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Sarah Hawley Math/Science Curriculum Plan A. Summary

Daily Schedule

Week #1 Monday 9:00-9:55 Arrival, Journal, Morning Meeting

Tuesday 9:00-9:55 Arrival, Journal, Morning Meeting 9:55-10:40 Library (PREP)

Wednesday 9:00-9:55 Arrival, Journal, Morning Meeting 9:55-10:40 Language Arts (Reading)

Thursday 9:00-9:55 Arrival, Journal, Morning Meeting

Friday 9:00-9:55 Arrival, Journal, Morning Meeting

9:55-10:40 Math (Activity #6)

9:55-10:40: Gym (PREP)

10:40-11:25: Science/Read Aloud (Activity #1) 11:25-12:05 Lunch/Recess

10:40-11:25 Math/Science (Activity #2)

10:40-11:25 Arabic (PREP)

10:40-11:25: Math/Science (Activity #7)

11:25-12:05 Lunch/Recess

11:25-12:05 Lunch/Recess

10:40-11:25: Literacy Centers, Small Group Meetings 11:25-12:05 Lunch/Recess

12:05-12:55: Social Studies

12:05-12:55 Language Arts

12:05- 12:55 Math/Science (Activity #3,#4)

12:05-12:55 Social Studies

12:05-1:00 Language Arts (Reading)

12:55-1:15 Literacy Centers, Small Group Meetings 1:15-2:15 Math/Science (Activity #5)

12:55-1:45: Gym (PREP)

1:00-2:00 Math/Science/Art (Activity #8)

12:55-1:55 Language Arts (Reading)

2:15-2:35 ReadAloud

1:55-2:35 ReadAloud

2:00-2:35 Literacy Centers, Small Group Meetings 2:35-2:45 Get Ready For Home/Dismissal

2:35-2:45 Get Ready For Home/Dismissal

2:35-2:45 Get Ready For Home/Dismissal

9:55-10:40 Arabic (PREP)

(Reading)

12:55-1:55: Literacy Centers, Small Group Meetings 1:55-2:15 Math

2:15-2:35 ReadAloud 2:35-2:45 Get Ready For Home/Dismissal

12:55-2:00 Math

2:00-2:35 Literacy Centers, Small Group Meetings 2:35-2:45 Get Ready For Home/Dismissal

11:25-12:05 Lunch/Recess


Week #2 Monday 9:00-9:55 Arrival, Journal, Morning Meeting

Wednesday 9:00-9:55 Arrival, Journal, Morning Meeting 9:55-10:40 Language Arts (Reading)

Thursday 9:00-9:55 Arrival, Journal, Morning Meeting

Friday 9:00-9:55 Arrival, Journal, Morning Meeting

9:55-10:40 Arabic (PREP)

Tuesday 9:00-9:55 Arrival, Journal, Morning Meeting 9:55-10:40 Library (PREP)

9:55-10:40 Science (Activity #12)

9:55-10:40: Gym (PREP)

10:40-11:25: Language Arts (Reading)

10:40-11:25 Math (Activity #10)

10:40-11:25 Arabic (PREP)

11:25-12:05 Lunch/Recess

11:25-12:05 Lunch/Recess

11:25-12:05 Lunch/Recess

10:40-11:25: Literacy Centers, Small Group Meetings 11:25-12:05 Lunch/Recess

10:40-11:25: Literacy Centers, Small Group Meetings 11:25-12:05 Lunch/Recess

12:05-12:55: Social Studies

12:05-12:55 Language Arts (Reading)

12:05- 12:55 Math/Science (Activity #11)

12:05-12:55 Math

12:05-1:00 Language Arts (Reading)

12:55-1:55: Literacy Centers, Small Group Meetings 1:55-2:15 Math/Science (Activity #9)

12:55-2:00 Math

12:55-1:15 Literacy Centers, Small Group Meetings 1:15-2:15 Social Studies

12:55-1:45: Gym (PREP)

1:00-2:15 Math/Science (Activity #13)

12:55-1:55 Language Arts (Reading)

2:15-2:35 ReadAloud

2:15-2:35 ReadAloud

1:55-2:35 ReadAloud

2:35-2:45 Get Ready For Home/Dismissal

2:35-2:45 Get Ready For Home/Dismissal

2:35-2:45 Get Ready For Home/Dismissal

2:15-2:35 ReadAloud 2:35-2:45 Get Ready For Home/Dismissal

2:00-2:35 Literacy Centers, Small Group Meetings 2:35-2:45 Get Ready For Home/Dismissal


Science and Math Activities Activity #1: Read two stories about plants (Science Lesson) Two stories will be read to the students to start the unit about plants. The first book read will be an informational book about plants. The second book will be The Carrot Seed. These two stories will take place during a read-aloud. Before the activity takes place, the children will be asked what they know about plants and what they want to know about plants, in the form of a KWL chart.

Activity #2: What Do You See? Visual Observation (Used from Activities for Integrating Science and Mathematics by John Eichinger). (Math and Science Integrated Lesson) During this lesson, items such as a box or wrapping paper with designs and patterns on them will be shown to the students in the classroom. This activity will be used for the students to practice observations. Observations for this include, how the object looks, what patterns/shapes they notice in the object. This activity allows for the students to practice doing their own observations. This will be essential when they plant their plants and during the two weeks that they make observations about their plants.

Activity #3: What do Plants Need? (Science Lesson) During whole-group instruction, the students and I will have a discussion of what plants need to grow healthy. We will use the knowledge that we learned from the information book that we read, which brings in their prior knowledge. I will also provide more knowledge about what plants need to grow healthy. Activity #4: Discussion of Plant Seeds (Science Lesson)


During whole-group instruction time, I will talk about how we learned from our read-aloud of plants that plants start out as seeds and then they grow. I will show them various types of plant seeds. I will have the students predict what the plants of the seeds will look like when they start to grow. I will have them draw a picture of their prediction. For differentiation, I will have the students who are able to easily make a prediction and draw the prediction, write sentences about their predictions. After their predictions have been made, I will show photographs of plants with the seed types that were shown to them.

Activity #5: Planting Seeds and Create a Prediction Chart. (Math and Science Lesson) During this lesson, the students will plant their own plants. They will plant the seeds. After this part of the lesson takes place, they will then create a prediction chart of how many inches they predict that their plant will grow within a two week time frame. They will measure their plant at least three times during the two week unit. They will record their plant’s growth on a chart.

Activity #6: Word Problems with Plants (Math Lesson) Students will be given math word problems about plants. They will complete these word problems in small groups. Then, as a whole group, we will go over the word problems and create new word problems as a classroom. We will then solve those world problems.

Activity #7: Measure and Chart Plant Growth (Math and Science Integrated Lesson)


Students will predict how many inches their plant has grown through observations. They will observe the plant to see if they notice any patterns/shapes on their plants. They will measure their plant in inches and chart their plants growth on their chart. They will talk about if their overall prediction of their plant will be accurate or not. They will also write in their journal how many inches they think that their plant will grow in 4 days.

Activity #8: Creating Prints with Leaves and Seeds (Math and Science Arts Integrated Lesson Plan) Students will create prints using tempera paint and paper. I will model how to create a print and then they will take the ideas that I gave them and create new ideas for how to create prints with the leaves and seeds. After the print making takes place, the paintings will dry and the students will have a discussion about the prints and seeing what patterns and shapes they see in the prints. This will help for their scientific observations.

Activity #9: Measure and Chart Plant Growth (Math and Science Integrated Lesson) Students will predict how many inches their plant has grown through observations. They will observe the plant to see if they notice any patterns/shapes on their plants. They will measure their plant in inches and chart their plants growth on their chart. They will talk about if their overall prediction of their plant will be accurate or not. They will also write in their journal how many inches they think that their plant will grow in 4 days. Activity #10: Predictions and Charting (Math Lesson)


This lesson will take place as a whole-group. Students will predict how tall they are in inches. They will then take their predictions and graph them on a classroom chart. After this takes place, they will actually measure each other and their real results will be put up on a second chart. The students will then be able to compare the two charts. This lesson helps for making predictions and practicing charting information.

Activity #11: Measure and Chart Plant Growth (Math and Science Integrated Lesson) Students will predict how many inches their plant has grown through observations. They will observe the plant to see if they notice any patterns/shapes on their plants. They will measure their plant in inches and chart their plants growth on their chart. They will talk about if their overall prediction of their plant will be accurate or not. They will also write in their journal how many inches they think that their plant will grow in 4 days.

Activity #12: Information Books about Plants (Science) Students will participate in a read-aloud with books about plants. The students will use their prior knowledge to discuss before the stories are read, what they know about plants. The stories that they will be listening to give additional information about plants that they will learn. After the read-alouds have taken place, the students will journal about their new knowledge in their journals.

Activity #13: Final Plant Measure and Charting Results (Math and Science Integrated Lesson)


Students will do a final plant measure and chart their final result of their plant growth within a two week time frame. The students in small groups will discuss if their predictions were close or far apart from their real measurements. Then, the class will have a whole-group discussion about the predictions. We will then create a classroom chart of how tall, in inches, the students’ plants were.

Summary Statement


Children learn through engaging, fun and challenging experiences that are at their level. Throughout my four years in the early childhood education program, I have learned so much about an emergent curriculum approach. In this unit, I am working towards an emergent curriculum approach by engaging the student’s prior knowledge. If the students take to an interest during the plants unit to something completely else, I can work with their interests to accommodate what we need to teach and what the children want to learn about. I believe that from my observations and student teaching in preprimary and observations in primary, when children are engaged in the learning they not only learn what we want them to take away from the lessons but they are interested to learn more about the subject and they take a liking to school because it is meaningful to them. Math in the classroom is constantly being worked on in my primary classroom. Science is only done on certain days. Right now, I have actually not been able to observe a science lesson. I believe that science is as equally important as math. In my teaching and with this unit, I have tried to incorporate science into the unit as much as possible. With science especially, the scientific method of inquiry can really be engaging and fun. For students, they like being able to solve “mysteries” and understanding why and how events happen. My role as a teacher is to foster a classroom environment where the students feel trusted by me, the teacher, and the students in the classroom. The only way that risk taking can take place is when the students have an established trust. It is important for me to research an answer to a question if I do not know the answer. It is important for me to find the balance between the students’ interests and the standards that we are set to


meet. I also need to reflect upon my teaching strategies frequently. If the way that I am teaching is not working for the students, then it is my responsibility to change the way that I am teaching so that it benefits the students in the classroom.

Resources


Book #1 Title/Publication: New Plants Copyright Date: 2003 Author: Delta Education Illustrator: Audience/Use: First Grade Type: Teacher Guide Genre: Information/Teacher Resource Comment: This is the official curriculum guide that is given to the first grade teachers for teaching science at Belding Elementary School. Discussion Questions: What is a plant? What have you learned about plants? How are plants important? What have you learned from your plant investigations? Book #2 Title/Publication: New Plants, Foss Science Stories Copyright Date: 2003 Author: Delta Education Illustrator: Audience/Use: First Grade Type: Teacher Guide Genre: Information/Teacher Resource Comment: This is from the official curriculum guide that is given to the first grade teachers for teaching science at Belding Elementary School. This separate book includes stories about plants including stories about plant seeds. Discussion Questions: What is something new that you have learned about plants? What are plant seeds? How are plant seeds used? Where do plants live? What do plants need to grow? Book #3 Title/Publication: Different Things We Get From Plants Copyright Date: 1993 Author: Colin Walker Illustrator: Philip Webb Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how we use plants to make certain items. These items include paper, medicines, syrup and even boots. There are many other household items that are described that come from plants in this book. This book is good because it teaches students about how useful plants are. Discussion Questions: What were some of the items in the book that were made from plants? Are any of these items in your home, if so, which ones? Explain an item that you found out was made from a plant that you did not know before.


Book #4 Title/Publication: Gardening is Fun Copyright Date: 1993 Author: Colin Walker Illustrator: Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how to properly grow a plant. It talks about what items you will need to create a garden, how to give your plant a good environment to grow in and what plants get their food from. Discussion Questions: What are some items that you need to set up a garden? What did you learn about gardening? What are some of the essential things that plants need to grow? Book #5 Title/Publication: Protecting Plants Copyright Date: 1993 Author: Colin Walker Illustrator: Linda McClelland Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how we can protect plants. It talks about how the Earth would be without plants. It talks about how stuff such as spraying harmful chemicals can harm plants, how too many animals in one place can harm plants, having water pollution harms plants as well as floods. Discussion Questions: What would the Earth be like without any plants? What things are harmful to plants? What are some ways that you learned from the book of how we can protect plants? Book #6 Title/Publication: Plant or Animal? Copyright Date: 1993 Author: Judith Holloway and Clive Harper Illustrator: Sandy Coulthart Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how there are a certain number of living things that are plants. The book talks about how animals are living things that are able to move around but plants cannot. The overall point of the book is explaining that even though plants cannot move, they are still a living thing.


Discussion Questions: Tell me what are examples of living things? Are plants living things, why or why not? How can you tell if something is living? What are some examples of living things that were given from the book? Book #7 Title/Publication: How New Plants Grow Copyright Date: 1993 Author: Colin Walker Illustrator: Design Techniques Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how new plants grow. The book talks about seeds and the role that seeds play in plants. Discussion Questions: How do new plants grow? What are seeds? What kind of plants have seeds? What kinds of plants do not have seeds? How are plant seeds spread? Book #8 Title/Publication: Plants Grow Almost Anywhere Copyright Date: 1993 Author: Colin Walker Illustrator: Sally Simons Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about where plants grow. It also talks about where plants live, such as what places. The book talks about the different textures of plants as well. Discussion Questions: What are some examples of where plants grow? Where are plants found/where do plants live? What are some of the textures of plants? Book #9 Title/Publication: Different Kinds of Plants Copyright Date: 1993 Author: Colin Walker Illustrator: Design Techniques Audience/Use: First Grade Type: Concept Science Book Genre: Informational Comment: This book talks about how there are a large variety of plants. They describe information about specific kinds of plants. Discussion Questions: What are new things that you learned about plants? In what places do plants grow? What are some of the different plants that we learned about?


Book #10 Title/Publication: The Carrot Seed Copyright Date: 1945 Author: Ruth Krauss Illustrator: Audience/Use: Ages 4-8 Type: Story Book Genre: Realistic Fiction Comment: This book is about a boy who plants a seed and is told by everyone that it will not grow into anything. He still cares for the seed by taking care of it each day. One day the seed grows in a plant. Discussion Questions: What were some of the things that the boy did for the seed to help it grow? Were you ever told that you could not do something but you were able to? Book #11 Title/Publication: Growing Vegetable Soup Copyright Date: 1987 Author: Lois Ehlert Illustrator: Lois Ehlert Audience/Use: Ages 4-8 Type: Story Book Genre: Realistic Fiction Comment: This book is about planting various vegetables to make a soup. The book talks about different tools that are used for gardening and how to make vegetable soup. Discussion Questions: What kinds of vegetables were grown for the soup? How were the vegetables cared for while they were being grown? Have you ever made food from items that have grown from the ground? Book #12 Title/Publication: From Seed to Plant Copyright Date: 1987 Author: Gail Gibbons Illustrator: N/A Audience/Use: Ages 4-8 Type: Story Book Genre: Non-Fiction Comment: This book serves as an introduction for how plants grow from seeds. The children are also introduced to ideas such as pollination. Discussion Questions: What new information have you learned about seeds? What new information have you learned about plants?


Book #13 Title/Publication: How Plants Survive Copyright Date: 2003 Author: Kathleen V. Kudlinski Illustrator: N/A Audience/Use: Ages 4-8 Type: Story Book Genre: Non-Fiction Comment: This book is about how plants survive in different environments. The students learn more about what types of environments plants are able to survive in. Discussion Questions: What environments can plants survive in? How do plants survive? Book #14 Title/Publication: How Do Plants Grow? Copyright Date: 2007 Author: Melissa Stewart Illustrator: N/A Audience/Use: Ages 4-8 Type: Story Book Genre: Non-Fiction Comment: This book is about why plants grow, how they grow, how food in made from plants, the inner part of plants etc. Discussion Questions: Why do plants grow? How do plants grow? What kind of foods are made from plants? What are the parts of the inner of the plant? Book #15 Title/Publication: Plants Grow! Copyright Date: 2009 Author: Mary Wade Illustrator: N/A Audience/Use: Ages 4-8 Type: Story Book Genre: Non-Fiction Comment: This book is about the life cycle of a plant and how they grow. Discussion Questions: What is the life cycle of a plant? How do plants grow? What helps a plant to grow?


Name:

Date: December 7, 2010

Grade: 1st Grade

Sarah Hawley

Unit Title: Plants Lesson Title: Plant Word Problems Subject Area(s): Math Time required: 45 minutes Format/Grouping: Small and Whole Group

Materials or Technology Needed: -Paper -Pencil -Word Problems created sheet -Manipulatives (seeds, leaves, plant holders) Activity/Material Preparation Needed: -Gather Items -Create word problems

Purpose: To understand, how to solve and create a word problem and how to apply these situations to everyday life. Key Vocabulary: Add Subtract Plant Parts (Seeds, Leaves)

Objectives: -Students will practice using addition and subtraction to solve word problems. -Students will participate in creating their own word problems.

Standard(s): 6.B.1 6.C.1a

Anticipatory Set/Connection to Prior Knowledge: The children have started their unit on plants and math is being incorporated into the unit to base their word problems off of plants. Activity: Differentiation/Extensions: 1. The students will be given the sheet that contains An extension to this activity is having the students word problems about plants and their parts (e.g. seed, create their own word problems about plants with the leaves). class. 2. The students will work in their small groups to complete the sheet. I will walk around the classroom in case students have questions and to observe how they are solving the word problems. 3. After 15 minutes of solving the word problems, I will ask for volunteers to explain to me how their group solved the word problem. 4. After 15 minutes, the class, in a whole-group discussion, will create their own word problems. 5. After 10 minutes, they will then solve these word problems. Closure: A closure to this activity is having a discussion after the activity of how the students knew whether or not to use subtraction or addition for the word problems, how they solved the word problems and if they used their math manipulatives to solve the word problems. Assessment: During the time that the students are working on the word problems, I will be making observations of how they are solving the word problems. During the discussion part of the activity, I will ask the students how they solved the word problems and if they needed help, how did they seek the help. After the students have completed and turned in the sheet, I will look at how they solved the word problems on the sheet.


Name: Sarah Hawley Unit Title: Plants Lesson Title: Discussion of Plant Seeds Subject Area(s): Science Time required: 45 minutes Format/Grouping: Whole-group and small-group instruction. Purpose: To understand the process of scientific inquiry that will help them to make predictions and solve problems using the scientific method.

Date: December 7, 2010

Grade: 1st Grade

Materials or Technology Needed: -Various types of plant seeds -Pictures of plants -Drawing materials Activity/Material Preparation Needed: -Gather materials Objectives: -Students will observe plant seeds. -Students will make predictions. Standard(s):

Key Vocabulary: Seeds, Plants, Predict 11.A.1, 11.B.1a Anticipatory Set/Connection to Prior Knowledge: The children have started their unit on plants and they are going to be planting seeds soon. This lesson introduced the scientific method of asking how, why and what the plant will look like. Are there patterns on the seeds that make them think that the plant will look a certain way? Activity: 1. During whole-group instruction time, I will talk about how we learned from our read-aloud of plants that plants start out as seeds and then they grow. 2. I will show them various types of plant seeds. 3. I will have the students predict what the plants of the seeds will look like when they start to grow. 4. I will have them draw a picture of their prediction.

Differentiation/Extensions: An extension to this activity would be showing pictures of plants that are from the seed types that I showed. I would have them discuss in small groups how their predictions were accurate. For differentiation, I would have those students who instead of discussing their predictions, I would have them write a few sentences about their predictions.

Closure: A closure to this activity is telling the students how we will be planting our own plants in the afternoon that day. We will be using the scientific method of inquiry to determine how tall we believe our plants will grow what they will look like and seeing if any factors in the classroom may have helped or hindered their growth.

Assessment: Assessment for this lesson will be through the conversations that take place during whole-group and smallgroup discussions. I will take note of if the students are working through the scientific inquiry process by asking how they believe the plant will grow. Overall, I want to see how they are using the scientific method to make predictions.


Name: Sarah Hawley Unit Title: Plants Lesson Title: Measure and Chart Plan Growth Subject Area(s): Math and Science Time required: 45 minutes Format/Grouping: Whole-Group, Small-Group

Date: December 7, 2010

Grade: 1st Grade

Materials or Technology Needed: -Plants -Charts -Paper -Pencil -Ruler


Activity/Material Preparation Needed: -Gather items Purpose: To understand the process of scientific inquiry that will help them to make predictions and solve problems using the scientific method. To understand that a plant starts out as a seed and grows. Key Vocabulary: -Inches, Height, Measure, Observe, Predict

Objectives: -Students will predict how much their plant grew -Students will measure their plants, record their findings and record their next prediction. Standard(s): Science: 11.A.1 11.A.1f 13.B.1a 13.B.1b Math: 7.A.1 7.B.1a 7.B.1b

Anticipatory Set/Connection to Prior Knowledge: The students have been studying plants. They recently planted their own plants and now they will be making observations about their plants, measuring if their previous predictions are accurate and making future predictions. Activity: Differentiation/Extensions: 1. Students will predict how many inches their plant An extension to this activity could be to ask the has grown through observations. students if there are any immediate changes we 2. They will observe the plant to see if they notice should make in the environment for the plants. Such any patterns/shapes on their plants. as if we need to close a window shade, or keep the 3. They will measure their plant in inches and chart lights dimmer. their plants growth on their chart. 4. They will talk about if their overall prediction of their plant will be accurate or not. 5. They will also write in their journal how many inches they think that their plant will grow in 4 days.

Closure: A closure to this activity will be talking about predictions and how predictions are made on an everyday basis. Assessment: For assessment, I will look at how they are making their predictions seeing if they are using a specific method. I will be listening to their conversations during small and whole-group instruction. I will see how they are using the scientific method to observe their plants and to make close to accurate predictions of how tall their plant will grow.


Name: Sarah Hawley Unit Title: Plants Lesson Title: Creating Prints with Leaves and Seeds Subject Area(s): Science, Math, Art Time required: Format/Grouping: Small-Group. Whole-Group.

Date: December 7, 2010

Grade: 1st Grade

Materials or Technology Needed: -Leaves (Various colors) -Seeds (Various types and sizes) -Tempera Paint -Paper -Paint Brushes Activity/Material Preparation Needed: -Gather items

Purpose: To recognize patterns, shapes in objects and to make better scientific inquiries.

Objectives: -Students will create prints with leaves and seeds. -Students will communicate about the patterns and shapes that they see in the prints.

Key Vocabulary: Leaves, Seeds, Patterns, Shapes,

Standard(s): Math: 9.A.1 9.B.1a 9.B.1c Science: 11.A.1a Art: 26.A.1e 26.B.1d

Anticipatory Set/Connection to Prior Knowledge: The children have been studying plants and they are going to use items that they have become familiar with including leaves and seeds to create prints to observe the characteristics and similarities between the leaves and seeds. Activity: Differentiation/Extensions: By splitting up the students into groups, this helps to 1. I will collect the materials previously listed before differentiate the lesson by placing students into the activity begins. To encourage student groups where they may not take as much risk as participation, I would ask for the students to bring in trying new things such as printmaking and putting other leaves and seeds that they can find or that they them with students who do risk take. One would act have at home. as a model for the one student. If a student takes a 2. At the beginning of the lesson, I will put the leaves while to complete this activity, they will be given additional time to finish their printmaking at a future and seeds for the students to observe. I will then ask time. the students what they think the similarities and differences are of the leaves and seeds on the outside as well as on the inside. 3. I will then ask the question, "Which leaves and seeds do you think will make the best prints?" "Why" "What leaves and seeds do you think it will be hard to make a print with?" "Why?" 4. I will then demonstrate how to make a print from one of the leaves and one of the seeds shown. From this, I hope that this will scaffold students' ideas into making a print a different way from what I showed. 5. After I have demonstrated how to make a print from the inside of a seed or a leaf, I will cut the seed


Bibliography Eichinger, J. (2005). Activities for Integrating Science and Mathematics. Upper Saddle River, New Jersey: Pearson Education, Inc.


Math and Science Curriculum Plan  

Math and Science Curriculum plan about plants.

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