Goshen Creek/1st GRADE - Springtown ISD



GOSHEN CREEK ELEMENTARY 1st GRADE

|Monday | |Materials |Activity |

|Week 31 | | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |READING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |PHONICS |Assessment |2 Students will work in Language Packet! |

| |Unit 6A ~ Lesson 1 | | |

| |TEKS: 1.3Ciii, 1.3Av, Cv, | | |

| |1.22A | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |WRITING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |tape (adding machine) (1 roll per teacher), ruler |**Vocabulary ~ estimate, length, longer, longest, measure, starting point, shorter, shortest** |

| |MATH |or yardstick (standard) (1 per teacher), scissors |Prior to instruction, create a set of 12 adding machine tape pieces by cutting adding machine tape into strips of |

| |Unit 16 ~ Lesson 1 |(1 per teacher), tape (masking) (1 roll per |different lengths. |

| |TEKS~1.7A-F |teacher) |Place students into 4 – 6 groups and assign each group a number, 1 – 6. Distribute 2 – 3 adding machine tape pieces|

| | | |of random lengths to each group. |

| | | |Ask: Who believes they have the longest piece of adding machine tape? |

| | | |Write the word, “longest,” for students to see. Record the number of the groups who believe they have the longest |

| | | |piece of adding machine tape under the word “longest.” Ask: Who believes they have the shortest piece of adding |

| | | |machine tape? Write the word, “shortest,” for students to see. Record the number of the groups who believe they |

| | | |have the longest piece of adding machine tape under the word “shortest.” |

| | | |Ask: How could you determine which pieces are the longest or shortest if you do not have any measuring tools? You |

| | | |could put them side by side; you could line them up next to each other; etc. Say: In order to organize the pieces|

| | | |of adding machine tape being compared, you could start with the shortest and line them up to the longest. |

| | | |Invite a student from the first group listed under “shortest” to display the piece of adding machine tape for |

| | | |students to see. |

| | | |Ask: Who believes that they have a piece that is shorter? Invite students to come to the front of the room with |

| | | |their adding machine tape pieces to compare and then begin taping the pieces side by side for students to see. |

| | | |Ask: How should the adding machine tape pieces be placed so that they can be compared correctly? The adding |

| | | |machine tape pieces should be lined up with the same starting point; the adding machine tape pieces should be lined|

| | | |up along a straight edge; etc. |

| | | |Use a ruler or a yardstick to measure and draw a vertical line for students to see. Ask: What might happen if the|

| | | |line is not straight? |

| | | |Use masking tape to attach the first 2 adding machine tape pieces horizontally so that the edge of the adding |

| | | |machine tape is aligned with the starting line and the shorter piece is on top. Leave space between the pieces of |

| | | |adding machine tape so other pieces can be added in between as students compare their lengths of adding machine |

| | | |tape to those already displayed. Allow 3 – 4 students to display their short pieces of adding machine tape. |

| | | |Use the same process to complete for longest piece. Continue the comparison discussion as students display their |

| | | |pieces of adding machine tape. Ask: Are there any pieces of adding machine tape that need to be moved? How do you|

| | | |know? Where is it the hardest to judge or compare the lengths of the adding machine tape? (Where the pieces are |

| | | |about the same length.) |

| | | |Facilitate a class discussion about the direction the adding machine tape pieces were displayed. |

| | | |Instruct students to line up from shortest to tallest, or tallest to shortest. Explain to students that “tallest” |

| | | |is the term used to describe length when referring to the height of a person or object. Ask: What starting point |

| | | |is being used to compare the length, or height, of each student? (the floor) |

| | |science journals |***Vocabulary*** |

| |SCIENCE | |animal, young, adult, parent, color, body, behavior, resemble |

| |Unit 10 Lesson 1 TEKS~1.10, | | |

| |1.10C, 1.1, 1.1A, 1.2, 1.2A | |Begin the lesson by facilitating a class discussion.  Ask: Have you ever heard someone say that you are like |

| | | |someone in your family? Say: Another word we use instead of “like” is “resemble”. Say: Think of the ways that you |

| | | |resemble members of your family. |

| | | |In their science journals have them create 4 ideas of how they resemble their family and have them share with a |

| | | |partner or their groups. |

| | | |Once each group has shared, bring the whole class together for a discussion on their findings. Facilitate a class |

| | | |discussion after groups have shared. |

| | | |Ask: When you were sharing your ideas with one another, did you notice that you might have had similar ideas on |

| | | |your cards? As students are sharing, look for examples that could be categorized into: color, body, or behavior. |

| | | |Guide the conversation by recapping some of the examples that students shared through each category (color, body, |

| | | |behavior). |

| | | |Ask: Did you notice that some of us shared that our hair or eye color was similar to a family member? (Share an |

| | | |example.) |

| | | |Did you also notice that some of us talked about our height? Or how our body structure looked similar to a family |

| | | |member? (Share an example.) |

| | | |Or perhaps, you talked about things that you do or ways that you act similar to a family member. (Share an |

| | | |example.) |

| | | |Say: Now, take a look at your journals again. Sort them by: |

| | | |color (example: hair and eye) |

| | | |body (height, shape) |

| | | |behavior (things you do) |

| | | |(Write these categories on the board so that the students can refer back to them.) |

| | | |Ask: Do you think that we could use the same ways to study and sort animals? Why or Why not? Allow students to |

| | | |share ideas. |

| | |United Streaming Video of choice |**Vocabulary ~ ** |

| |SOCIAL | |•technology •invention• impact |

| |STUDIES | |TTW engage the students by asking the question: What is an inventor? TTW accept responses and then giving |

| |Unit 11 ~ Lesson 1 | |definition An inventor is someone who creates or makes something for the first time. |

| |TEKS: 1.2B , 1.16B , 1.16C ,| |•Why do people invent things? People typically invent something as a way to solve a problem. |

| |1.17B , 1.18B | | |

| | | |•Do you know who invented the light bulb? If no response, tell the students Thomas Alva Edison. |

| | | |4.TTW discuss the following information about Thomas Edison: |

| | | |•Thomas Edison is considered one of America’s greatest inventors. When he was born in 1847 there were no electric |

| | | |lights, televisions, cars, trucks, or electric appliances, such as dishwashers, refrigerators or ovens. |

| | | |5. TTW show an educational feature of choice over Thomas Edison brainstorm and discuss the impact her had on |

| | | |history. |

| | | |6. TSW use a sheet of manila paper to illustrate and express in sentences of their opinions of what our world |

| | | |would be like if the light bulb had not been created. |

| | | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Tuesday | |Materials |Activity |

|Week 31 | | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |READING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |PHONICS |Assessment |2 Students will work in Language Packet! |

| |Unit 6A ~ Lesson 1 | | |

| |TEKS: 1.3Ciii, 1.3Av, Cv, | | |

| |1.22A | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |WRITING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |lima bean (15 per student), color tiles (15 per |Prior to instruction create a bag of lima beans and a bag of color tiles for each student by placing 15 lima beans |

| |MATH |student), plastic zip bag (sandwich sized) (2 per |into a plastic zip bag and 15 color tiles into another plastic zip bag. |

| |Unit 16 ~ Lesson 1 |student), craft stick (same length) (1 per |Facilitate a class discussion to review the previous activity. Explain to students that today they will explore |

| |TEKS~1.7A-F |student) |another strategy for comparing the length of an object. Explain to students that they will be measuring an object |

| | | |using different units of measurement and will then compare the number of units of measurement to see which required|

| | | |more units to measure the length of the object and which required fewer units to measure the length of the object. |

| | | |Place students in pairs. Distribute a bag of lima beans, a bag of color tiles, and a craft stick to each student. |

| | | |Facilitate a class discussion about how to measure length using lima beans. Ask:How could you use lima beans to |

| | | |measure the length of the craft stick? In what direction could the lima beans be placed? Where along the craft |

| | | |stick should be first lima bean be placed? Before you begin to measure, how many lima beans do you estimate will |

| | | |equal the length of the craft stick? Record students’ estimates. |

| | | |Instruct student to measure the length of the craft stick using the lima beans by lining up the lima beans with the|

| | | |dented side against the craft stick. Explain to students in order to compare measurements it is important that all |

| | | |students place the lima beans in the same direction. Allow time for students to complete the activity. |

| | | |[pic] |

| | | |Facilitate a class discussion to review the activity. Ask: How many lima beans long is your craft stick? Remind |

| | | |students to use the unit name, lima beans, along with the number as they share their answers. How did you determine|

| | | |the number of lima beans? Are everyone’s craft sticks the same length? (yes) How could you verify this?. |

| | | |Instruct students to compare the length of their craft stick with the length of their partner’s craft stick to |

| | | |confirm. Was your measurement with the lima beans the same as your partner’s? Why might it take different numbers|

| | | |of lima beans to measure the craft sticks if the craft sticks seem to be the same size? Why do you think the first |

| | | |lima bean must touch the starting point or edge? Why do you think the lima beans must touch with no gaps? Why do |

| | | |you think the lima beans must be turned the same way? How close was your measurement to your estimation? |

| | | |Repeat the process using color tiles as the unit of measure. |

| | |Power Point: What Will I be When I Grow Up? |Review yesterday’s activity and the categories of color, body, or behavior. |

| | | |Say: Let’s take a look at some baby animals and see if we can match what they would look like as a fully grown |

| |SCIENCE |Teacher’s Power Point Notes |adult. Baby animals are often called “young” or “offspring”. Sometimes, baby animals also have special names, for |

| |Unit 10 Lesson 1 TEKS~1.10, | |example, a young cow is called a…? (Allow for student response; calf is the correct response.) |

| |1.10C, 1.1, 1.1A, 1.2, 1.2A | |Show the PowerPoint: What Will I Be When I Grow Up? to students. Ask questions such as, but not limited to, the |

| | | |questions provided in the presentation and the presentation notes. |

| | | |The last slide offers an area to type in ideas that are shared during this discussion. Ideas can be charted from |

| | | |the whole class discussion on a large graphic organizer in the classroom science notebook. |

| | |•Children’s book to read aloud: ◦Time for Kids: |•The purpose for this section of the lesson is to acquire information about Thomas Edison in order to learn about |

| |SOCIAL |Thomas Edison: A Brilliant Inventor by Editors of |his life, his inventions, and the character traits of an inventor. |

| |STUDIES |Time for Kids. |TTW read aloud a book of choice or mentioned in the materials selection, discuss some of Thomas Edison’s |

| |Unit 11 ~ Lesson 1 |◦Who Was Thomas Edison by Margaret Frith |inventions. |

| |TEKS: 1.2B , 1.16B , 1.16C ,|◦Thomas Edison: Young Inventor by Sue Guthridge |TTW chart a few of the inventions as the class reflects the impact that invention made in our world. |

| |1.17B , 1.18B |◦Young Thomas Edison by Michael Dooling |TCW view an educational feature of choice over the selected topic to acquire more knowledge. |

| | |•Teacher Resource: PowerPoint: Thomas A. Edison | |

| | |United Streaming Video of choice | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Wednesday | |Materials |Activity |

|Week 31 | | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |READING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |PHONICS |Assessment |2 Students will work in Language Packet! |

| |Unit 6A ~ Lesson 1 | | |

| |TEKS: 1.3Ciii, 1.3Av, Cv, | | |

| |1.22A | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |WRITING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |Handout: Measuring Length (1 per student), plastic|Prior to instruction, create Bags of Measuring Units for the class by placing the following items in plastic zip |

| |MATH |zip bag (gallon sized) (16 per teacher), paper |bags: |

| |Unit 16 ~ Lesson 1 |clips (small) (80 per teacher), straw (drinking) |[pic] |

| |TEKS~1.7A-F |(80 per teacher), linking cubes (80 per teacher), |Place students in pairs. Distribute a Bag of Measuring Units, 1 unsharpened pencil, 1 textbook, and 1 index card to|

| | |dominoes (80 per teacher), color tiles (80 per |each pair and handout: Measuring Length to each student. |

| | |teacher), craft stick (80 per teacher), paper |Explain to student pairs that they will use both of the units of measure in their Bag of Measuring Units to |

| | |clips (large) (80 per teacher), centimeter cubes |determine the length of the pencil, the textbook, the index card, and their desktop. Facilitate a class discussion |

| | |(80 per teacher), pencil (unsharpened) (1 per 2 |to compare the units of measure that will be used.Ask: Will you need more color tiles or centimeter cubes to |

| | |students), textbook (same sized) (1 per 2 |measure the pencil? (centimeter cubes) Will you need more dominoes or craft sticks to measure the top of a desk? |

| | |students), index card (4” x 6”) (1 per 2 students)|(dominoes) Will you need more paper clips or more dominoes to measure a book? (paper clips). |

| | | |Instruct student pairs to consider the units of measure in their bag and to record which unit of measure will |

| | | |require more units on handout: Measuring Length. |

| | | |Facilitate a class discussion reviewing how to measure length |

| | | |Instruct students to record, on their handout, an estimation, with the unit name, for each object being measured |

| | | |using both units of measure in their bag. Allow students time to record their estimations. |

| | | |Instruct students to measure each object using both units of measure in their bag and then record the measurements |

| | | |with a number and unit name on their handout. Explain to students that each student will measure all 4 objects in |

| | | |order to compare results with their partner. |

| | | |Allow students time to complete the activity. |

| | | |Facilitate a class discussion to share the results for each object that was measured. |

| | |Handout: Young Animal and Adult Animal Match |Distribute the pictures of animals from the Handout: Young Animal and Adult Animal Match. |

| |SCIENCE |(1 offspring or parent card per student or group) |Explain to students that they will be playing a matching game. Each student or group received either a baby animal |

| |Unit 10 Lesson 1 TEKS~1.10, | |(also called offspring) or the adult animal (parent). |

| |1.10C, 1.1, 1.1A, 1.2, 1.2A | |Write the words “offspring” and “parent” on the white board or in the class interactive science notebook for |

| | | |students to see the vocabulary that they will be using. |

| | | |Instruct students to determine, individually or as a group, if they think that they have the young animal or the |

| | | |parent. |

| | | |Instruct students to take turns providing clues to the class describing how the animal looks. The class will listen|

| | | |to the clues and observe their animal cards to see if they have a match. If a student/group thinks that they have a|

| | | |match, have them raise their hand(s) and say “match”. Both groups can reveal their pictures to the class to see if |

| | | |they have a match. |

| | | |If they do have a match, have the class observe the pictures, and find similarities among the parent and the young |

| | | |animal. Differences can also be explored. |

| | | |If they do not have a match, ask the class who else thinks they have a match and repeat the steps above. |

| | | |In the classroom science notebook, title a blank page: What We Know. |

| | | |Instruct students to demonstrate their learning by sharing ideas generated from the activity. Write down the ideas |

| | | |that are shared on the What We Know page. Focus the discussion on how young animals often resemble their parents. |

| | | |(See the Instructional notes for discussion points.) |

| | |•Handout: Lifetime Timeline |•The purpose for this section of the lesson is to place the events of Thomas Edison’s life in chronological order |

| |SOCIAL |•envelopes |and complete the K-W-L chart |

| |STUDIES |United Streaming Video of choice |1. 1.Students work in groups of four. Distribute an envelope to each group with copies of the Handout: Lifetime |

| |Unit 11 ~ Lesson 1 | |Timeline sentences (1 per group, cut apart and placed in an envelope). |

| |TEKS: 1.2B , 1.16B , 1.16C ,| |2.Students read the sentences, discuss the possible order of the sentences, and arrange them in chronological |

| |1.17B , 1.18B | |order. |

| | | |3.When groups are finished, read the various sentences and review the correct order. |

| | | |Ask questions such as: |

| | | |•Where do you think this sentence belongs? |

| | | |•What clues in the sentence make you think that? |

| | | |4.The timeline sentences should follow the order of information in the PowerPoint or selected book on Edison’s |

| | | |life. Students can restate the order in their own words and/or tell how they know one item follows another while |

| | | |the teacher creates a large chart-paper version of the timeline. |

| | | |5.Direct students’ attention to the K-W-L chart. Using information gathered in the PowerPoint and book about |

| | | |Thomas Edison, students assist in filling in the “What We Learned” column of K-W-L chart. |

| | | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Thursday | |Materials |Activity |

|Week 31 | | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |READING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |PHONICS |Assessment |2 Students will work in Language Packet! |

| |Unit 6A ~ Lesson 1 | | |

| |TEKS: 1.3Ciii, 1.3Av, Cv, | | |

| |1.22A | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |WRITING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |Handout: Foot (1 per student), tape (masking) (8 –|Prior to instruction, create a Paper Foot for each student by copying handout: Foot. Also prior to instruction, |

| |MATH |12 yards per teacher) |place 4 – 6 identical lengths of masking tape (approximately 2 yards each) on the floor situated so that students |

| |Unit 16 ~ Lesson 1 | |can walk the length of the tape to determine its length. |

| |TEKS~1.7A-F | |Facilitate a class discussion about measuring longer lengths. Ask: If you were going to measure the length of the|

| | | |classroom, would any of the units of measure that were used yesterday be efficient? Why or why not? Explain to |

| | |** This is a 2 day lesson** |students that hundreds of years ago people used their feet to measure longer distances. Facilitate a class |

| | | |discussion about how to use feet for measuring. |

| | | |Invite a student to demonstrate how to walk heel to toe. |

| | | |Explain to students that you have placed several pieces of tape that are all the same length on the floor, so that |

| | | |more than 1 student can measure the length at a time. Invite 2 students to measure the same length of masking tape |

| | | |using their feet. Create a table to record the results for students to see. |

| | | |Example table: |

| | | |[pic] |

| | | |Ask: If both students measured the same length of masking tape, and both students are using the measurement unit |

| | | |“feet,” why do you think these answers are different? |

| | | |If students do not reference the size of the feet, guide students to compare the size of the students’ feet and to |

| | | |make the connection to the previous activity of measuring using different sized units of measurement. |

| | | |Ask: Will my measurement be the correct answer for the measurement unit “feet”? Will my reported length be more |

| | | |feet, or fewer feet, than yours? Why? |

| | | |Measure the masking tape using your feet and then invite a student with small feet to measure the masking tape. |

| | | |Record both results on the previously displayed table.Ask:Does the length of the masking tape change each time? |

| | | |(No, the size of the feet, or units of measure, changes.) What happens to the results if the foot is smaller? What|

| | | |happens to the results if the foot is larger? How could the problem of different measurements for “feet” be solved?|

| | | | |

| | | |Place students in 4 – 6 groups. Distribute a Paper Foot to each student. Instruct students to work together to |

| | | |measure 1 of the masking tape lengths on the floor using their Paper Foot cutouts and then record their results in |

| | | |the previously displayed table. Remind students to carefully place their Paper Foot cutouts right next to each |

| | | |other without overlapping, or allowing spaces, to ensure an accurate measure. |

| | | |Facilitate a class discussion on their results. |

| | |Handout: Animal Observations: Young Animals and |As students read the Handout: Animal Observations: Young Animals and their Parents, reinforce the following |

| |SCIENCE |their Parents(1 per student) |concepts: |

| |Unit 10 Lesson 1 TEKS~1.10, |Handout: Act It Out Cards (1 per student) |We look for patterns between young animals and their parents. |

| |1.10C, 1.1, 1.1A, 1.2, 1.2A |Science Journals |There are three major things that we look for: |

| | | |color |

| | | |body (shape, size, limbs) |

| | | |behavior |

| | | |Share with students that they will be focusing on behavior today. |

| | | |Say: Remember, behavior is the way an animal acts. |

| | | |Ask: Think of an animal. How does it act? Turn to your partner, and describe how that animal acts. |

| | | |As a small cooperative group (suggested size: 2–4 students), students will participate in the “Act It Out” |

| | | |activity. |

| | | |Distribute one card to each student. Instruct students to look at the card. It has a picture of the animal with the|

| | | |name. Provide time for students to think of ways that animal acts. |

| | | |Activity Directions: |

| | | |Look at your card. It has the name and picture of the animal. |

| | | |Think about how your animal acts, for example: how it sounds, moves, and eats. |

| | | |If you have a question, there is a question card in your group. Hold up the sign if you have a question to ask, and|

| | | |the teacher will help. |

| | | |Take turns acting out the animal, while the other group members guess what that animal is. |

| | | |You will have one minute to act it out. If the group members have not guessed your animal, show them your card. |

| | | |Students will then take turns acting out their animal, while their group/partner observes and comes up with an idea|

| | | |of what the animal is. After the first student acts it out, the other student will share his/her ideas on what |

| | | |animal he/she thinks that it is and why. (It is very important to stress to students to justify their thinking). |

| | | |The “actor” will then reveal their animal card and discuss their ideas. Repeat the same steps with the next student|

| | | |and his/her card. |

| | | |Write the word “behavior” on a new page. Ask students to define behavior (the way an animal acts). |

| | | |Have students share some of their “acting” and write down ideas about different behaviors. Examples could be: the |

| | | |way an animal sounds, walks, or eats. |

| | |Magazine or advertisements of choice for the kids |•The purpose for this section of the lesson is to help students apply what they learned about Edison in order to |

| |SOCIAL |to cut and create a display of inventions |draw conclusions about the common characteristics of inventors. |

| |STUDIES |Manila paper |1.Begin a discussion about inventors and the characteristics they possess. Encourage the use of the PowerPoint |

| |Unit 11 ~ Lesson 1 | |and/or book for reference. Ask these or similar questions to encourage students to think about inventors: |

| |TEKS: 1.2B , 1.16B , 1.16C ,| |•Was inventing things easy for Edison? Why or why not? How do you know? |

| |1.17B , 1.18B | |•Was Edison usually successful or did he experience failure? |

| | | |•What do you think he did when he failed? |

| | | |•Do you think Edison was lazy or a hard worker? Why? |

| | | |•Where did Edison find his ideas? |

| | | |•How do Edison’s inventions affect our lives? |

| | | |TTW allow the class to research, find, cut and paste inventions discussing in groups how it affected history and |

| | | |what our world may have been or not without them and use this also as an opportunity for them to make an |

| | | |advertisement out of it using media techniques. |

| | | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Friday | |Materials |Activity |

|Week 31 | | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |READING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |PHONICS |Assessment |2 Students will work in Language Packet! |

| |Unit 6A ~ Lesson 1 | | |

| |TEKS: 1.3Ciii, 1.3Av, Cv, | | |

| |1.22A | | |

| | |TPRI |1. Administer TPRI Assessment. |

| |WRITING |Assessment |2 Students will work in Language Packet! |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | |same as yesterday | Continue lesson from yesterday. |

| |MATH | | |

| |Unit 16 ~ Lesson 1 | | |

| |TEKS~1.7A-F | | |

| | |Handout: Performance Indicator: Are You My Baby? |Distribute copies of the Handout: Performance Indicator: Are You My Baby? |

| |SCIENCE |(1 per student) |Read through the instructions with the class. Each student will make observations of the adult elephant and the |

| |Unit 10 Lesson 1 TEKS~1.10, | |elephant calf to see if these animals are a match. )[pic] |

| |1.10C, 1.1, 1.1A, 1.2, 1.2A | |Students will need to compare the adult elephant to the elephant calf. They will write or draw which features the |

| | | |animals have in common and which features are unique. Once the Venn diagram has been completed, students will need |

| | | |to share if they think that these animals are a match by either writing or drawing their ideas on the back of the |

| | | |page. A modification could be to orally share their ideas with the teacher. |

| | |** Performance Indicator |•The purpose for this section of the lesson is to allow students to demonstrate an understanding of the impact of |

| |SOCIAL |•Handout: Edison’s Inventions |Edison’s inventions on the lives of people and society. |

| |STUDIES | |*Performance Indicator: Have the class illustrate two of the previously discussed inventions/ name and illustrate |

| |Unit 11 ~ Lesson 1 | |them adding details by explaining with sentences. |

| |TEKS: 1.2B , 1.16B , 1.16C ,| | |

| |1.17B , 1.18B | | |

Objectives

ELAR ~ TPRI Assessment

Math ~ Unit 16: Lesson 1

Students estimate and measure the length of a variety of objects using different non-standard units.

Science Unit 10~Lesson 1:

Students will observe and explore ways that young animals often resemble their parents through coloration, body structure, and behavior.

Social Studies Unit 11 ~ Lesson 1:

Students learn about the life and contributions of Thomas Alva Edison, one of the most prolific and famous inventors of the modern era. His curiosity, perseverance, commitment, and the impact and importance of his inventions are highlighted in this lesson

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