MATH 1st Week

TEKS
2.1A -- The student is expected to use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways. 2.1B -- The student is expected to use place value to read, write, and describe the value of whole numbers up to 999. 2.5A The student is expected to find patterns in numbers such as in a 100s chart.

Key Understandings:
The value of a number depends on the position of the digits. A digit in a number represents two things simultaneously: a quantity and a value. Patterns Numeric and Skip Counting. Numerical Understanding Odd and Even

Underlying Processes and Mathematical Tools

Tools to solve problems and observations.

Underlying Processes:
2.12A The student is expected to identify the mathematics in everyday situations. 2.12C The student is expected to select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem 2.12D The student is expected to use tools such as real objects, manipulatives, and technology to solve problems. 2.13A The student is expected to explain and record observations using objects, words, pictures, numbers, and technology. 2.13B The student is expected to relate informal language to mathematical language and symbols. 2.14 The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.

Performance Indicators
Use technology to find between 4 and 6 whole numbers up to 999 (ex-scores of basketball games, traffic information, temperature degrees for a week period, etc.). Use concrete models to represent each number in the set and provide a written record of the model. Then write each number in standard form, expanded notation, and words. Explain in writing how to order the numbers from least to greatest, and write one comparative statement using words and symbols. Use one 0-99 chart to locate and color the number pattern when counting by 5s starting at 28, and then use another 0-99 chart to locate and color the number pattern when counting by 2s starting with 39. Use the colored number pattern to communicate in one or two sentences how the patterns are alike and how they are different (2.5A, 2.12D)

Monday

RITUALS AND ROUTINES:

Vocabulary:
10-Long the base-ten block that represents a bundle of 10. 100-Flat the base-ten block that represents a bundle of 100 units or ten 10-longs. Comparative Statement a statement that describes whether numbers are equal to, less than, or greater than each other. Digit any numeral from 0-9. Equal to a symbol (=) used to compare two numbers, with the same value. Greater than a symbol (>) used to compare two numbers, with the number of greater value given first. Less than a symbol (<) used to compare two numbers, with the number of lesser value given first. Place Value the value of a digit as determined by its position in a number.

Mountain Math, Math Facts, Problem Solver, Routine for Math Lessons (book, journal, etc.)

Tuesday

RITUALS AND ROUTINES:

Mountain Math, Math Facts, Problem Solver, Routine for Math Lessons (book, journal, etc.)

Wednesday

RITUALS AND ROUTINES:

Mountain Math, Math Facts, Problem Solver, Routine for Math Lessons (book, journal, etc.)

Thursday

RITUALS AND ROUTINES:

Mountain Math, Math Facts, Problem Solver, Routine for Math Lessons (book, journal, etc.)

Friday

RITUALS AND ROUTINES:

Mountain Math,

Math Facts, Problem Solver, Routine for Math Lessons (book, journal, etc.)

Quantity the number or amount represented in a set. Unit the base-ten block that represents 1. Unitizing the concept of grouping by tens to construct base-ten relationships.

Assessment

Problem Solving Notebook

Materials:
Mountain Math, Hundreds Chart, Problem Solving Notebook.

Name _______________________

Date _________

Mountain Math 2nd Grade

1. Write the number. Is this number odd or even? Round this number to the nearest ten. What number is 1 less than this number? What number is 1 more than this number? What number is 10 less than this number? What number is 10 more than this number? How many? Write in expanded notation: hundreds tens ones odd even

2. 3. 4. 5.

Write this number. Add up these numbers. What is another name for this? Write the digit at the top: What is the place value of the top digit in the numbers below? #_________ #_________ #_________ ______________________ ______________________ ______________________

6.

Write four math sentences using this number family.

7. 8.

What time is it? What does this measure? length volume time , money , weight temperature , ,

9. 10. 11. 12. 13.

Fill in the missing numerals.

What fraction of the drawing is shaded? How many inches is this? How many centimeters is this? > ____________ ____________ < = Circle the correct answer: sphere Circle the correct answer: first second third fourth fifth sixth seventh eighth ninth tenth cube cone cylinder

14. 15.

16.

What is the value of the money?

Mountain Math2nd Grade

ELAR

1st Week

TEKS
2.Fig19E -- The student will be able to retell important events in stories in logical order 2.3A -- The student will be able to use ideas to make and confirm predictions. Writing 2.21Aii -- The student is expected to understand and use nouns in the context of reading, writing, and speaking. 2.21 B -- The student is expected to use complete sentences with correct subject-verb agreement. 2.18A -- Students are expected to write brief stories that have a beginning, middle, and end. Word Study 2.23Bii -- Students are expected to spell words with rcontrolled vowels. 2.28 -- Students will be able to follow, restate, and give oral instructions that involve a short related sequence of actions.

Key Understandings
Readers create connections to make text personally relevant and useful. Readers use strategies to identify the intended meaning of words and phrases in text. Fluent readers group words quickly to help them gain meaning from what they read. Effective oral conventions enhance interpretation of the message.

Performance Indicators
After reading or listening to two versions of the same folktale, identify the moral lesson in each version. Complete a graphic organizer to compare the different versions, focusing on characters, setting, plot, and moral lesson. Choose an independent leveled text. Use appropriate fluency to read the story or a section of the story aloud to a partner. Share with your partner why you chose the story.

Monday

RITUALS AND ROUTINES:

Reading Lessons, Read Alouds, and Daily 5 (Procedures for Read to Self Pick out a book from the class library)

Vocabulary:
Multiple Meaning Word a word that has more than one meaning. Common Noun a general name of a person, place, thing, or idea (ex.- boy, city, bread, etc.)

RITUALS AND ROUTINES: Tuesday

Reading Lessons (Making Predictions), Read Alouds, and Daily 5 (Procedures for Word Work Spelling Bottles)

Proper Noun names a specific person, place, thing, or idea and is always capitalized (ex.- Mrs. Saldivar, Austin, etc.) Retell to tell again in a different form.

Wednesday

RITUALS AND ROUTINES:

Reading Lessons (Introduce Readers Theater), Read Alouds, and Daily 5 (Procedures for Read to a Buddy Pick out a book from the class library)

Transition Words words used to turn simple sentences into more complex sentences. Prediction to state, tell about, make known in advance. Act Out to perform in or as if in a play.

Thursday

RITUALS AND ROUTINES:

Spelling Words
Stop Strap Nest Hand Ask Clip Mask Twin State Been Come

Reading Lessons (Nouns and Proper Nouns), Read Alouds, and Daily 5 (Procedures for Listening Center Scooby Doo Books on Tape)

Friday

RITUALS AND ROUTINES:

Reading Lessons (Retelling), Read Alouds, and Daily 5 (Procedures for Work on Writing All About Me)

Here First

Materials: Assessment
Spelling Test Miss Nelson is Missing, Little Engine that Could, 1st Day Jitters, How I Spent My Summer Vacation, Bucket Filler book. Readers Journal All About Me Homework Folders Spelling Bottles Scooby Doo books on tape

Science 1st Week

TEKS
2.1A The student is expected to identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outside investigations, including wearing safety goggles, washing hands, and using materials appropriately. 2.1B The student is expected to describe the importance of safe practices.

Key Understandings:
Scientists make careful observations. Scientists communicate clearly. Scientists ask questions.

Performance Indicators
Complete the booklet, I am a Scientist to identify what a scientist is and what a scientist does (2.3C The student is expected to identify what a scientist is and explore what different scientists do, 2.4A The student is expected to use ageappropriate tools and models to collect, record, and compare information)

Monday

Vocabulary:
Observation an act of recognizing and noting a fact or occurrence often involving measurement with instruments

Tuesday

Communication a verbal or written message in which information is exchanged between individuals. Classification the process of arranging in groups or categories according to established criteria.

Wednesday

RITUALS AND ROUTINES:

Discuss safety, discuss Science Binder. What is Science? (see following pages)

Measurement the act or process of measuring. Inference the act or process of arriving at a conclusion. Predicting to state, tell about, make known in advance.

Thursday

RITUALS AND ROUTINES:

Im a Scientist booklet. Tools, Tools, Tools (see following pages)

Friday

RITUALS AND ROUTINES:

Rainbows (see following pages)

Review safety, Milk

Assessment

Review of Safety Rules and Scientific Vocabulary

Materials:
What is Science by Rebecca Kai Dotlich Safety Rules and Contract Science Binders What is a Scientist? by Barbara Lehn Science tools and safety equipment Pie plate for each group 1 c. whole milk per group Food coloring Dish washing soap Q-tips

We are ALL Scientists!

Day 1: What is Science?

I ask the kids what they think "science" is and I record their answers on a chart paper. Be prepared for some pretty funny answers! Then I read What is Science by Rebecca Kai Dotlich. I love this book--it is colorful and fun and really gets kids thinking about science and the world in general!

Then, with their minds buzzing with possiblities, we add more ideas to our list. Then I introduce our science notebooks. I tell the kids that these are very special notebooks that will help us ask questions about science; make predictions; record observations and data about investigations; and explain their thinking about what they have learned. I hand out the Science Notebook Expectations and we go over them one by one. Then I show the kids how to glue the expectations in their notebooks--focusing on how to turn one page at a time and how to use glue appropriately and neatly!

Then I ask the kids What is a scientist? What does a scientist look like? What does a scientist do? What kinds of tools does a scientist use? Again--I record their ideas on a chart. Then I show a PowerPoint I made, What is a Scientist? Then I ask the kids to think about what kind of scientist they would like to be. I have them draw a picture in their science journals. I encourage them to add details to their pictures, including the things scientists study and the tools they use.

This little boy is very ambitious--he wants to be an archeologist and an astronomer! Notice he included tools (a telescope) and things scientists study (a pyramid, stars and planets). There are no "wrong" answers with this activity. One of my little boys last year wanted to be a "rescue paleontologist" (he wanted to bring dinosaurs back from extinction!)

Day 2: Tools Tools, Tools...

We start the day by reviewing what we learned about scientists yesterday and talk about what kinds of scientists they want to be. Then I tell them a big secret--that they already ARE scientists! I read another book called What is a Scientist? by Barbara Lehn.

This books uses very simple language to tell what scientist do, for example: "A scientist is a person who asks questions and tries different ways to answer them." Kids can quickly see that they do those very same things!

I then tell the kids that as scientists, they are going to need some tools to help them investigate things. I ask if anyone already knows some tools that scientists use. Then I get out some very simple tools that we will be using throughout the year: hand lens, magnets, various measuring cups and bowls (and something to put in them, like beans or rice), tweezers and tongs, droppers, and a balance. I ask if the kids have ever seen any of these tools before and what they are used for. I record their answers on a chart paper. I set these tools out at various centers throughout the room, and let the kids free-explore with them for a little bit. Of course, we go over all of the expectations for using them! My favorite place to buy science stuff = Steve Spangler Science!

After they have had a chance to explore all of the tools, the students write in their science notebooks with pictures and words about the tools they used. I also take this opportunity to stress that our science notebooks are very important tools that we will use--to ask questions, make predictions, record our observations and data and explain our thinking! Because I want them to really know their science vocabulary, I also have them glue these picture/word cards in their science notebooks. Today we take some time to go over all of the safety expectations in the Science Safety Contract. I start by asking the kids "Why is it important for scientists stay safe? What kinds of things do scientists do to stay safe?" We watch the PowerPoint What is a Scientist? again. I ask the kids to look for things that these scientists are doing to stay safe. (The chemist is wearing gloves and goggles; The geologist is wearing a hard hat; etc.) Then I ask the kids about specific slides, for example-- "Do you think the volcanologist plays around with the hot lava? Do you think the chemist tastes the chemicals? Why not?"

We take a few minutes to discuss all the horrible catastrophes that could befall these scientists if they are not safe (the kids are very imaginative that way!) Then I tell the kids that, although we will not be near any volanoes or tornados, it is still very important that we stay safe while doing science! I hand out the Science Safety contracts. We go over each expectation--one by one. We talk about why that expectation is important and what could happen if we didn't follow them. When we are done, we sign them and glue them in our notebooks!

Day 3: Practice Makes Perfect

Today we are making Milk Rainbows! It's a fun activity that serves 3 purposes: 1. It gives kids a chance to practice safety expectations. 2. It gives them a chance to practice the Super Scientist procedure explained here. 2. It gives kids a chance to practice recording what they see in their science notebooks. Making the rainbows is super easy--here's a video to show you what I'm talking about (that's not my class). You will need: 1. 2. 3. 4. 5. 6. a pie plate or other deep plate whole milk (I put a cup on each table) food coloring dish-washing soap (I put a small cup with a little in the bottom on each table) q-tips (one for each student) Super Scientist Badges

First, we review the safety expectations in our science notebooks. I tell the kids that it is very important that they listen and follow directions so that the experiment will work and so that they can stay safe! I set all the materials out on the tables. I am going to be very specific in these instructions, so that you can get a good idea of how the Super Scientist System works. Here are the instructions I give (I also model each step before I let them try): Scientist #1, carefully pour the milk in the plate. Scientist #2, squeeze 3 drops of red food coloring in the center of the milk. Scientist #3, squeeze 3 drops of yellow food coloring next to the red. Scientist #4, squeeze 3 drops of blue food coloring next to the yellow. Scientist #5, squeeze 3 drops of green food coloring next to the blue. I stop here and ask the kids to make predictions about what is going to happen when we put the soap in the milk. They usually tell me that the food coloring will disappear (because the soap cleans it) or that it will make bubbles. Then... Scientist #1, dip your q-tip in the dishwashing soap and then carefully press it into the food coloring and hold it down.

Pause for oohs, ahhs, and a few screams...the kids LOVE this part Repeat last step until all scientists have had the chance to press a q-tip in the milk. When the kids have observed the rainbow for a while, I instruct them to draw what happened in their science notebooks. We talk about what a good recording would include...the plate, the milk, the colors. I talk about how, in science, it is very important to record your observations accurately as you can. And I make sure to give them lots of positive feedback!

SOCIAL STUDIES 1st Week

TEKS
2.6B The student is expected to locate places of significance, including the local community, Texas, the state capital, and major cities in Texas. 2.13A The student is expected to identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, and responsibility in daily life. 2.13C The student is expected to identify other individuals who exemplify good citizenship. 2.13D The student is expected to identify ways to actively practice good citizenship, including involvement in community service. 2.14A The student is expected to recite the Pledge of Allegiance to the United States flag and the Pledge to the Texas flag. 2.14C The student is expected to identify selected symbols such as state and national birds, flowers, flags, etc.

Key Understandings:
Recite the Pledge to the Texas Flag. Identify symbols of the state Locate places of significance Classroom rules and routines Building rules and routines

Performance Indicators
Identify the state of Texas on a map and a globe by pointing to it. Using basic map elements, orally tell at least two places of information that can be gained from looking at the map/globe. Illustrate a state symbol and write a twosentence caption to explain its significance.

Monday

RITUALS AND ROUTINES:

Review classroom and building rules and routines, Discuss Bucket Filling. Recite the Pledge of Allegiance and the Pledge to the Texas Flag.

Vocabulary:
Rules a guide or principle for conduct. An accepted custom, method, or habit. Routines a standard or regular way of doing something.

Tuesday

RITUALS AND ROUTINES:

Identify the state of Texas on a map and globe. Discuss symbols of the state.

Community a group of people living in an area. A sense of community can be built through common goals. Citizenship membership in a community. The rights and privileges of a citizen.

Wednesday

Thursday

Friday

Assessment

Oral Presentations Recitals of the Pledges

Materials:
Map of Texas the US, globe Buckets and Bucket Filling Books Copies of the Pledges Symbols of Texas Social Studies Folders Rules and Procedures list.

1. With an orange crayon, circle the Capital of Texas. 2. With a purple crayon, underline the major city closest to where we live. 3. Using a blue crayon, trace the Rio Grande River. 4. With a blue crayon, color the Gulf of Mexico. 5. Which city is the Alamo in? 6. Name a time when you might use a map. 7. Why is it important to know how to read a map?

8. On the back of this page, draw a picture of one of the Texas State Symbols that we discussed and write two sentences telling why it is important.

State Song Texas Our Texas

Tree Pecan

State Motto Friendship

Bird Mockingbird

Flower Bluebonnet

Small Mammal Nine Banded armadillo

Large Mammal Longhorn

Dog Blue Lacy

Flying Mammal Mexican free-tailed bat

Reptile Horned Lizard

Insect Monarch butterfly

Fish Guadalupe bass

Fruit red grapefruit

Dinosaur Brachiosaur

Vegetable Texas sweet onion

State Dish Chili State Shell Lightning Whelk

State Gem Blue Topaz Plant Prickly Pear cactus

Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible."

Objective:
Students will value themselves as individuals. Students will value friendship. Students will learn to demonstrate how kindness, compassion, and respect are so important in our classroom, school, and world. Students will understand that the positive things they do for others show respect and will no doubt come back to them. Students will also understand that when they are unkind to others they hurt themselves as well.

Visuals:
1. 2. 3. 4. 5. 6. 7. 8. Have You Filled a Bucket Today? by Carol McCloud Classroom Bucket Styrofoam peanuts Small laminated envelopes (1 for each child) to use as their buckets. A bucket printout for each child to decorate to Velcro on to their envelope. Bucket Fillers Anchor Chart labeled with Bucket Fillers and Bucket Dippers Bucket Fillers and Bucket Dippers

Procedures: Focus and Review:

Today were going to talk about how we can make our classroom space, our school space and every space we go a nice place to be. Our homes, the playground, a relatives home. Each and every one of you can help to make that place a nice place to be. We are going to read a story called Have You Filled a Bucket Today? and were going to talk about the story as we read.

Statement of Objective:
Today we are going to read the book Have You Filled a Bucket Today? By Carol McCloud. The books message is that we fill each others invisible buckets when we show respect and kindness to others. When we are unkind to others, we dip in their bucket and it empties our own. Our happiness increases when we treat each other well.

Teacher Input:
1. 2. 3. 4. 5. 6. 7. 8. First read the book Have You Filled a Bucket Today? by Carol McCloud. Ask the children if they know what the word invisible means. Discuss if necessary. Stop at page 4. How are the children on this page different? What do you see? How are they alike? What do they all have? Stop at page 9. To activate prior knowledge ask Think of a time when youve felt happy. This is a time when youre bucket was full. Stop at page 12 & 13. Draw the childrens attention to the children who are being kind. Are their buckets full or empty? How are the children filling other peoples buckets? Discuss. Stop at page 14 & 15. Draw the childrens attention to the children who are being u nkind. Are their buckets full or empty? Discuss. Finish reading the story. I know that you can all be bucket fillers. You know what? I bet each of you has been a bucket filler and you didnt even know you were being one.

Guided Practice:
Explain to the students that I will pass out Bucket Fillers and Bucket Dippers. Each student will have a turn to come up to the anchor chart and place their label in the correct column. We will discuss what makes each a bucket filler or dipper and why. If it is a bucket dipper, we will discuss what could be done instead to make it a bucket filler. Then we will try to develop an additional list of bucket fillers.

Situations:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Saying good morning to your teacher or classmates. (Filler) Hurting someone with your hands (Dipper) Being disrespectful. (Dipper) Sharing with a friend. (Filler) Hugging a family member or friend. (Filler) Not telling the truth. (Dipper) Tattling to get someone in trouble. (Dipper) Pushing and shoving. (Dipper) Saying please and thank you. (Filler) Helping clean up. (Filler) Helping a friend read. (Filler) Cutting in line. (Dipper)

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Opening the door for someone. (Filler) Giving someone a compliment (Filler) Making fun of someone (Dipper) Being a bully (Dipper) Sharing your snack with someone (Filler) Asking someone to play with you. (Filler) Making someone cry (Dipper) Telling someone that they cant play with you (Dipper) Being extra helpful to teachers and adults (Filler) Hurting someones feelings (Dipper) Using unkind words (Dipper) Asking someone to play with you. (Filler)

After the game has been completed, the students will sit in a circle around the carpet square and we will learn the Bucket Filler Pledge: I promise to do my best to be a bucket filler at school, at home, and everywhere I go. The Bucket Filler pockets will then be explained. Students will go back to their desks and decorate their buckets. These b uckets will then be laminated for durability.

Independent Practice:
The students will independently decide what they think is a bucket filler or bucket dipper. They will also be able to tell me how they can fill someone elses bucket.

Closure:
Either at the end of the lesson or the next day, ask students to share the Bucket Filling activities that they are noticing and how they made them feel. Ask how they felt when they filled a bucket. If anyone experienced Bucket Dipping, ask how that made them feel. Once the students have understood the Bucket Filler concept, they will be shown where the buckets will be placed and the rules of writing bucket filler notes.