2012-2013 lesson plan format

Mrs. Wright's Lesson Plans 2012-2013

KCCR Weekly Objective: Reading

Essential Question:

KCCL Weekly Objective Language/Writing

Time/ Subject

Monday Tuesday Wednesday Thursday Friday

Mor

ning

R

outin

e8:

00-8

:30

Reading Block8:45-10:20

Rea

d al

oud

8:45

-9:0

0C

ente

rs

TeacherWord WorkComputer/ListeningPhonicsArt





Diff

eren

tiate

d In

stru

ctio

n R

eadi

ng G

roup

s9:

20-1

0:15

Time/ Subject

MondayMarch 26

TuesdayMarch 26

WednesdayMarch 26

ThursdayMarch 26

FridayMarch 26

Grammar/Lang. Arts Block

11:00-11:50


Essential Question:

Clean Up

Recess

Lunch

Math

Essential Question:

Science

Grammar/Lang. Arts Block

11:00-11:50

Gra

mm

ar/W

ritin

g11

:10-

11:3

0In

terv

entio

n B

lock

11:3

0-1:

00

Math Block1:02-2:00

KCCM weekly Objective:

Mat

h W

hole

Gro

up1:

02-2

:00

Hook

Closing Formative Assessment

Mat

h Sm

all G

roup

s1:

02-2

:00

Science/ S. Studies Block

2:00-2:45

Science Objective & Essential Question:

Health Obj. & Essential Question:

Social Studies Obj. & Essential Question:

Scie

nce

/ Soc

ial S

tudi

es2:

00-2

:45


Dismissal

Scie

nce

/ Soc

ial S

tudi

es2:

00-2

:45

2:45-2:55 - Students write, color, money, homework in binders. Collect mailbox items, packpacks, &stack chairs.

Mrs. Santillana's Lesson Plans 2011-2012

Students arrive, take out binder, turn in homework, lunch money, notes, etc. Teacher picks two students to take lunch money & attendance.

Weekly Objective:

Essential Question: What do authors do to make their writing more descriptive?

Reflection Reflection: What worked, Needs Improvement? Answer Essential Question.

Specials

Snack Read Aloud Story while students eat snack, Less than 10 minutes.

non-negotiables <--------------------------------------------------------------------------------------- N1, N2, N3, N4 --------------------------------------------------------------------------------------->

Time/ Subject

MondayApril 2

TuesdayApril 3

WednesdayApril 4

ThursdayApril 5

FridayApril 6

Mor

ning

R

outin

e8:

00-8

:45

Morning Work: Write on Board: 1st - Turn in Homework, 2nd - AR Reading/Testing, 3rd - Spelling Task Card

Words Their Way Daily, 8:25-8:45: HF, JO, WN, BH, RM

Reading Block8:45-10:20

LA.3.2.1.7: Students will identify and explain descriptive language (mood, imagery) and figurative language (personification, similies, metaphors, symbolism).

Voca

b/Sp

ellin

g8:

45-9

:00

Dicuss Figurative Language - IDIOMS: http://www.brainpop.com/english/writing/idiomsandcliches/ watch movie, discuss, quiz, explain reading activity for station

Dicuss Fig.Language - Similies, Metaphors: http://www.brainpop.com/english/writing/similesandmetaphors/ watch movie, discuss, quiz, explain reading activity for station

learn360 mini-videos: http://www.learn360.com/MyPlayList.aspx?pid=719927&type=Playlist then complete powerpoint http://jc-schools.net/writeaway/similie-metaph.ppt

Robust Vocabulary - Review all 10 words, discuss with students, tall mark when students use.

Spelling Words - Using white boards, practice spelling words

No School!

Good Friday

Focu

s Sk

ill L

esso

n9:

00-9

:20 A Dog's Way Home -

Read and discuss with class. Complete comprehension packet that reviews reading skills

A Dog's Way Home - Read and discuss with class. Complete comprehension packet that reviews reading skills



Diff

eren

tiate

d In

stru

ctio

n an

d C

old

Rea

d Te

stin

g9:

20-1

0:15

1st - ROUND: (9:20-9:35)Red - Meet with Teacher - FCAT Benchmarks - Review Group's Weaknessess using FCAT Mini Benchmark Assessments (in bindner)Blue - Listening/TriFoldGreen - Activity2nd Round: (9:35-9:50)Green - Meet with Teacher Level 6 - Nonfiction Comp.Red - Listening/JournalBlue - Activity3rd Round: (10:00-10:20)Blue - Meet with Teacher- FCAT Benchmarks - Level 4 - Nonfiction Comp.Green - Listening/JournalRed - Activity

1st - GROUP: (9:20-9:35)Red - Meet with Teacher - Continue with FCAT Benchmark PracticeBLUE and GREEN Groups: (9:20-9:35)Buddy Reading - Buddy Read leved readers and respond in journals if time allows

COLD READ - GRADED : (9:35-10:15)Gather & Review Cold Read Steps - Test

1st - ROUND: (9:20-9:35)Red - Meet with Teacher - FCAT Benchmarks - Review Group's Weaknessess using FCAT Mini Benchmark Assessments (in bindner)Blue - Listening/TriFoldGreen - Activity2nd Round: (9:35-9:50)Green - Meet with Teacher Level 6 - Nonfiction Comp.Red - Listening/JournalBlue - Activity3rd Round: (10:00-10:20)Blue - Meet with Teacher- FCAT Benchmarks - Level 4 - Nonfiction Comp.Green - Listening/JournalRed - Activity

1st - GROUP: (9:20-9:35)Red - Meet with Teacher - Discuss Story of the Week and Weekly ObjectivesBLUE and GREEN Groups: (9:20-9:35)FCAT practice pages from story of the week, Discuss and check for complete sentences

COLD READ - FCAT Portfolio : (9:35-10:15)Gather & Review Cold Read Steps - Test

10:20-11:00 - Specials, Check board for schedule, also listed above laptop


Station Details:

Clean Up

Recess

Lunch 10:52-11:22 - LUNCH!

Math Vocab

Essential Question:

Math Vocabulary:

Refelct

HW 12.1 - EVEN 12.2, 12.3 - EVEN 12.4 - EVEN None 12.5 - EVEN

none - early release!

Time/ Subject

MondayMarch 26

TuesdayMarch 26

WednesdayMarch 26

ThursdayMarch 26

FridayMarch 26

FCAT Math Review

11:00-11:50

Weekly Objective & Essential Question:

Review Big Idea #1 - Review Place Value, Tables and Multiplication PropertiesHow do I solve a word problem?

Computer: Manga High - IceCream Facts, Activity - Review Multiplication & Create a Mult. Monster, early finisher: Mult. BumpIt Game!

Gra

mm

ar/W

ritin

g11

:10-

11:3

0

Math Stations:Rotation #1 - Computer- Grp.1Activity- Grp.2 Meet with Teacher - Grp.3Seat Work-Grp.4

Math Stations:Rotation #2 - Computer- Grp.4Activity- Grp.1 Meet with Teacher - Grp.2Seat Work-Grp.3

Math Stations:Rotation #3 - Computer- Grp.3Activity- Grp.4Meet with Teacher - Grp.1Seat Work-Grp.2

Math Stations:Rotation #4- Computer- Grp.2Math Activity- Grp.3 Meet with Teacher - Grp.4Seat Work-Grp.1

10:30-10:40 - Clean up, Reflect, Review Essential Question

10:40-10:50 - Send GS to get Sugar Checked and Go for a quick recess

11:22-11:30 - Use these few minutes to review math vocabulary words, definitions, and examples.

Inte

rven

tion

Blo

ck11

:30-

1:00

Words Their Way SortIntroduce Sort Headers, Sort words with students,Boys: Meet with TeacherGirls: Cut, Sort, Glue, Write Words, Blind Sort

Words Their Way SortReview Sort Headers, Sort words with students,Girls: Meet with TeacherBoys: Cut, Sort, Glue, Write Words, Blind Sort

Words Their Way SortIntroduce Sort Headers, Sort words with students,Boys: Meet with TeacherGirls: Cut, Sort, Glue, Write Words, Blind Sort

Words Their Way SortReview Sort Headers, Sort words with students,Girls: Meet with TeacherBoys: Cut, Sort, Glue, Write Words, Blind Sort

Math Block1:02-2:00

MA.3.G.5.3When do we sue elapsed time in our lives? How do we use elapsed time in our lives?

AM, analog clock, calendar, century, decade, digital clock, elapsed time, midnight, minute, noon, PM, time line, year

Mat

h B

lock

1:02

-2:0

0

Lesson 12.1 - Tell Time

Together: Unlock the problemIndependent: On your Own

Lesson 12.2 - Time to a Minute and Lesson 12.3 - AM and PM


Lesson 12. 4 - Elapsed Time


Complete Elapsed Time activity

Chapter 12 - Mid Chapter Check Point

2:00-2:05 - Answer Essential Question

Science/ S. Studies Block

2:00-2:45

Science Objective & Essential Question:

SC.3.P.8.1 SC.3.P.8.2 - Students will review properties of matter.How do you measure matter?

Social Studies Obj. & Essential Question:

SS.3.A.1.3 - Students will review money, barter, and budget.What is economics?

Scie

nce

/ Soc

ial S

tudi

es2:

00-2

:45

Intoduce Science Packet Activities 1st: Cold Read - Science Connections2nd: Matter and Its Properties PacketStudents work quietly while teacher pulls groups.

Intoduce S.Studies Packet Activities 1st: Cold Read - S. Studies Connections2nd: Economics Packet

Students work quietly while teacher pulls groups.

Finish Science & Social Studies PacketsStudents work quietly finishing packets while teacher pulls groups. If finished early, students may read quietly & AR Test.


none - early release!

Dismissal

Scie

nce

/ Soc

ial S

tudi

es2:

00-2

:45

Intoduce Science Packet Activities 1st: Cold Read - Science Connections2nd: Matter and Its Properties PacketStudents work quietly while teacher pulls groups.

Intoduce S.Studies Packet Activities 1st: Cold Read - S. Studies Connections2nd: Economics Packet

Students work quietly while teacher pulls groups.

Finish Science & Social Studies PacketsStudents work quietly finishing packets while teacher pulls groups. If finished early, students may read quietly & AR Test.

2:45-2:55 - Students write, color, money, homework in binders. Collect mailbox items, packpacks, &stack chairs.

Reading

ELACCKRL1: With prompting and support, ask and answer questions about key details in a text.

ELACCKRL2: With prompting and support, retell familiar stories, including key details.

ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.

ELACCKRL4: Ask and answer questions about unknown words in a text.

ELACCKRL5: Recognize common types of texts (e.g., storybooks, poems).

ELACCKRL6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

ELACCKRL8: (Not applicable to literature)

ELACCKRL7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

ELACCKRL9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

ELACCKRL10: Actively engage in group reading activities with purpose and understanding.

ELACCKRI1: With prompting and support, ask and answer questions about key details in a text.

ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text.

ELACCKRI3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

ELACCKRI4: With prompting and support, ask and answer questions about unknown words in a text.

ELACCKRI5: Identify the front cover, back cover, and title page of a book.

ELACCKRI6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

ELACCKRI7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

ELACCKRI8: With prompting and support, identify the reasons an author gives to support points in a text.

ELACCKRI9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

ELACCKRI10: Actively engage in group reading activities with purpose and understanding.

ELACCKRF1: Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page-by-page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated by spaces in print.d. Recognize and name all upper- and lowercase letters of the alphabet.

ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming words.b. Count, pronounce, blend, and segment syllables in spoken words.c. Blend and segment onsets and rimes of single-syllable spoken words.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of most frequent sounds for each consonant.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

ELACCKRF4: Read emergent-reader texts with purpose and understanding.

Math

MCC.K.CC.1. Count to 100 by ones and by tens.

MCC.K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MCC.K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MCC.K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.c. Understand that each successive number name refers to a quantity that is one larger.

MCC.K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MCCK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

MCCK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

MCCK.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

MCCK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MCC.K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

MCC.K.G.2. Correctly name shapes regardless of their orientations or overall size.

MCC.K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

MCC.K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes andorientations, using informal language to describe their similarities, differences, parts (e.g,number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

MCC.K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

MCC.K.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these?two triangles with full sides touching to make a rectangle?”Classify objects and count the number of objects in each category

MCC.K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

MCCK.OA.5 Fluently add and subtract within 5

MCCK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

MCCK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

MCC.K.MD.1 Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single object.

MCCK.OA.5 Fluently add and subtract within 5

MCC.K.MD.2 Directly compare two objects with a measureable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

MCC.K.MD.3 Classify objects into given categories; count the numbers in each category and sort the categories by count. (Limit category counts to less than or equal to 10)

MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

MCCK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

MCCK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Language/Writing

ELACCKW1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

ELACCKW3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

ELACCKW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

ELACCKW6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.

ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.

ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

ELACCKSL4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

ELACCKSL5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

ELACCKSL6: Speak audibly and express thoughts, feelings, and ideas clearly.

ELACCKL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Print many upper- and lowercase letters.b. Use frequently occurring nouns and verbs.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).f. Produce and expand complete sentences in shared language activities.

ELACCKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize the first word in a sentence and the pronoun I.b. Recognize and name end punctuation.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

ELACCKL4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck).b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

ELACCKL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Science

SKCS1. Students will be aware of the importance of curiosity, honesty, openness, andskepticism in science and will exhibit these traits in their own efforts tounderstand how the world works.a. Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.

SKCS2. Students will have the computation and estimation skills necessary for analyzing dataand following scientific explanations.a. Use whole numbers for counting, identifying, and describing things and experiences.b. Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring.

SKCS3. Students will use tools and instruments for observing, measuring, andmanipulating objects in scientific activities. a. Use ordinary hand tools and instruments to construct, measure (for example: balance scales to determine heavy/light, weather data, nonstandard units for length), and look at objects (for example: magnifiers to look at rocks and soils).b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models)

SKCS4. Students will use the ideas of system, model, change, and scale in exploringscientific and technological matters.a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example, playing “Follow the Leader” and noting the changes.)c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things.

SKCS5. Students will communicate scientific ideas and activities clearly.a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.b. Begin to draw pictures that portray features of the thing being described.

SKCS6. Students will understand the important features of the process of scientific inquiry.Students will apply the following to inquiry learning practices:a. In doing science, it is often helpful to work with a team and to share findings with others.b. Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help.c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (classroom pets).

SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.b. Classify objects according to those seen in the day sky and those seen in the night sky.c. Recognize that the Sun supplies heat and light to Earth.

SKE2. Students will describe the physical attributes of rocks and soils.a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.c. Recognize earth materials— soil, rocks, water, air, etc.

SKP1. Students will describe objects in terms of the materials they are made of and their physical properties.a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

SKP2. Students will investigate different types of motion.a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)b. Push, pull, and roll common objects and describe their motions.

SKP3. Students will observe and communicate effects of gravity on objects.a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.b. Recognize that the sun, moon, and stars are in the sky, but don’t come down.c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.

SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.a. Recognize the difference between living organisms and nonliving materials.b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)c. Group plants according to their observable features such as appearance, size, etc.

SKL2. Students will compare the similarities and differences in groups of organisms.a. Explain the similarities and differences in animals. (color, size, appearance, etc.)b. Explain the similarities and differences in plants. (color, size, appearance, etc.)c. Recognize the similarities and differences between a parent and a baby.d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)e. Recognize that you are similar and different from other students. (senses, appearance)

Social Studies

SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated.

a. Labor Dayb. Columbus Day (Christopher Columbus)c. Veterans Dayd. Thanksgiving Daye. Martin Luther King, Jr. Dayf. Presidents Day (George Washington, Abraham Lincoln, and the current President)g. Memorial Dayh. Flag Dayi. Independence Day

SSKH2 The student will identify important American symbols and explain their meaning.a. The national and state flags (United States and Georgia flags)b. The bald eaglec. The Statue of Libertyd. Lincoln Memoriale. Washington Monumentf. White Houseg. Pledge of Allegianceh. Star Spangled Banner

SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change.a. Now, long agob. Before, afterc. Morning, afternoon, nightd. Today, tomorrow, yesterdaye. First, last, nextf. Day, week, month, yearg. Past, present, future

SSKG1 The student will describe American culture by explaining diverse community and family celebrations and customs.

SSKG2 The student will explain that a map is a drawing of a place and a globe is a model of the Earth.a. Differentiate land and water features on simple maps and globes.b. Explain that maps and globes show a view from above.c. Explain that maps and globes show features in a smaller size.

SSKG3 The student will state the street address, city, county, state, nation, and continent in which he or she lives.

SSKCG1 The student will demonstrate an understanding of good citizenship.a. Explain how rules are made and why.b. Explain why rules should be followed.

SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.

SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).

SSKE2 The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.

SSKE3 The student will explain how money is used to purchase goods and services.a. Distinguish goods from services.b. Identify various forms of U.S. money (coins, currency).

SSKE4 The student will explain that people must make choices because they cannot have everything they want.

Health

HEK.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

a. Name healthy behaviors.Examples: Identify healthy food choices. Explain why healthy behaviors such as brushing teeth and getting adequate sleep are important.

b. Identify that physical health is one dimension of health and wellness.Examples: Identify that a healthy person exercises, eats well, and goes to the doctor. Describe ways to prevent the spread of communicable diseases to promotephysical health.

HEK.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

a. Explain how family influences personal health practices.Examples: Name physical activities family members can participate in together(e.g., raking leaves, walking, playing sports). Identify family rules that promote health and safety (e.g., washing hands before meals).

b. Identify what the school can do to support personal health practices.Examples: Identify the kinds of healthy foods served by the school cafeteria. Discuss the purpose for school playground rules.

c. State how the media influences behaviors.Examples: Discuss how advertisements (e.g., rhymes, jingles) can influence individuals to purchase certain products. Discuss how family, culture, and the media influence food choices.

HEK.3: Students will demonstrate the ability to access valid information and products and services to enhance health.

a. Discuss the role of trusted adults and health professionals as sources of health information.Examples: Describe the role of a variety of health care professionals in promoting health (e.g., dentist, eye doctor). Discuss the role of the school nurse in prompting student wellness.

b. Identify school and community health helpers.Examples: Identify community helpers who can assist students in understanding the safety procedures. Discuss the people in the school who can help you when a student is being bullied.

HEK.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

a. Discuss ways to express feelings in a healthy way.Examples: Describe how to express emotions in healthy ways. Discuss how to express feelings to prevent a conflict from starting.

b. Develop listening skills to enhance health.Examples: Explain how a person with good listening skills can enhance his or her health. Participate in a role-play to help recognize good listening skills.

HEK.5: Students will demonstrate the ability to use decision-making skills to enhance health.

a. Identify health-related situations.Examples: Identify potential risky health situations at school. Describe possible causes of conflict with classmates.

b. Discuss when and what assistance is needed for health-related situations.Examples: Identify who to ask for help when you are ill at school. Explain when someone should call 911.

HEK.6: Students will demonstrate the ability to use goal-setting skills to enhance health.

a. Name a personal health goal.Examples: Identify several potential health goals. Set a goal to brush your teeth three times a day every day.

b. Identify family members who can assist with achieving short-term health goals.Examples: Describe how a family member can be a role model by eating healthy foods. Role play how parents can remind children to practice healthy behaviors.

HEK.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

a. Show healthy behaviors that improve personal health and wellness.Examples: Demonstrate the correct technique for brushing teeth. Practice stress management skills.

b. Demonstrate healthy behaviors that prevent injuries.Examples: Practice safety precautions used before crossing the street. Show basic first-aid procedures for bandaging a scrape.

HEK.8: Students will demonstrate the ability to advocate for personal, family, and community health.

a. Seek assistance to promote personal health.Examples: Request help when deciding on healthier snack options. Ask for help when being teased at school.

b. Encourage peers to make positive health choices.Examples: Draw a picture to encourage classmates to use a booster seat or wear a safety belt. Remind students to cover their nose and mouth when they sneeze.

2012-2013 lesson plan format

Documents