April Showers Bring May Flowers - Lesson One

Title: Counting Rain Drops Subject: Math New York State Learning Standard: MST Standard 2: Math Students will access, generate, process, and transfer information using appropriate technologies. New York State Performance Indicators: Elementary Level Learning Objectives for students with disabilities: 1. Students will be able to provide words for a story starter to help create a story about a fossil. 2. Students will list 50% of places where fossils have been found. Time Frame: 30 minutes Materials: Raindrop pictures Number cards Crayons

Prerequisite Skills: Students will be able to identify numbers Students will have seen a picture of a raindrop

Procedure and Activities:

Activity 1. Each student will receive a 2 pictures each containing a different amount of rain drops in each. 2. Students will count the rain drops in each picture provided to them. 3. Students will then either write the number of drops, or touch the number card that represents the number. 4. Depending on students ability level, the student will arrange the picture in order from least to most amounts of drops. *** Students will be provided with assistance on an as needed basis. Lower functioning students will receive more help and be prompted more often***

Evaluation Procedures: Teacher observation - observe the childrens participation during the counting of drops. Also the ability to make the connection of the amount of raindrops and writing the number or picking the number card.

April Showers Bring May Flowers - Lesson Two

Title: Spring Theme Word Wall Subject: English Language Arts New York State Learning Standard: ELA Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. New York State Performance Indicators: Elementary Level Learning Objectives for students with disabilities: 3. Students will be able to provide words for a story starter to help create a story about a fossil. 4. Students will list 50% of places where fossils have been found. Time Frame: 20 minutes Materials: SMARTBOARD Sentence Strips Markers/Crayons Picture describing each word

Prerequisite Skills: Students will be able to identify numbers Students will have seen a picture of a raindrop

Procedure and Activities: Activity 1. As a class review words related to spring. 2. Write words on smart board under corresponding pictures 3. Spell each word with students 4. Students will then be provided with a word coloring page with the word underneath that is traceable. 5. Each student will trace the word with or without assistance. 6. Then each student will be provided a piece of a sentence strip and will write the word again. 7. Students will then present the word that they did to the class and spell it for everyone. *** Students will be provided with assistance on an as needed basis. Lower functioning students will receive more help and be prompted more often***

Evaluation Procedures: Students worksheets and sentence strips will be evaluated. Teacher observation will also be used to evaluate student participation and engagement.

April Showers Bring May Flowers - Lesson Three

Title: Exploring Soil Subject: Science New York State Learning Standard: MST Standard 4: Science - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. New York State Performance Indicators: Elementary Level Learning Objectives for students with disabilities: 5. Students will be able to provide words for a story starter to help create a story about a fossil. 6. Students will list 50% of places where fossils have been found. Time Frame: 20 minutes Materials: Pot Soil Water Paper towels Prediction sheets

Prerequisite Skills:

Students will be able to identify numbers Students will have seen a picture of a raindrop

Procedure and Activities: Activity 1. Each student will have the chance to explore the soil They will touch it Then describe how it feels (soft, hard, cold, hot, warm, sticky?) 2. Students will then predict what they think will happen when rain or water is added to the soil. Some students will verbally state this, others will write their predictions, others will circle and choose between 2 choices. 3. Water will be added to the soil, each student will have the chance to help add a little water. 4. Now each student will touch the new soil now mud and see how it feels They will touch it Then describe how it feels (soft, hard, cold, hot, warm, sticky?) *** Students will be provided with assistance on an as needed basis. Lower functioning students will receive more help and be prompted more often***

Evaluation Procedures: Students worksheets and sentence strips will be evaluated. Teacher observation will also be used to evaluate student participation and engagement.

April Showers Bring May Flowers - Lesson Four

Title: Flowers in a Row Subject: Math New York State Learning Standard:

MST Standard 3: Mathematics (Revised 2005) -Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

New York State Performance Indicators: Elementary Level Learning Objectives for students with disabilities: 7. Students will be able to provide words for a story starter to help create a story about a fossil. 8. Students will list 50% of places where fossils have been found. Time Frame: 20 minutes Materials: Various sized pictures of flowers Glue Construction paper Paint brushes Prediction sheets

Prerequisite Skills: Students will be able to identify numbers Students will have seen a picture of a raindrop

Procedure and Activities: Activity 1. We will first watch a short video which compares small and big things and short and tall things. This will help reinsure that the children understand the difference and will be able to better identify the difference in the flowers. 2. Each student is given multiple flowers of various heights. The childs skill level will determine how many flowers they will receive. 3. Students will put the flowers in height order from shortest or smallest to tallest or biggest. (Each flower will also be a different color, this will help the students who need a way to communicate which flower to help them move where.) 4. ` 5. Now each student will touch the new soil now mud and see how it feels They will touch it Then describe how it feels (soft, hard, cold, hot, warm, sticky?) *** Students will be provided with assistance on an as needed basis. Lower functioning students will receive more help and be prompted more often***

Evaluation Procedures: Students worksheets and sentence strips will be evaluated. Teacher observation will also be used

to evaluate student participation and engagement.