Unit Topic: Sunny Days Summer Unit Grade Band: Unit …summerinstituteat2011.pbworks.com/w/file/fetch/43695824/summer... · Unit Topic: Sunny Days Summer Unit ... 4 • Read and Answer

Unit Topic: Sunny Days Summer Unit Grade Band: Elementary Unit Target: Science

Sunny Days Description: This summer unit includes a look at outdoor activities that are enjoyed by children on warm sunny days, as well as the experiences of a camping trip. Science standards are incorporated with these lessons, as well as the embedded reading, writing and math concepts. A culminating activity involves a classroom camping trip. Lesson # Activities Description

1 Leveled Book It’s a Sunny Day 2 • Read and Answer Lesson 1 Comprehension 3 Easy Read Book A Day at the Pool 4 • Read and Answer Lesson 3 Comprehension 5 High Frequency Word Wall Twelve Words from Lessons 1 and 3 6 • High Frequency Spelling List #1 Six Words from Lesson 1 7 • High Frequency Spelling List #2 Six Words from Lesson 3 8 Word Families Rimes: “ike” and “un” 9 • Word Rime Spelling List #3 Activities for “ike“ Rime 10 • Word Rime Spelling List #4 Activities for “un“ Rime 11 Word Sort Initial Consonants: s, f, r, g, l, h 12 Vocabulary Match Game Summer Skies 13 Scrambled Sentences Sentences from Lessons 1 and 3 14 Patterned Book On a Sunny Day 15 Literary Experience Five Little Ducks 16 Literary Experience I Went Walking 17 Direction Following Sunshine in My Window 18 Number Sense Counting Stars 19 Picture Graph Favorite Activities 20 Measure It! S’mores Milkshake 21 Simple Web Camping Day and Night 22 Money Food for Camping 23 Telling Time Ted’s Camping Trip 24 Related Content Let’s Make It 25 Related Content Camping Trip 26 Science Experiment Cloud in a Jar 27 History Timeline Seasons 28 Geometry Sand Toys 29 Patterns Weather Patterns

Lesson 1

Instructional Targets: Reading Fluency: Read fluently in simple text forms Reading Comprehension: Answer simple questions about text; Independently read favorite books Acquisition of Vocabulary: Build vocabulary meaning Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Leveled Book: It’s a Sunny Day Summer is associated with warm, sunny weather. This book highlights four activities that commonly occur on nice summer days. This book is presented in three leveled text formats: Level aa, Level B and Level C. Read the story, It’s a Sunny Day. • On the first reading, do a picture walk. What actions do you see? Are these activities that

you like to do? • Read the story aloud to model fluency. • As a group, reread story with pauses for key words to encourage student participation (e.g.

_____.). • Encourage choral reading of the repeated line. • Independent or paired reading: Support student reading, using the communication board. Progress monitoring tools are available for monthly checkpoints.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently read the book. Students will respond to simple questions about the story.

Students will state a word or point to a picture of omitted words during a shared reading. Students will point to pictures in response to simple questions related to the story.

Students will state a sentence from the book by activating a talking switch.

Resources and Materials: Notes:

Leveled Book: It’s a Sunny Day Communication board

It’s

’s a

It’s

’s a

in on fun

Lesson 2

Instructional Targets: Reading Comprehension: Recall information about a story; Answer simple questions about text Literary Text: Identify characters and setting in a story

Classroom Activities/Lesson Plan: Read and Answer: It’s a Sunny Day After reading (and rereading) the story, It’s a Sunny Day, use the comprehension worksheets as a guide to answer questions about the book. 1. Who is the story about? (boy, dog, horse) 2. What did the boy do at the pool? (swing, swim, ride) 3. What did the boy do at the park? (swing, swim, ride) 4. What did the boy ride? (horse, motorcycle, bike) 5. Who did the boy run with? (dog, horse, friend) Use the comprehension worksheet format appropriate for the student.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will circle the correct answer to the question.

Students will point to/select a picture from a choice of three.

Students will indicate a response when presented with a picture for the answer (single-option choice).

Worksheets for Read and Answer Sentence strips and picture cards

It’s

, It’s

It’s

, It’s

It’s

, It’s

Sunny Days, ELEM, Lesson 2, Level 1Read & Answer, It’s a Sunny Day

boy dog horse

swing swim ride

horse motorcycle bike

It’s a Sunny Day

1. Who is the story about?

2. What did the boy do at the pool?

3. What did the boy do at the park?

4. What did the boy ride?

5. Who did the boy run with?

dog horse

swing swim ride

Name _____________________

dog horse friend

It’s a Sunny Day

1. Who is the story about?

2. What did the boy do at the pool?

3. What did the boy do at the park?

4. What did the boy ride?

5. Who did the boy run with?

dog horse

swing swim ride

Name _____________________

dog horse friend

Lesson 3

Instructional Targets: Reading Fluency: Read fluently in simple text forms Reading Comprehension: Answer simple questions about text; Independently read favorite books Acquisition of Vocabulary: Build vocabulary meaning Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Easy Read Book: A Day at the Pool This story involves a little girl named Paige and her mother as they go to the pool on a hot summer day. Discuss times when the students have gone to a pool/swimming. This book is identified as a Level D. Read the book, A Day at the Pool.

• Do a picture walk. • Read the story to model fluency. • Read the story with pauses for students to complete a line. • Encourage students to read lines. • Independent or paired reading: Support student reading using the communication

board. • Follow up with discussion on things the students like to do at the pool.

Progress monitoring tools are available for monthly checkpoints.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently read the book. Students will respond to simple questions about the story.

Students will state a word or point to pictures of omitted words during a shared reading. Students will point to pictures in response to simple questions related to the story.

Students will state a sentence from the book by activating a talking switch.

Easy Read Book: A Day at the Pool Communication board

by Kathy StauglerIllustrated by GinaMarie Reda

A Day at the Pool

Sunny Days, ELEM, Lesson 3, Level DEasy Read Book, A Day at the Pool

Level D

Paige and Mom are going to the pool.

Paige likes to go to the pool.

It is a hot and sunny day.

Mom puts the towels on the chair by the pool.

Paige puts her bag on the chair too.

“Remember, Paige, don’t run,” says Mom.

“The pool area is slippery.”

Paige and Mom walk to the side of the pool.

“Can I get in the water?” asks Paige.

“Yes, you can get in,” says Mom.

“Stay where I can see you.”

Paige jumps in the water.

Paige splashes in the water.

The water is warm.

It is a hot, sunny day at the pool.

Paige gets out of the water.

“Watch, Mom.

Watch me jump.

Watch me jump in.”

Paige jumps in the water.

Mom watches Paige jump.

“Watch, Mom.

Watch me go under the water.

Watch me dunk my head.”

Paige dunks her head in the water.

Mom watches Paige go underwater.

“Watch, Mom.

Watch me swim.

Watch me kick my legs.”

Paige kicks her legs.

Mom watches Paige swim like a fi sh.

“Paige,” calls Mom.

“Time to get out.

It is time to go home.

Remember, don’t run.

The pool area is slippery.”

Paige gets out.

Paige gets her towel.

She puts the towel around her.

Paige gets her bag.

“Thanks, Mom.

The pool was fun.

I like to swim on hot, sunny days.”

Easy Read Book, A Day at the Pool

The End

splash

yes no

A Day at the Pool

slippery

Lesson 4

Instructional Targets: Reading Comprehension: Recall information about a story; Answer simple questions about text Literary Text: Identify characters and setting in a story

Classroom Activities/Lesson Plan: Read and Answer: A Day at the Pool After reading (and rereading) the story, A Day at the Pool, use the comprehension worksheets as a guide to answer questions about the book. 1. Who is this story about? (dog, horse, Paige) 2. Where did Paige go? (park, school, pool) 3. Who went to the pool with Paige? (Mom, Dad, dog) 4. How did the water feel? (cold, warm, icy) 5. Did Paige jump in the pool? (yes, no) Use the comprehension worksheet format appropriate for the student.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will circle the correct answer to the question.

Students will point to/select a picture from a choice of three.

Students will indicate a picture when presented with a picture in response to a question (single-option choice).

Worksheets for Read and Answer Sentence strips and picture cards

Sunny Days, ELEM, Lesson 4, Level 1Read & Answer, A Day at the Pool

dog horse Paige

park school pool

Mom Dad dog

cold warm icy

A Day at the Pool

1. Who is this story about?

2. Where did Paige go?

3. Who went to the pool with Paige?

4. How did the water feel?

5. Did Paige jump in the pool?

horse Paige

park school pool

Mom Dad dog

cold warm icy

yes no

Name _____________________

A Day at the Pool

1. Who is this story about?

2. Where did Paige go?

3. Who went to the pool with Paige?

4. How did the water feel?

5. Did Paige jump in the pool?

horse Paige

park school pool

Mom Dad dog

cold warm icy

yes no

Name _____________________

Lesson 5

Instructional Targets: Acquisition of Vocabulary: Read high frequency words; Use context clues to determine meaning of vocabulary

Classroom Activities/Lesson Plan: High Frequency Word Wall Introduce high frequency words from the stories, It’s a Sunny Day and A Day at the Pool.

List 1: run, like, ride, can, to, on List 2: go, walk, hot, sunny, jump, is

• Say the word, spell the word, say the word. • Find the word in the story. • Discuss word parts of each word. • Put the word on the word wall. • Continue with word wall activities each day. • Practice use of words in guided reading and writing activities. Progress monitoring tools are available for monthly checkpoints.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read/identify words from cards.

Students will select the correct word named from a set of two/three.

Students will visually look at and/or listen to a word read aloud or select a word when a single option is presented.

Word wall cards: run, like, ride, can, on, to Word wall cards: go, walk, hot, sunny, is, jump

Lesson 6

Instructional Targets: Acquisition of Vocabulary: Read high frequency sight words; Use context clues to determine meaning of vocabulary Word Recognition: Use letter-sound matches to decode words Writing Conventions: Spell high frequency words

Classroom Activities/Lesson Plan: High Frequency Spelling List #1 List #1 Sunny Days words: run, like, ride, can, on, to

• Select spelling list appropriate for student (text or pictures). • Review words from story and word wall. • Practice writing words in dotted line or letter fill in worksheets.

Fill in the blank. Students will practice writing words in sentences or fill in with cut out words/pictures.

1. Can you _____ a bike? (ride) 2. I _____ ride fast. (can) 3. I _____ to ride my bike. (like) 4. I like to _____ too. (run) 5. I can ride and run _____ sunny days. (on) 6. I like _____ swim. (to)

Word Work. Students will analyze the word to complete the word work. Students may write words or use cut out words/pictures.

1. What word rhymes with fun? (run) 2. What word rhymes with hide? (ride) 3. What word starts like leg? (like) 4. What word starts like cat? (can) 5. What word starts like off? (on) 6. What word rhymes with shoe? (to)

Follow up spelling activities with a “spelling test.” Encourage students to write/use words in other contexts.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will write/type words from memory.

Students will copy word from a card into a sentence after identifying a named word.

Students will focus on a word card when presented in the context of a sentence that is read aloud.

Worksheets and sentence strip cards Word cards with high frequency words: run, like, ride, can, on, to

High FrequencySpelling List #1

Sunny Days, ELEM, Lesson 6High Frequency Spelling List #1

run run

like like

ride ride

can can

like ride

run like ride

Spelling List #1

can on to

High Frequency Spelling List #1

Spelling List #1

Sunny Days, ELEM, Lesson 6, Level 2High Frequency Spelling List #1

1. Can you ___________ a bike?

2. I ___________ ride fast.

3. I ___________ to ride my bike.

4. I like to ___________ too.

5. I can ride and run ___________ sunny days.

ride like can on to

6. I like ___________ swim.

Spelling List #1

1. Can you ___________ a bike?

2. I ___________ ride fast.

3. I ___________ to ride my bike.

4. I like to ___________ too.

5. I can ride and run ___________ sunny days.

6. I like ___________ swim.

run ride like

to can on

Spelling List #1

1. What word rhymes with fun ?___________

2. What word rhymes with hide ?___________

3. What word starts like leg ?___________

4. What word starts like cat ?___________

5. What word starts like off ?___________

6. What word rhymes with shoe ?___________

can like run on toride

Spelling List #1

1. What word rhymes with fun ?___________

2. What word rhymes with hide ?___________

3. What word starts like leg ?___________

4. What word starts like cat ?___________

5. What word starts like off ?___________

6. What word rhymes with shoe ?___________

ride can like

run on to

Spelling List #1

Lesson 7

Instructional Targets: Acquisition of Vocabulary: Read high frequency sight words; Use context clues to determine meaning of vocabulary Word Recognition: Use letter-sound matches to decode words Writing Conventions: Spell high frequency words

Classroom Activities/Lesson Plan: High Frequency Spelling List #2 List #2 A Day at the Pool words: go, walk, hot, sunny, jump, is

• Select spelling list appropriate for student (text or pictures). • Review words from story and word wall. • Practice writing words in dotted line or letter fill in worksheets.

Fill in the blank. Students will practice writing words in sentences or fill in with cut out words/pictures.

1. Let’s take a _____ to the park. (walk) 2. It is a warm, _____ day. (sunny) 3. In summer the weather is _____. (hot) 4. I will _____ to the pool. (go) 5. Can you _____ in the water? (jump) 6. The pool is _____. (fun)

Word Work: Students will analyze the word to complete the word work. Students may write words or use cut out words/pictures.

1. What word starts like water? (walk) 2. What word rhymes with funny? (sunny) 3. What word ends like cat? (hot) 4. What word starts like Jeff? (jump) 5. What word rhymes with no? (go) 6. What word starts like in? (is)

Differentiated Tasks: Level 3 Level 2 Level 1 Students will write/type words from memory.

Worksheets and sentence strips Word cards with high frequency words: go, walk, hot, sunny, jump, is

High FrequencySpelling List #2

Sunny Days, ELEM, Lesson 7High Frequency Spelling List #2

walk walk

hot hot

jump jump

sunny sunny

Spelling List #2

walk hot

sunny jump

go walk hot

sunny jump is

High Frequency Spelling List #2

Spelling List #2

et’s

er ? ?

1. Let’s take a ___________ to the park.

2. It is a warm, ___________ day.

3. In summer the weather is ___________.

4. I will ___________ to the pool.

5. Can you ___________ in the water?

6. The pool ___________ fun.

Spelling List #2

walk hot sunny jump isgo

1. Let’s take a ___________ to the park.

2. It is a warm, ___________ day.

3. In summer the weather is ___________.

4. I will ___________ to the pool.

5. Can you ___________ in the water?

6. The pool ___________ fun.

Spelling List #2

go walk hot

sunny jump is

ff ? S

1. What word starts like water ?___________

2. What word rhymes with funny ?___________

3. What word ends like cat ?___________

4. What word starts like Jeff ?___________

5. What word rhymes with no ?___________

6. What word starts like in ?___________

Spelling List #2

walk hot sunny jump isgo

1. What word starts like water ?___________

2. What word rhymes with funny ?___________

3. What word ends like cat ?___________

4. What word starts like Jeff ?___________

5. What word rhymes with no ?___________

6. What word starts like in ?___________

Spelling List #2

go walk hot

sunny jump is

Lesson 8

Instructional Targets: Phonemic Awareness: Use letter-sound matches to decode words; Identify rhyme and rime patterns Acquisition of Vocabulary: Use context clues to determine meaning of vocabulary

Classroom Activities/Lesson Plan: Word Families Word rime: “ike” and Onset: like, bike, hike, Mike On the Backpack Board, add an onset letter to make a new word: “ike,” add an “M” and it says “Mike.” Match the word with the picture of “Mike.” Use the word “Mike” in a sentence.

• Continue in the same manner with all onset sounds/letters (Mike, hike, bike, like). Word rime: “un” and Onset: sun, fun, run, bun On the Sun Board, add an onset letter to make a new word: “un,” add an “s” and it says “sun.” Match the word with the picture of “sun.” Use the word “sun” in a sentence.

• Continue in the same manner with all onset sounds/letters (sun, run, bun, fun). Rime Sentences: Extend the activity by reading rime sentences. Read the sentence aloud and have the student read the word rime in each line. It may be created into a small 4-page booklet for take-home reading. Rhyming Words: Use the picture cards to match rhyming words (e.g., fun, sun). Create sentences for rhyme play (e.g., We have fun in the sun.). Progress monitoring tools are available for monthly checkpoints.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read word rimes from the list of words.

Students will state or point to a named word rime.

Students will give a visual, motor or vocal response during rhyme play.

Sun Board (with “un”) Onset letter cards Picture cards: sun, fun, run, bun Backpack Board (with “ike”) Onset letter cards Picture cards: like, bike, hike, Mike

Lesson 9

Instructional Targets: Phonemic Awareness: Use letter-sound matches to decode words; Identify rhyme and rime patterns Writing Conventions: Create phonetically spelled words

Classroom Activities/Lesson Plan: Word Rime: Spelling List #3 Word rime: “ike” and Onset: like, bike, hike, Mike

• Select spelling list appropriate for student (text or pictures). • Practice writing words in dotted line or letter fill in worksheets.

Fill in the blank: Students will practice writing words in sentences or fill in with cut out words/pictures.

1. I _____ to play at the park. (like) 2. I can ride my _____. (bike) 3. I play with my friend _____. (Mike) 4. Mike and I _____ up the hill. (hike)

Word Work: Students will analyze the words to complete the word work. Students may write words or use cut out words/pictures.

1. What word starts like hat? (hike) 2. What word starts like lake? (like) 3. What word starts like baby? (bike) 4. What word starts like Mom? (Mike)

Differentiated Tasks: Level 3 Level 2 Level 1 Students will select and write correct words in sentences.

Students will give a response to select a word card when presented in the context of a sentence that is read aloud.

Worksheets and sentence strips Word cards with rime words: like, bike, hike, Mike

Word RimeSpelling List #3

Sunny Days, ELEM, Lesson 9Word Rime, Spelling List #3

Word Rime, Spelling List #3

like bike

hike Mike

Spelling List #3 Name _____________________

Name _____________________Spelling List #3

1. I ___________ to play at the park.

2. I can ride my ___________.

3. I play with my friend ___________.

4. Mike and I ___________ up the hill.

Mikelike bike hike

1. I ___________ to play at the park.

2. I can ride my ___________.

3. I play with my friend ___________.

4. Mike and I ___________ up the hill.

like bike hike Mike

1. What word starts like hat ?___________

2. What word starts like lake ? ___________

3. What word starts like baby ?___________

4. What word starts like Mom ?___________

Mikelike bike hike

1. What word starts like hat ?___________

2. What word starts like lake ?___________

3. What word starts like baby ?___________

4. What word starts like Mom ?___________

like bike hike Mike

Lesson 10

Instructional Targets: Phonemic Awareness: Use letter-sound matches to decode words; Identify rhyme and rime patterns Writing Conventions: Create phonetically spelled words

Classroom Activities/Lesson Plan: Word Rime: Spelling List #4 Rime: “un” and Onset: sun, fun, run, bun

• Select spelling list appropriate for student (text or pictures). • Practice writing words in dotted line or letter fill in worksheets.

Fill in the blank: Students will practice writing words in sentences or fill in with cut out words/pictures.

1. Did you have _____ at the park? (fun) 2. Can you _____ fast? (run) 3. The _____ is up in the sky. (sun) 4. I like my hotdog on a _____. (bun)

Word Work: Students will analyze the word to complete the word work. Students may write words or use cut out words/pictures.

1. What word starts like boy? (bun) 2. What word starts like finger? (fun) 3. What word starts like soap? (sun) 4. What word starts like rabbit? (run)

Differentiated Tasks: Level 3 Level 2 Level 1 Students will select and write correct words in sentences.

Worksheets and sentence strips Word cards with rime words: sun, fun, run, bun

Word RimeSpelling List #4

Sunny Days, ELEM, Lesson 10Word Rime, Spelling List #4

sun fun

run bun

st ? ?

1. Did you have ___________ at the park?

2. Can you ___________ fast?

3. The ___________ is up in the sky.

4. I like my hotdog on a ___________.

bunsun fun run

1. Did you have ___________ at the park?

2. Can you ___________ fast?

3. The ___________ is up in the sky.

4. I like my hotdog on a ___________.

sun fun run bun

1. What word starts like boy ?___________

2. What word starts like finger ?___________

3. What word starts like soap ?___________

4. What word starts like rabbit ?___________

bunsun fun run

1. What word starts like boy ?___________

2. What word starts like finger ?___________

3. What word starts like soap ?___________

4. What word starts like rabbit ?___________

sun fun run bun

Lesson 11

Instructional Targets: Phonemic Awareness: Use letter-sound matches to decode words

Classroom Activities/Lesson Plan: Word Sort: Initial Consonants: s, f, r, g, l, h Present the consonant sound, using a given number of sounds depending on the student’s individual ability level. Students will sort the pictures that begin with each sound.

S: sun, soap, sink F: finger, fan, four R: rabbit, run, red G: gate, go, garden L: lake, lion, lemon

H: hot, hand, heart Pictures are provided with and without text. Select pictures that best support student in this skill area. Phonemic Awareness:

• Say two words and have the students identify if they hear the same or different sounds at the beginning of the word.

• Use picture cards to identify 2 or more words that begin with the same sound. • Lay out 3 cards (2 with the same sound) and ask the students to identify the one that

does not start with the same sound. • Create alliteration sentences using pictures of the same beginning sound (e.g., The

monkey wore a mask). Word Study: • Lay out word cards that begin with different letters/sounds. Name a word for the student to

identify based on the initial sound heard. Progress monitoring tools are available for monthly checkpoints.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will sort pictures into four-letter sound groups.

Students will sort pictures into two-letter sound groups.

Students will give a response to match two picture cards that begin with the same sound.

Letter and picture cards

S sF fR r

G gL lH h

Sunny Days, ELEM, Lesson 11Word Sort

sun soap

sink fi nger

fan four

rabbit run

red gate

go garden

lemon hot

hand heart

Lesson 12

Instructional Targets: Acquisition of Vocabulary: Build vocabulary meaning Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Vocabulary Match Game: Summer Skies The vocabulary words selected refer to the differences we see in the sky: Sun in the day, moon and stars at night. We spend a lot of time outdoors doing activities in the sun in the day, but it is also fun to sit outside at night when we can see the moon and the stars. Use the set of symbol cards to play a match game.

• Students will name the card (sun, moon, stars, day, night, summer) that is selected. • Build vocabulary meaning through discussion of what we see in the day/night.

• Game playing builds turn-taking skills. Support this activity with use of the communication

board. • Word cards with picture symbols can be used for word recognition and word wall.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will name and describe vocabulary related to the sun and sky.

Students will point to pictures of words related to sun and sky.

Students will indicate “My turn; pick a card” by activating a switch.

Two sets of cards: sun, moon, stars, night, day, summer Word cards with pictures

Match Game Rules1. Put the cards face down on the table.

2. Pick who will go fi rst.

3. Player 1 will turn over a card. Say the name of the card.

4. Player 1 turns over another card. Say the name of that card.

5. Do they match?

YES - Player keeps the match. NO - Player turns the cards over again.

6. Who is next? Everyone takes a turn.

When all the cards are gone: Count the matches. Who has the most? Cheer for the winner!

Vocabulary Match Game, Summer Skies

sun moon

stars night

day summer

sun moon

stars night

day summer

summer

My turn summer

Your turn

That’s the same

Not the same

Lesson 13

Instructional Targets: Reading Fluency: Read fluently in simple text forms Writing Processes: Construct a variety of sentences Writing Conventions: Use capitalization at beginning of sentence; Use end punctuation

Classroom Activities/Lesson Plan: Scrambled Sentences: Sentences from It’s a Sunny Day and A Day at the Pool Scrambled sentences provide students with a means to generate sentences with appropriate grammar. It is also an avenue to discuss the conventions of a sentence, such as capitalization and punctuation.

• Select a set of word cards with or without picture support. • Present the words from one cut-up sentence in correct order. Read or have the student

read the sentence. • Mix the words and have the student reorder the words to make the complete sentence. • Make note of sentence markers: capital letter at the beginning, ending punctuation. • Student will then reread sentence for fluency.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read text words and arrange in order to make a complete sentence. Students will name the word that has a capital letter. Students will name the ending punctuation.

Students will read graphic supported words and fill in two omitted words when the sentence is presented. Students will point to a named word with a capital letter. Students will point to a named end punctuation.

After watching a sentence put into order, students will read aloud by activating a talking switch.

Resources and Materials:

Sentences for It’s a Sunny Day: I like to run. Sunny days are fun. I swing at the park. I ride on my bike.

Sentences for A Day at the Pool: Paige likes to go to the pool. It is a hot sunny day. Can I get in the water? Paige splashes the water.

in the

.I Sun

.in the

Lesson 14

Instructional Targets: Writing Processes: Construct a variety of sentences; Generate ideas through discussion Writing Applications: Produce informal writing for a purpose Reading Fluency: Read fluently in simple text forms Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Patterned Book: On a Sunny Day What are some activities that students like to do on a sunny day? Several ideas were suggested in the first two stories with this unit. Brainstorm activities that occur on a sunny day. Pictures may be used to support this process. Present each student with a patterned sentence paper:

On a sunny day I can __________. I can ____________ and I can _____________. Sunny days are fun. • Students will complete the sentence by writing or pasting a picture to complete the skills

that he/she can do. • Students will glue a photograph of themselves doing this action. • Attach all pages to make a book. Read the book in chorus.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will state and write a word/phrase related to activities on a sunny day.

Students will point to a picture or state a word related to activities on a sunny day.

Students will select a picture to indicate an activity on a sunny day. Students will read a sentence by activating a switch.

Pages for patterned book Picture cards: swim, run, swing, ride a bike, skate, play, play catch, hike, go fishing, fly a kite, eat ice cream, take pictures

On a sunny day I can ___________.

I can ___________.

Sunny days are fun.

I can ___________ and

swim run swing

ride a bike skate play

play catch hike go fi shing

fl y a kite eat ice cream take pictures

Lesson 15

Instructional Targets: Literary Text: Experience literary forms Writing Processes: Generate ideas through discussion; Use sentence structures Writing Applications: Write responses to stories Communication: Deliver a descriptive presentation about ideas Life Sciences: Investigate habitats of animals

Classroom Activities/Lesson Plan: Literary Experience: Five Little Ducks Read the story, Five Little Ducks, by Raffi. (ISBN: 0-517-80057-8) • In summer months, it is often possible to see a group of ducks, including a mother and her

babies, swimming in a pond or lake. • Read the patterned book, Five Little Ducks. Count the ducks on each page. Note the

changes in weather and scenery on each page (sand, jungle, mountains, rain and the seasons). After reading the story, do the patterned sentences where the students will create their own book.

• This book can also be sung using the Raffi music CD.

Patterned Story Board:

• Retell and/or rewrite the story of Five Little Ducks using the storyboard: Provide each student with a page. Students will add the number that is one less than the beginning sentence. Students will affix that number of ducks at the bottom of the page.

• Students will read the sentence aloud or in unison. • Continue making sentences until all have created a sentence. • Put pages together to make a book.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will select pictures or words to complete sentences. Students will read created sentences.

Students will select pictures to complete sentences. Students will read selected pictures within sentences.

Students will make choices of pictures. Students will read sentences by activating a switch.

Five Little Ducks storyboard Picture cards

Five Little Ducks, by Raffi (ISBN: 0-517-80057-8) http://kids.niehs.nih.gov/lyrics/fiveducks.htm http://www.last.fm/music/Raffi/_/Five+Little+Ducks?autostart

Sunny Days, ELEM, Lesson 15Literary Experience, Five Little Ducks

Andall

Quack! Quack! Quack! Quack!

Sunny Days, ELEM, Lesson 15, Level 1 & 2Literary Experience, Five Little Ducks

little ducks went out one day.

Over the hills and far away.

Mother duck said,

“Quack! Quack! Quack! Quack!”

little duck(s) came back.

Sunny Days, ELEM, Lesson 15, Level 3Literary Experience, Five Little Ducks

little ducks went out one day.

Over the hills and far away.

Mother duck said,

“Quack! Quack! Quack! Quack!”

little duck(s) came back.

Lesson 16

Instructional Targets: Literary Text: Experience literary forms Informational Text: Follow simple directions Life Sciences: Investigate habitats of local plants and animals

Classroom Activities/Lesson Plan: Literary Experience: I Went Walking Read the story, I Went Walking by Sue Williams (ISBN: 0-15-200471-8). In this story, there are a variety of animals seen along the way. During a nature walk, a person may see animals, insects, trees, flowers and other things.

• Discuss the animals that are seen in the story. • Plan a class nature walk. This might be a walk through a local park where nature

can be viewed. Students may also collect things along the way, such as flowers, rocks, bugs, leaves, etc.

• Pictures may also be taken of things that are seen along the way. Digital pictures can be used in the sentence template.

• After returning to the classroom, the students will complete the nature walk template: o I went walking. I saw ___________.

• Students will add pictures or items on each page to complete the sentence. • Students may complete multiple pages to make a storybook or put all student pages

together to make a class book.

Differentiated Tasks:

Level 3 Level 2 Level 1 Students will select pictures or words to complete sentences. Students will read created sentences.

Students will select pictures to complete sentences. Students will read selected pictures within sentences.

Students will make choices of pictures. Students will read sentences by activating a switch.

Template: I went walking. I saw ___________. Pictures of dog, cat, ladybug, butterfly, tree, flower

I Went Walking by Sue Williams (ISBN: 0-15-200471-8)

Lesson 17

Instructional Targets: Informational Text: Follow simple and multi-step directions Acquisition of Vocabulary: Use context clues to determine meaning of words Science and Technology: Investigate that tools are used to help make things Geometry: Sort shapes and like objects into groups Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Direction Following: Sunshine in My Window In this lesson, a craft project is made with circles and triangles. Identify and teach these shapes. Follow the recipe directions to make a craft. What you need:

• 2 large paper plates • yellow construction paper • glue • yellow paint • paint brushes • scissors • hole punch • string

1. Paint the backside of both paper plates. 2. Put glue around the outside edge of the plates. Glue together. 3. Cut out 10 yellow triangles. 4. Glue the triangles around the edges of the paper plates to make a sun. 5. Punch a hole in the top of the plates and add a string. 6. Hang the sun in the window so it will always be a sunny day.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read and follow directions to make a craft. Students will name shapes of circle and triangle.

Students will follow directions after a step is read aloud. Students will point to shapes of circle and triangle.

Students will tell steps of the direction by activating a talking switch.. Students will assist in painting with support.

Craft directions

1 2 3 4 5 6 7 8 9

Lesson 18

Instructional Targets Number Sense: Count, read and write numbers to 10; Demonstrate fluency in addition facts; Demonstrate fluency in subtraction facts Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Number Sense: Counting Stars When we look up at the sky at night, we see lots and lots of stars. There are so many stars that we cannot count them all. They are so far away from Earth that we see them as twinkling little dots of light. But stars are really suns, just like our sun that gives us heat and light in the daytime. On a clear night, we can see many stars, but if the night is cloudy, we may not see any stars. Create a bulletin board in the classroom that has a black background that represents the night. Place a large moon on the board.

• Each day, place a number of stars on the bulletin board. Affix the stars with push pins so that they can easily be removed. These stars will be the counting activity for the day. The number of stars will change each day.

• Students may make a guess or estimate of how many stars they think are on the board before counting.

• Remove a star and place it in a container as they are counted, or line the stars on a counting board with numbers.

Design lesson according to student abilities.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently count a number of stars (individual goal).

Students will match stars on a counting board and identify the number.

Students will count by activating a talking switch.

Number cards 1–100 100 stars

Lesson 19

Instructional Targets: Acquisition of Vocabulary: Use context clues to determine meaning of words Number Sense: Count, read and write numbers to 10 Data Analysis: Gather and sort data in response to questions; Display data in picture graphs; Answer questions about information in a graph

Classroom Activities/Lesson Plan: Picture Graph: Favorite Activities What are your favorite activities in the summer? Several have been suggested in this unit —swimming, swinging, bike riding, walking, playing baseball. In this activity, the students will vote on his/her favorite activity.

• Plan for times to actually do some of these activities. • Select three activities that will be voted on for each chart. • Students will all respond to, “What is your favorite summer activity?” by selecting the

card representing their favorite. Place student’s name on the graph in the column of his/her favorite.

• Count the number in each column. Analyze to determine what the favorite activity was.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will consider choices and vote for a favorite. Students will count number of persons in each data column and determine which is the most.

Students will consider choices and point to a preferred choice. Students will count the number of persons in each data column.

Students will make a selection from two equal choices. Students will count by activating a switch.

Pictures of bike riding, playing baseball, swinging, walking, swimming, boating Graphing chart Analysis worksheet Voting cards

What is your favorite?

bikeriding

playing baseball swinging

What is your favorite?

walking swimming boating

Which had more ?

Which had less ?

Were any the same ?

What was the highest number ?

Which was your favorite ?

Name: _______________________

Picture Graph, Favorite Activities

bike riding

playing baseball

swinging

Which had more ?

Which had less ?

Were any the same ?

What was the highest number ?

Which was your favorite ?

Name: _______________________

walking

swimming

boating

bike riding

playing baseball

swinging

walking

swimming

boating

Lesson 20

Instructional Targets: Measurement: Select and use appropriate measurement

Classroom Activities/Lesson Plan: Measure It! S’mores Milkshake S’mores is a popular treat, one made around a campfire. This recipe makes S’mores milkshakes, which is an alternative to the traditional snack. Serves 4. What you need:

• 2 C vanilla ice cream • 2 C milk • ¼ C chocolate syrup • miniature marshmallows • graham crackers • miniature chocolate chips • blender • glasses • spoons • straws

1. Put ice cream, milk and chocolate syrup in the blender. 2. Blend until smooth. Pour into 4 glasses. 3. Top each glass with 5 marshmallows, ½ graham cracker crumbled and 1 teaspoon

chocolate chips. 4. Drink with a straw and spoon.

This can be made for a snack or for the indoor camping experience in Lesson 25.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read recipe and follow directions. Students will independently select and use measurement tools.

Students will follow directions after a recipe step is read aloud. Students will use measurement tools with support.

Students will tell steps of the recipe by activating a talking switch. Students make a choice of measurement tools.

Recipe Recipe Review

recipe page

NEED S’mores Milkshake

2 C vanillaice cream 2 C milk graham

crackers

Sunny Days, ELEM, Lesson 20Measure It!, S’mores Milkshake

1. Put ice cream, milk and chocolate syrup in the blender.

Serves 4

¼ C chocolate syrup

miniaturemarshmallows

miniaturechocolate chips blender strawsglasses spoons

2. Blend until smooth. Pour into 4 glasses.

Sunny Days, ELEM, Lesson 20Measure It!, S’mores Milkshake

3. Top each glass with 5 marshmallows, ½ graham cracker crumbled and 1 teaspoon chocolate chips.

4. Drink with a straw and eat with a spoon.

vanilla vanilla ice creamice cream

milkmilk

chocolate chocolate syrupsyrup

miniatureminiaturemarshmallowsmarshmallows

grahamgrahamcrackerscrackers

miniatureminiaturechocolate chipschocolate chips

vanilla ice cream

miniature marshmallows

graham crackers

miniature chocolate

milk chocolate syrup

blenderblender glassesglasses

spoonsspoons strawsstraws

S’mores S’mores MilkshakeMilkshake

Recipe: ___________________________________

Reviewed by:________________________________

recipe review

What was in it?

How did it taste?

How hard to cook?

Is it healthy?

yuckyyummy ok

easy hard

healthy unhealthy

Lesson 21

Instructional Targets: Informational Text: Identify main ideas and supporting details; Use simple graphs and charts to get information Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Simple Web: Camping Day and Night There are different activities that we may do in the day and night. Discuss different things that the students may do in the day, but do not do at night and vice versa. Camping is an activity that has many fun things to do at night. Many times a campfire provides the atmosphere for roasting marshmallows or hot dogs, singing campfire songs and chasing fireflies.

• Use the circles to determine what happens in the day or night. • Brainstorm additional activities to put on the charts. • Overlap the circles to determine things that may occur in either the day or night.

Extension: Brainstorm additional summer activities. Sort and chart these according to day/night activities.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will identify and sort things we do in the day/night.

Students will use picture supports to identify things we do in the day/night.

Students will indicate a choice of activities for day/night.

Venn diagram Pictures of day activities — ride a bike, swim, swing Pictures of night activities — catch fireflies, sleep, campfire

h fi r

efl ie

Lesson 22

Instructional Targets: Number Sense: Identify and count coins and dollars Economics: Identify ways people use money to obtain goods and services

Classroom Activities/Lesson Plan: Money: Food for Camping Planning for a camping trip involves thinking about what food should be brought. If food is to be cooked, it will have to be cooked over a campfire. There is no stove or oven. Food will also have to be kept cold in a cooler. There is no refrigerator. Discuss foods that the students think would be good choices to take on a camping trip. The menu selected for this camping trip can be prepared for the indoor camping trip in Lesson 25. This lesson provides simulated grocery lists that will enable the students to practice money skills. However, it may also be possible to create your own grocery list and shop for food items.

• Set up prices that are individualized for each student’s skill ability. Some students may only be counting one dollar and coins, while others may be ready to receive instruction on amounts that equal five and ten dollar bills.

• Picture of food items may be used from this lesson, or you may have the students go through grocery store fliers to select and cut out food items to glue on cards for a simulated store.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will count a designated number of dollar bills and/or coins for a purchase item.

Students will match a given number of dollar bills and/or coins on a counting board.

Students will count using a talking switch. Students will exchange a predetermined amount of money for a purchase.

Food cards Grocery list

Grocery Shopping List

__________________________ _________________

Total Cost: __________________________Sunny Days, ELEM, Lesson 22

Money, Food for Camping

hot dogs buns

ketchup mustard

chips graham crackers

marshmallows chocolate bars

Lesson 23

Instructional Targets: Measurement: Tell time to the hour Reading Fluency: Read fluently in simple text forms Informational Text: Identify main ideas from information

Classroom Activities/Lesson Plan: Telling Time: Ted’s Camping Trip Read or have students read the cards about Ted’s camping trip. Have the students draw or manipulate a hands-on clock to tell the time of each lesson on the card. Discuss the times that reflect morning, noon, afternoon, evening and night. Arrange the cards in the order that they occur during the day.

• Ted packs his sleeping bag and supplies at 10:00 in the morning. He wants to be ready when the van comes to pick him up.

• The van comes to Ted’s house at 11:00. Everyone is in the van and ready to go camping.

• At 12:00 noon, the tents are set up. Ted puts his supplies in the tent. • Swimming time is at 2:00 in the afternoon. Ted likes to swim in the lake. • Everyone pitches in to find firewood. At 5:00, they build a campfire. It’s time to cook

supper. • At 7:00, the campers roast marshmallows and sing songs. It is getting dark outside. • Let’s look for fireflies at 8:00 in the evening. Ted catches five and puts them in his bug

motel. • At 10:00, everyone goes to their tent. It’s time for bed. Lights out! Anyone for a ghost

story? Extension: Change times to half hour or quarter hour for students who may need more advanced level time activities.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read time and draw hands on a clock to indicate this time.

Students will read number of the hour and manipulate the hands on a clock to indicate the time.

Students will read the time sentences with a talking switch.

Time sentences Blank clock for drawing; manipulative clock

Ted packs his sleeping bag and supplies at 10:00 in the morning. He wants to be ready when the van comes to pick him up.

The van comes to Ted’s house at 11:00. Everyone is in the van and ready to go camping.

At 12:00 noon, the tents are set up. Ted puts his supplies in the tent.

Swimming time is at 2:00 in the afternoon. Ted likes to swim in the lake.

Everyone pitches in to fi nd fi rewood. At 5:00, they build a campfi re. It’s time to cook dinner.

At 7:00, the campers roast marshmallows and sing songs. It is getting dark outside.

Let’s look for fi refl ies at 8:00 in the evening. Ted catches fi ve and puts them in his bug hotel.

At 10:00, everyone goes to their tent. It’s time for bed. Lights out! Anyone for a ghost story?

Time to the Hour

Quarter After

Half Past

Quarter Til

PM Sun

’s C

Lesson 24

Instructional Targets: Measurement: Select and use appropriate measurement Informational Text: Follow simple and sequenced directions

Classroom Activities/Lesson Plan: Related Content: Let’s Make It In planning for the camping trip, this lesson has two activities that require direction following. One activity is for making an indoor campfire. The other is for making S’mores in a microwave.

• The campfire is a craft activity that will simulate a campfire using cardboard tubes and tissue paper. You will need:

o cardboard tubes o brown paint o large paintbrush o tissue paper — yellow, red and orange

• The S’mores are popular when camping. Using the microwave in the classroom will let

the students enjoy this treat on their camping trip. You will need:

o 1 graham cracker, broken in half o 2 squares of a chocolate bar o 1 large marshmallow o plate

Differentiated Tasks: Level 3 Level 2 Level 1 Students will read and follow directions. Students will independently select and use measurement tools.

Students will follow directions after a step is read aloud. Students will use measurement tools with support.

Students will tell steps of the recipe by activating a talking switch.

Craft and recipe directions Recipe Review

1 2 3 4 5 6 7 8 9

’s M

et’s

ile tu

r a fi

recipe page

NEED Indoor S’mores

2. Put the chocolate on the cracker.

1 graham cracker,broken in half

2 squares of achocolate bar

3. Put the marshmallow on the chocolate.

Sunny Days, ELEM, Lesson 24Related Content, Let’s Make It

1. Put a graham cracker half on a plate.

1 largemarshmallow plate

Serves 1

4. Microwave on HIGH for 10 seconds. The marshmallow will puff.

Sunny Days, ELEM, Lesson 24Related Content, Let’s Make It

5. Top with another graham cracker half; press gently.

6. Let stand 1 minute to soften chocolate and cool.

6. Eat.

graham graham crackercracker

chocolate barchocolate bar

marshmallowmarshmallow plateplate

Indoor Indoor S’moresS’mores

chocolate bar

graham cracker

marshmallow

Recipe: ___________________________________

Reviewed by:________________________________

recipe review

What was in it?

How did it taste?

How hard to cook?

Is it healthy?

yuckyyummy ok

easy hard

healthy unhealthy

Lesson 25

Instructional Targets: Earth and Space Science: Observe and describe the sun, moon and stars in relation to day and night

Classroom Activities/Lesson Plan: Related Content: Camping Trip The culminating activity for this unit is an indoor camping trip. Make it realistic by setting up a tent, bringing sleeping bags and making a “campfire” (Lesson 24). It might be fun to set it up in a gym or larger area than the classroom. Students may be given a list of supplies to bring, such as a flashlight. Plan for fun activities such as a baseball game, swimming in a plastic pool (complete with packing peanuts), taking a nature walk and, of course, hunting for fireflies.

• Paper fireflies are provided with this lesson. Hide the fireflies around the room for students to hunt. Give each student a plastic container to put their fireflies in

(a bug motel).

Prepare food for a picnic around the campfire. A recipe for indoor S’mores is provided in Lesson 24. How about campfire songs and stories? Select the students’ favorite songs (let them pick) and sing them together. (“Jingle Bells” always seems to be a selected choice for young kids around a campfire!!!)

• Books may include folklore stories. These can be found in a local library. Plan a day of events that will engage the students in fun educational activities.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently participate in classroom activities.

Students will participate in classroom activities with support.

Students will actively participate in classroom activities with support.

Firefly patterns

Lesson 26

Instructional Targets: Life Sciences: Recognize major stages of the life cycle of plants Scientific Inquiry: Identify information through observation Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan: Science Experiment: Cloud in a Jar Clouds are formed when condensation takes place high in the sky. This may be a big concept, but this experiment will demonstrate how clouds are made.

• Read The Cloud Book by Tomie de Paola (ISBN: 9780823405312). • This experiment requires boiling water and should be done by the teacher as students

observe the effects. . What You Need:

1 quart glass jar boiling water plastic wrap and rubber band ice

What You Do: 1. Fill the jar with boiling water. 2. Pour out all but 1 inch of water. 3. Cover the jar with plastic wrap and hold in place with the rubber band. 4. Place ice on the plastic wrap. 5. Observe.

Review form: Time 1-minute intervals for students to observe what they see in the jar. Does it look like just water, fog, clouds or rain? Mark on the chart.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently read and follow directions. Students will identify how clouds are formed.

Students will use picture supports to follow a simple direction. Students will identify how clouds are formed.

Students will state a direction by activating a talking switch. Students will identify how clouds are formed.

Science experiment directions Review form

The Cloud Book by Tomie de Paola (ISBN: 9780823405312)

Cloud in a Jar

2. Pour out all but 1 inch of water.

1 quart glass jar

plastic wrap

boiling water

rubber band

Experiment

1. Fill the jar with boiling water.

experiment page

Science Experiment, Cloud in a Jar

3. Cover the jar with plastic wrap and hold in place with the rubber band.

4. Place ice on the plastic wrap.

5. Observe.

1 quart 1 quart glass jarglass jar

plastic wrapplastic wrap rubber bandrubber band

iceice

boiling waterboiling water

Sunny Days, ELEM, Lesson 26Science Experiment, Cloud in a Jar

Experiment: ___________________________________

Reviewed by:________________________________

experiment review

After 1 minute, what do you see?

water fog cloud rain

After 2 minutes, what do you see?

After 3 minutes, what do you see?

Lesson 27

Instructional Targets: History: Place a series of events in chronological order; Compare daily life of past and present Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan: History Timeline: Seasons Summer is just one of the four seasons of the year. There are different types of weather and activities that are associated with each season. When completing this lesson, discuss if the picture is like the weather in your area. Students are to take the list of seasons and put them in chronological order, starting with Spring. Note the first day of each season that is on the card. (These are the dates for 2010.)

1. Spring: Starts March 20 2. Summer: Starts June 21 3. Fall: Starts September 22 4. Winter: Starts December 21

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently create a timeline of seasons by sequencing numbers 1 – 4.

Students will identify pictures on a timeline with numbers 1 – 4.

Students will make a response to select a named picture in a timeline.

Timeline cards

1 2 3 4

Lesson 28

Instructional Targets: Geometry and Spatial Sense: Sort objects into groups; Describe locations using directional and positional words Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan: Geometry: Sand Toys At the beach, the sand toys come in many different shapes. These toys are filled with wet sand and turned over to make a sand form on the beach.

• Sort the sand toys according to the shape: star, circle, triangle, square. • Discuss the name of the shapes as they are sorted. • Give simple directions for moving the shapes (e.g., put the red circle beside the yellow

star). • Collect several sets of sand toys. Sort and match like shapes. • Create a sand table. Wet the sand so it can pack. Use sand toys to make forms. • When done, sort the sand toys in the boxes with like shapes.

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently sort like shapes.

Students will use picture supports to match like shapes.

Students will select a shape by giving a recognizable response.

Sand toy shapes of different colors: 5 stars, 5 triangles, 5 circles, 5 squares

Lesson 29

Instructional Targets: Patterns, Functions and Algebra: Extend and create sequences; Use objects, pictures and words to represent a problem situation Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan: Patterns: Weather Patterns We often hear about weather patterns. There may be days of sun, then days of rain or days of clouds. In this activity, the students are to look at the weather pattern and determine what the next day will be.

• While we are creating patterns of the weather, in the real world that pattern may not be so predictable. Even the weatherman may predict a pattern in the forecast, yet the weather conditions change!

• Use the weather pattern chart to identify a pattern and select the sunny, rainy or cloudy picture that will come next.

o Some students may match like pictures to create a patterned sequence. Other students may give a response to indicate the weather condition that they choose to make a pattern. Consider each student’s individual skill levels to complete this activity.

• Try to find a pattern in your local weather. Use a calendar to display sunny, cloudy, rainy days. Is there a pattern? If so, what will be predicted as “next?”

Differentiated Tasks: Level 3 Level 2 Level 1 Students will independently identify the next object in a pattern.

Students will match objects in a pattern.

Students will select an object to create a pattern.

Weather patterns chart Weather pattern symbols: sunny, rainy, cloudy

Unit Topic: Sunny Days Summer Unit Grade Band: Unit …summerinstituteat2011.pbworks.com/w/file/fetch/43695824/summer... · Unit Topic: Sunny Days Summer Unit ... 4 • Read and Answer

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