Dear Parents and Caregivers,

The Equal-arm Balance Science quiz will take place on Thursday, March 5. We will send home the study guide on Monday, March 2 as homework. Please have your child complete and return it on Tuesday, March 3. Students should utilize the graded study guide and their science writing they have done for homework to prepare for the quiz.

For social studies, we will begin a unit on land and water. The vocabulary cards for this unit will be sent home on Monday, March 2. Please have your child read and discuss the vocabulary to reinforce the content being taught in school. The vocabulary quiz will be administered Monday, March 9.

The Unit 7 Math assessment will be given on Wednesday, March 11. Please help your child review the graded homework on a regular basis to ensure success.

**Balanced Literacy**

Independent Reading (30-35 minutes at the beginning of each day). Differentiated instruction is provided at this time as well as throughout the lessons.

Differentiated Instruction:

Phonemic Awareness: __The Skills That They Need To Help Them Succeed!__ y Michael Heggerty, Ed.D.

Week 24 (Different words will be given each day.)

Rhyming: Teacher says a real word. Students make nonsense rhyming words from it.

Onset Fluency: Teacher says the word. Students repeat the word, and then isolate the beginning onset.

Ex: T: kite S: /k/

Blending: Basic sight word review

Teacher says individual phonemes. Students listen and then say the whole word.

Identifying Final and Medial Sounds: Teacher reads the word series. Students say the requested sound (varies by day).

Tues & Wed: Final Sound, Thurs & Fri: Medial Sound

Segmenting: Basic sight word review

Teacher says the word. Students repeat the word and chop it into phonemes. Ex. T: too, S: too; t-oo

Substituting: Teachers says the word. Students repeat the word. Teacher says change the /*/ (underlined word) to /*/ and the word is?

Ex. T: waterfall, S: waterfall, T: change the/fall/ to /melon/ and the word is? S: watermelon

* Use sounds

Adding Phonemes: Teacher says the rime. Students repeat the rime. Teacher says add /*/ at the beginning and the word is?

* Use sounds

Deleting Phonemes: Teacher says the word. Students repeat the word. Teacher says without the /*/ and what is left?

* Use sounds

– TRC Progress Monitoring

– Guided writing: teachers circulate the room to assist students

– Guided Reading: Students work in small groups under the scaffolding of the teacher or an NSP student from the University of Chicago (Close Reading is included)

– Writing conferences

– Working in pairs

– Allowing extended time

– Using graphic organizers

– Drawing pictures to support writing

Listening Centers: Mentor Texts __Pigs__ and __Chickens__ by Gail Gibbons

Word Study: Word Sorts with the patterns VCC, VCe. VVC

Word Building with Fry Spelling Words

Math Center: Finding Differences

Students work in pairs to find the difference between a 2-digit number and a multiple of 10.

Technology Center:

a. Students practice reading levels two-five sight words

c. A.R. on mini- IPads

d. Kindle books related to the Guided Reading Themes and Stories embedded sight words.

Building Classroom Community based on __CHAMPS A Proactive & Positive Approach to Classroom Management__ by Randy Sprick, Ph.D. and __The Morning Meeting Book__ by Roxann Kriete

Reading Workshop and Writing Workshop based on __A Curriculum Plan for The Reading Workshop__ and __Units of Study in Opinion, Information, and Narrative Writing__ by Lucy Calkins and Colleagues from The Reading and Writing Project

Morning Meeting (Daily) based on __Morning Meeting Ideas__ by Susan Lattanzi Roser

– Greeting: Students greet each other in a language of choice.

– Sharing: Students share what they have written or something that is meaningful to them.

– Group Activity: Read “My Love for You” from Sing a Song of Poetry by Fountas and Pinnell p. 182

Day 1:

Morning Meeting

Morning Message: Today is Monday, March 2, 2015. We will learn to identify different kinds of landforms and bodies of water.

Inquiry Question: What are the advantages and disadvantages of living near the water? Discuss your answer with a classmate.

Reading and Writing Workshops

Poetry Unit

Reading

Interactive Read Aloud: “The Moon” by Robert Louis Stevenson

Read, discuss and point out the mood of the poem.

Students read independently. Ask them to pay attention to the mood in the poems they are reading.

Writing

“Big Thoughts in Small Packages”

Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning

Session 8: Poem Are Moody

Minilesson

Connection: Point out that the weather has moods, and so do, too, poems. Share an example of a poem that has a voice—for example, of awe or respect—and point out how the poet’s decisions reflect that voice. Name the teaching point.

Teaching: Read aloud several poems with contrasting moods. Liken the poems to songs, suggesting there are different kinds of songs.

Active Engagement: Invite students to try saying a poem in different moods, using images and music that reflect the mood. Give them the topic, the content, and let them work on the mood.

Link: Remind poets that they have learned about many kinds of poetry decisions and that they can also make decisions to reflect the voice—or mood—they are trying to convey.

Students compose their poems.

Day 2:

Morning Meeting

Morning Message: Today is Tuesday, March 3, 2015. We will be collecting data on arm spans and standing jumps.

Inquiry Question: Why should data be gathered in an accurate manner? Discuss your thinking with a classmate.

Reading and Writing Workshops

Poetry Unit

Reading

Interactive Read Aloud: “Dream” by Langston Hughes

Read, discuss and point out how the author makes comparisons in the poem.

Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing

“Big Thoughts in Small Packages”

Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning

Session 9: Using Comparisons to Clarify Feelings and Ideas

Minilesson

Connection: Tell students that one way poets see with poet’s eyes is to compare things, ideas, or feelings to something else. Name the teaching point.

Teaching: Show students how to revise ordinary phrases to include comparison (comparative language,) by picturing what the ordinary phrase seems like or reminds you of. Debrief, unpacking the word you have just done.

Active Engagement: Ask the students, with their partners, to revise the remaining ordinary phrases to include comparative language. Collect their ideas and use them to complete chart.

Link: Remind students that whenever they write, they can use comparisons to help readers get a clear image of what they are writing about.

Students compose their poems.

Day 3:

Morning Meeting

Morning Message: Today is Wednesday, March 4, 2015. In science, we will explore strategies for placing objects in serial order from lightest to heaviest.

Inquiry Question: How can you use the equal arm balance to place many objects in serial order? Share your thinking with a classmate.

Reading and Writing Workshops

Poetry Unit

Reading

Interactive Read Aloud: __Life Doesn’t Frighten__ Me by Maya Angelou

Students read independently. Ask them to pay attention to how poets use comparisons in the poems they are reading.

Writing

“Big Thoughts in Small Packages”

Bend 2: Delving Deeper: Experimenting with Language and Sound to Create Meaning

Session 10: Stretching Out a Comparison

Minilesson

Connection: Celebrate students’ earlier work with comparative language, and motivate them to enrich that work. Name the teaching point.

Teaching: Return to the mentor poem “Lullaby” by Kristine O’Connel George and draw students’ attention to how she stretches out the comparison across the entire poem. Refer to the comparative language chart. Show the class a poem you wrote earlier in which the comparison exits in only one line, demonstrating how you can extend it. Write another version of this poem in front of the students, sustaining the metaphor and thinking aloud as you go. Debrief, quickly listing the steps you took to revise the poem.

Active Engagement: Involve the students in revising a poem you prepared using a different comparison from the chart.

Link: Invite students to decide on the day’s work, suggesting that some will decide to find poems that have comparisons, and decide whether their comparisons should be stretched out.

Students work on their poems.

Day 4:

Morning Meeting

Morning Message: Today is Thursday, March 5, 2015. We will create a line plot for the data from the standing jumps.

Today’s Question: How can data be shown on a line? Discuss your answer with a classmate.

Reading and Writing Workshops

Poetry Unit

Reading

Interactive Read Aloud: “ How to Talk to a Snowman” by Beverly McLoughland and “How to Eat a Poem” by Eve Merriam

Read, discuss and point out how the authors use structures to create their poems.

Students read independently. Ask them to pay attention to the structures of the poems they are reading.

Writing

“Big Thoughts in Small Packages”

Bend 3: Trying Structures on for Size

Session 11: Studying Structure

Minilesson

Connection: Rally students’ energy for this final and most sophisticated bend in the road. Remind them of all they know about choosing a topic for a poem, and ask them to choose one. Explain to students that one thing (whether an object or an idea for a poem) can take on many different structures. Name the teaching point.

Teaching and Active Engagement: Teach by guided practice. You’ll be walking students step by step through the process of thinking of a topic, then considering several structures, then trying them on. Reveal a poem with a very distinct text structure, and ask students to annotate it with their observations. Set two students up to do so at the easel while others work at the rugs spots. Channel students to annotate a second poem, one with contrasting and distinct structure, again thinking of this structure as a possibility for their intended poems. Remind students that poets experiment with alternative structures. Recruit the class to help one student imagine his topic in one of these structures. Debrief to point out the replicable steps you just helped the class do.

Link: With their chosen topic in mind, channel students to consider different ways to build a poem around that topic, using different structures. Once you see a child writing, send that child off to work at his or her seat.

Students compose their poems.

Day 5:

Morning Meeting

Morning Message: Today is Friday, March 6, 2015. We will identify and discuss the importance of voice in poetry.

Today’s Question: What is a voice and why is it important in poetry? Discuss your answer with a classmate.

Parent Read Aloud

Spelling Test

Word Study

**Spelling Words:**

*graph, laugh, photograph, tough, rough, enough, telegraph, phonograph, trough, cough, glyph, classify, analyze, verify, answer, model*

The above words will be tested on March 13.

Teacher displays the 16 Fry words, pointing out patterns and strategies from Fountas and Pinnell such as read, copy, cover, write, and check.

Reading and Writing Workshops

Poetry Unit

Reading

Interactive Read Aloud: __Once I Ate a Pie__ by Patricia and Emily MacLachlan

Read, discuss and point out how to see poetry with the eye of a poet, which is noticing and paying a lot of attention to details.

Students read independently. Ask them to pay attention to the details of the poems they are reading.

Writing

“Big Thoughts in Small Packages”

Bend 3: Trying Structures on for Size

Session 12: Studying a Mentor Text with Poets’ Eyes

Minilesson

Connection: Remind writers that the content of a poem can go into one structure or another. Explain to students that when they want to emulate anything—a form of writing, an activity, a process—it helps to study that thing closely and attempt to name its component parts. Name the teaching point.

Teaching: Remind students that one way to revise poetry is by studying mentor poems. Demonstrate reading a poem with the eye of a poet, noticing details. Alternate between reading and pausing to name what the poet has done. Demonstrate that the poets notice what the author has done and ask why the author has done that. Then they consider doing the same thing.

Active Engagement: Give students an opportunity to try the same techniques on the next few lines of the same poem. Convene the writers, highlight what they have said, and channel them to imagine doing similar work in their own writing.

Link: Channel students to continue studying and annotating this poem, and others, emulating what they notice as they revise the poems they wrote the previous day and write more.

Students revise their poems.

**Math**

**Lesson 7-5** Measuring Meters

Students find personal references for metric units of measure; they choose appropriate units and tools to estimate and measure lengths.

Goals:

– Choose appropriate tools.

– Use tools effectively and make sense of your results.

– Use clear labels, units, and mathematical language.

Vocabulary: meter (m)

1. Warm Up

Mental Math and Fluency

Teachers display problems one at a time. Students solve them on their erasable boards. Encourage students to use mental strategies. (“We do”, whole class)

3 + 17 + 15 + 5 = ?

? = 12 + 26 + 14 + 8

Daily Math Routines

Students complete the daily math routines. (“We do”, whole class)

2. Focus

Math Talk

Ask: What are the names of units we use to measure?

What are the names of tools we use to measure length?

(“We do”, whole class)

Introducing the Meter

Teachers remind students that inches, feet and yards are part of the U.S. customary system, and centimeters are part of the metric system.

Say: Students, in the metric system, the meter is another commonly used standard unit of length. The abbreviation for meter is m.

Display the meter stick. On the Data Class Pad, and write “ a meter is 100 centimeters long”

Teachers display a meter stick and a centimeter cube taped to a poster labeled each length.

Say: In the United States, the U.S. customary system is used for everyday purposes, whereas the metric system is used mostly for scientific purposes. Most labels on canned and packaged foods show both the metric and U.S. customary units of measure. Most countries in the world use only the metric system.

(“We do”, whole class)

Teachers distribute a meter stick, a yardstick, and tape measure to each partnership. Students compare their meter sticks and yardsticks with the tape measure. (“We do”, partners)

After several minutes, bring students back together to share their findings. (“We do”, whole class)

Examples of comments:

The tape measure is the longest of the three.

The yardstick is the shortest of the three.

The meter stick is a little longer than the yardstick.

The tape measure is easy to use when measuring around things or when measuring longer things.

All three tools are easy to use when measuring things that are straight.

Ask: About how much longer in centimeters is the meter stick than the yardstick? About how much longer in centimeters is the tape measure than the meter stick?

Note: It is not important that the students know the exact length difference between 1 yard and 1 meter. Knowing that 1 meter is a little longer than 1 yard is sufficient.

Finding Personal References for Metric Units

Students, personal references are useful when estimating lengths. In Lesson 7-4, we found personal references for U.S. customary units of length. Today, you will work with your partner to find personal references for 1 centimeter, 10 centimeters, and I meter. For example, the width of a second grader’s little finger might be about 1 centimeter.

(“We do”, whole class)

Note: Because 1 yard and 1 meter are close in length so expect some students to select the same personal references for both lengths.

Students find things that are personal references for metric units and record their work for Problem 2 on journal page 175. (“We do”, partners)

After students have completed Problem 2, bring the class back together. On the Class Data Pad, list some of the personal references that students found. (“We do”, whole class)

Estimating and Measuring Lengths

Students discuss with their partners how they might use a personal reference for 1 centimeter to estimate the length of a crayon. (“We do”, partners)

After a few minutes, bring the class back together to share ideas. (“We do”, whole class)

Ask: What other units could you use to measure the crayon?

Why not use feet or meters?

Students use their personal references for metric units to help them estimate the lengths described on journal page 178. Then they select measuring tools and measure the lengths in metric units. Students do the same for U.S. customary units. (“You do”, independent; “We do”, partners)

Summarize

Invite students to discuss the units and tools they used to estimate and measure the lengths on journal page 178. (“We do”, whole class)

3. Practice

Practicing With Fact Triangles

Students practice with Fact Triangles listing the addition facts they know and the facts they need more practice with on the Addition Facts Inventory Record, Parts 1 and 2. (“You do”, independent)

Math Boxes 7-5

Students complete the mixed practice on journal page 179. (“You do”, independent; “We do”, partners)

**Lesson 7-6 **Generating Data: Standing Jumps and Arm Spans (2 Days)

Students measure lengths to the nearest centimeter and to the nearest inch.

Goals:

– Use tools effectively and make sense of your results.

– Use clear labels, units, and mathematical language.

Vocabulary: arm span

1. Warm Up

Mental Math and Fluency

Teachers dictate 2- and 3-digit numbers and have students mentally add or subtract 100, recording their answers on erasable boards. (“We do”, whole class)

Add 100 to 500.

100 to 640

100 to 890

Subtract 100 from 500.

100 from 220

100 from 830

Daily Math Routines

Students complete the daily math routines. (“We do”, whole class)

2. Focus

Math Talk

Say: One friend measures your arm span in inches. Another friend measures your arm span in centimeters.

Who do you think will report the larger number? Why?

(“We do”, whole class)

Measuring Arm Spans

Teachers have a volunteer stand with his or her arms fully extended. Arm span is the distance from fingertip across outstretched arms. Have the class make an estimate of the lengths of the volunteer’s arm span in inches. Then one helper holds the end of the tape measure at the tip of the volunteer’s right middle finger as the second helper pulls the tape tight across the volunteer’s chest. The second helper then holds the tape at the tip of the left middle finger and reads the tape to the nearest inch.

Turn the tape over, repeat the procedure, and have the second helper read the tape to the nearest inch.

Ask: Is the number larger when you measure in inches or centimeters? Why?

Repeat this procedure several times with different volunteers and helpers. Check the measurements they report are correct to the nearest inch and the nearest centimeter.

Say: Today you will collect arm span and standing jump data to use in later lessons.

(“We do”, whole class)

Teachers divide the class into small groups of four. Students will remain in these groups for both data-collection activities. Students take measurements in both centimeters and inches.

Collecting and Recording Arm Span Data

Students collect data and record their findings on journal p. 180. (“We do”, small groups)

Academic Language Development

To teach the meaning of “measuring to the nearest unit” build on children’s understanding of what it means to be near someone or something. Use a yardstick or tape measure to find the length of something, such as a desk, to the nearest inch.

Ask: Which number would you use in the measurement? Why?

Help students generalize the “Measuring to the nearest unit” means choosing the number nearest to the length of the object.

Provide sentence frames such as the following:

“This ______________ measures _______________ to the nearest ______________.”

Collecting and Recording Standing Jump Data

Students make two jumps and record the length of each one in both centimeters and inches on journal page 181. (“We do”, small groups)

1. Assign a job to each group member.

The jumper jumps.

The Line Judge makes sure the Jumper’s toes don’t cross the line.

The marker marks where the Jumper lands.

The Measurer measures the length of the jump with the Jumper’s help.

Teachers show students how to place a marker where the Jumper’s back heel lands and how to measure from the starting line to the marker. After the Measurer measures the jump in one unit, he or she should turn the tape measure over to read the measurement in the other unit. Jumps are recorded to the nearest centimeter and inch.

2. Demonstrate a jump. The toes of both feet should be just touching the starting line. No running start is allowed. Neither is stepping back.

3. Let each student take several practice jumps before measuring a jump.

4. Each Jumper makes two jumps that are measured. They record the lengths of their own jumps in their journals. They also circle the measurement of the longer jump.

5. When the first Jumper has recorded two jumps, group members rotate jobs so that each student eventually performs all the different jobs.

Students complete journal page 181. (“We do”, small groups)

Assessment Opportunity

Observe:

Which students line up the metal end of the measuring tape correctly?

Which students need additional support to complete the data collection?

Summarize

Ask: When measuring in inches, how did you determine the nearest inch? (“We do”, whole class)

3. Practice

Comparing Measurements

Partners choose measuring tools and measure their height, head size, and show length in centimeters. Then they find the differences between their measurements. Students complete journal page 182. (“We do”, partners)

Math Boxes 7-6

Students complete the mixed practice on journal page 183. (“You do”, independent; “We do”, partners; “We do”, small groups)

**Lesson 7-7** Representing Data: Standing Jumps

Students discuss the shortest and longest standing jumps and create a line plot for the data.

Goals:

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

Vocabulary: line plot

1. Warm Up

Mental Math and Fluency

Teachers dictate pairs of numbers for students to write on their erasable boards and record with >, < , or =.

989 and 971

445 and 454

877 and 788

(“We do”, whole class)

Daily Routines

Students complete the daily routines. (“We do”, whole class)

2. Focus

Math Message

Turn to journal page 181. Write your name and the length of your longer jumper in inches on a stick-on note.

Math Talk

Discussing the Data

As students share their jump lengths in inches, list the data in order from shortest to longest. Tape an actual tape measure to the board and mark the longest and the shortest jump lengths.

Note: Explain that another name for shortest jump is minimum and another name for the longest jump is maximum.

Students calculate the difference between the longest and shortest jumps, and then share their solution strategies.

Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

Making a Class Line Plot

Teachers display a number line writing the shortest standing-jump below the leftmost tick and the longest standing-jump under the rightmost tick.

Teachers guide the students to create a line plot of the data.

1. Students come to the display in small groups.

2. Students find the numbers on the number line that match their stick-on notes. They post their stick-on notes just above those tick marks.

3. If there is a stick-on note already on the line plot, students put their stick-on notes right above that stick-on note.

After all the stick-on notes have been posted, remove them one by one and replace each note with an X. (“We do”, whole class)

Note: It’s important for the teacher to replace the stick-on notes with X’s rather than the students because the X’s should be uniform in size and equal balance apart to help students use the line plot to answer questions.

Ask: What does it mean when there are a lot of X’s above a number?

How many students have a jump of 42 inches?

Students answer Problem 3 on journal page 181. (“You do”, independent)

Summarize

Teachers guide students to read about line plots on My Reference Book, page 114.

Discuss the Try It Together question at the bottom of the page. (“We do”, whole class)

3. Practice

Solving Subtraction Problems

Students solve subtraction problems using number grids, number lines, or base-10 blocks on journal page 184. (“We do”, partners; “We do”, small group)

Math Boxes 7-7

Students complete the mixed practice on journal page 7-9. (“You do”, independent; “We do”, partners)

**Lesson7-8 **Representing Data: Arm Spans

Students make a frequency table and a line plot for a set of data.

Goals:

– Make connections between representations.

– Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations.

– Use mathematical models to solve problems and answer questions.

Vocabulary: frequency table, line plot

1. Warm Up

Mental Math and Fluency

Teachers dictate 2- and 3-digit numbers. Have students mentally add and subtract and record their answers on erasable boards. (“We do”, whole class)

Add: 100 to 300

100 to 820

100 to 780

Subtract: 100 from 100

100 from 188

100 from 910

Daily Routines

Students complete the daily routines. (“We do”, whole class)

2. Focus

Math Message

Take 1 stick-on note. Turn to journal page 180. Print your name and arm span in inches on the stick-on note. (“You do”, independent)

Math Talk

Comparing Arm Span Measures

Have students look at their arm span measurements and compare both measurements.

Ask: Why was one of your measurements a smaller number than the other?

Have students share their thinking as to why one measure was a smaller number than the other. (“We do”, whole class)

Tape an actual tape measure to the board and mark the shortest and longest arm spans.

Teachers display a comparison diagram on the board. Fill in the largest quantity and the small quantity. Write a question mark for the difference. (“We do”, whole class)

With the class, find the difference between the two arm spans. Explain that the students will use the class arm span data to make a frequency table and a line plot.

Teachers may want to read about tally charts in My Reference Book, page 113 with the class. (“We do”, whole class)

Making a Frequency Table of Arm Span Data

Teachers display a copy of the table on Math Masters, page 204 and work as a class to fill in the frequency table of arm spans. Record students’ data on the display as students do so on journal page 186.

Follow these steps:

1. Fill in the Arm Span column. In the first row, write the length of the shortest arm span in class. Fill in the subsequent rows with all of the possible arm spans to the nearest inch, up to the longest arm span in the class.

2. Ask each student in turn to say his or her arm span. As students share their data, everyone makes a tally mark next to the arm span length reported.

3. After all the measurements have been tallied, write the number for each set of tallies.

4. Check that no measurements have been omitted, add the frequency numbers and compare the sum to the number of students in the class.

Discuss the completed table. (“We do”, whole class)

Academic Language Development

The term frequent may not be familiar to students. Introduce the term using contextual information and restatements with more familiar words to help students construct an understanding of the term.

Fro example: How many times did you go to the dentist this year? Do you often go to the dentists? Do you make frequent visits to the dentist? Point out to the students that the words frequent, frequently, and frequency belong to the same word family. (“We do”, whole class)

Make a Line Plot of arm Span Data

Have students use the information in the frequency table to draw a line plot on journal page 187.

Explain: A line plot is a type of display that shows data organized above a labeled line.

Teachers display Math Masters, page 205 and show how to draw the scale of possible arm lengths. Discuss how you know which numbers to start and end. (“We do”, whole class)

Students record the scale on their line plots. For each tally mark next to an arm span length in the frequency table, they draw an X above the tick mark for the corresponding length on the line plot.

To make sure that all the data from the class are represented, prompt students to count the number of Xs and compare the total to the number of students in the class. (“You do”, independent; “We do”, partners)

Discuss students’ completed line plots.

Ask:

What does it mean when there are a lot of Xs above a number?

Which arm span is the most common?

How many students have an arm of 51 inches? Of 46 inches?

Assessment Opportunity

Observe:

Which students represent the data in the line plot?

Which students need additional support to represent the data in the line plot?

Summarize

Students compare the frequency table and the line plot on journal pages 186-187. (“We do”, whole class)

Ask: How are the frequency table and the line plot similar?

How are they different?

3. Practice

Playing Beat the Calculator

Students play Beat the Calculator. (“We do”, small groups)

Observe

Which facts do students now from memory?

Which students need additional support to play the game?

Discuss

What strategies do you use to solve the facts you did not know?

Why is knowing addition facts helpful?

(“We do”, whole class)

Math Boxes 7-8

Students complete the mixed practice on journal page 206. (“You do”, independent; “We do”, partners)

**Science**

Equal-arm Balance

– Review Strategies for Placing Objects in Serial Order: Challenge students to apply their comparing skills to develop strategies for placing objects in serial order from lightest to heaviest.

– Lab Observation

Students write to explain. Based on the inquiry question: How do you order objects of different weights using an equal-arm balance?

Science: Equal-arm Balance Quiz

Graphing The Weights of the Objects

– Students review the information on the data table from the previous lesson.

– Each table grouping will make a bar graph that shows the weights of the six objects.

– Students read about how animals are weighed at the zoo.

Describing the Four Foods

For the next four lessons, students will apply their comparing and weighing skills to solve problems that involve four foods of varying weighs, shapes, and sizes. Later, they will apply their observations to help explain why equal cupfuls of the four foods have different weights.

– Students observe and describe the properties of four different foods.

– Students record their descriptions of the four foods.

– Students share their observations of the foods and create a class chart.

– Students compare and contrast their observations of the foods.

**Social Studies **

Interactive Read Aloud: __Tulip Sees America__ by Cynthia Rylant

Objectives:

– Obtain information about a topic using a variety of visual sources such as literature.

– Recognize that the geography of the earth varies from place to place.

– Identify different kinds of land and bodies of water.

Vocabulary: geography, desert, ocean

Read and Respond:

Point out the pictures while reading to help students make predictions as well as obtain information. Lead students to understand that the United States has many different kinds of land and bodies of water, that climate changes from one part of the country to another, and land and water can affect the way people work and play.

Lesson 1 Our Country’s Land

Objectives:

– Identify and describe the physical characteristics of various landforms.

– Compare the features of different kinds of land.

– Distinguish regions of the United States.

Vocabulary: landform, mountain, hill, peninsula, valley, plain, island

Read and Respond: Use photographs to help students compare landforms. Point out the rounded tops of the hills and the low, flat land that are characteristics of the plains. Discuss with students that there are few trees on a plain. Ask, “Suppose you were a farmer. Do you think that it would be better to farm and raise animals in a hilly area or on the plains? Why?”

Geography: Explain to the students that the physical features of an area place it in a certain physical region. Describe a region as an area with at least one feature that sets it a part from the other areas. Show students a map of the regions of the United States. Point out that the United States is divided into five regions: the Northeast, the Southeast, the Middle West, the Southwest, and the West. Note that the states that make up a particular region are from the same part of the United States. Ask, “ Why do you think dividing the country into regions is a good idea?”

Mountains and Valleys: Direct students’ attention to the picture of the mountain and valley. Point out that the mountains seem to rise sharply from the land to great heights. The valley seems far below. Tell students that people usually live in valleys. Have students recall what they know about temperatures on mountains. Ask, “From where does the water from the valley come?”

Island and Peninsula: Recall with students the landforms they have learned about thus far. Now introduce the words island and peninsula, and explain each landform to them. On a map of the United States, help students locate Hawaii and its many islands. Also have students locate Florida, which is a large peninsula.

Thank you for your support.

Anh Tuan Hoang and LuAnn Lawson