a solid. A rock is hard.

Where in the world can we find rocks?Rocks are found in mountains, beaches, deserts, and even at the bottom of the ocean.

When the rock is heated in the middle of the earth, it changes into liquid called lava. This melted rock comes out of a volcano when it erupts.

Rocks, Matter (1) S. Sanchez


People use solid rocks to build buildings, make jewelry, and form sand castles.

An interesting fact about rocks is that they are many different colors and shapes. The whole earth is made of rocks.

Rocks, Matter (1) S. Sanchez


OxygenExpert Group

Oxygen is a gas. Oxygen does not have a shape.

Where in the world can we find Oxygen?We can find oxygen in our atmosphere, tanks, and oxygen masks.

Oxygen is used to change many gases.

Oxygen, Matter (1) S. Sanchez


People use oxygen to breath. Scuba divers use oxygen under water. Astronauts have oxygen in their space suits.

Plants and trees give us oxygen. Oxygen protects us from sun rays. These are some interesting facts about Oxygen.

Oxygen, Matter (1) S. Sanchez


MilkExpert Group

Milk is a liquid. It takes the shape of its container.

Where in the world can we find milk?Milk comes from mammals such as humans, cows, and whales. We buy cow milk at the store and get it in school with our lunch.

Milk can change into a solid. Foods like cheese, ice cream, and butter are solid.

Milk, Matter (1) S. Sanchez


We use milk for food and drink to keep our bodies healthy and our bones strong.

An interesting fact about milk is that all baby mammals drink milk. Foods made of milk are called dairy products. Some people are allergic to milk.

Milk, Matter (1) S. Sanchez


WoodExpert Group

Wood is a solid. Wood is made of trees.

Where in the world do we find wood?Wood is found all over the world. We find wood is forests, homes, and buildings.

Wood can change into a gas. When it is burned it makes smoke.

Wood, Matter (1) S. Sanchez


People use wood to make wooden furniture, tools, and houses. Our pencils are made of wood.

An interesting fact about wood is that there are many different kinds of wood. Some wood is light and some is heavy. Some wood is dark colored and some is light colored.

Wood, Matter (1) S. Sanchez


Process GridState

of Matte

r

Where in the World?

Changes Uses/Need Interesting Facts

Water Liquid Ocean, Rivers, Lakes

Ice - Solid

Steam – Gas

Drinking Washing Showering

Earth is 70% covered in

water.

Rock Solid Mountains Beaches

Lava – Liquid

Sand - Solid

Buildings Jewelry Sand boxes

Earth is rock.Rocks have

different colors and shapes.

Oxygen

Gas Atmosphere Tanks

Liquid Breathing Medical use Space Suits Scuba divers

Oxygen protects us

from sun rays.Plant and trees

give us oxygen.

Milk Liquid Cows Market School

Ice cream – Solid

Cheese – Solid

Drinking Build Strong

bones

All baby mammals drink milk.

Foods made of milk are called dairy products

Wood Solid Trees Smoke – gas

Pencil Houses Furniture tools

Some wood is dark colored and some is light colored


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