Integrated Lessons Block Plan

Day 1

Day 2

Day 3

Day 4

Day 5

Lesson

Race for a
Flat (Place
Value)

Water and
Wind Erosion

Will it
Grow?

Writing
Workshop
(Organization)

Objectiv
e

After
completing
the flat
game,
students will
be able
create and
answer their
own place
value
questions
using
numbers
from dice.
2.NS.6:
Understand
that the three
digits of a
three-digit
number
represent
amounts of
hundreds,
tens, and
ones (e.g.,
706 equals 7
hundreds, 0
tens, and 6
ones).

After
completing
stations,
students will
design a
plan to
protect a pet
rock from
wind and
water.

After guided
practice,
students
will be able
to form and
test a
hypothesis.

2.ESS.3
Investigate
how wind or
water
change the
shape of
the land
and design
solutions for
prevention.

SEPS.3
Constructin
g and
performing
investigatio
ns

Reading
Comprehensi
on
(Visualizatio
n)
After
completing
the
stations,
students
will discuss
the
comprehen
sion of
visualizatio
n through
written and
verbal
language.
2.RL.1: Read
and
comprehend
a variety of
literature
within a
range of
complexity
appropriate
for grades 23.
2.RL.2.1: Ask
and answer
questions to
demonstrate
understandin
g of main
idea and key
details in a
text.

Standar
ds

Material
s

Taped
Place
value
chart
Place
Value
Game

Several
bins and
tubs
Dirt
Sand
Straws
Sand

Plants
A
variet
y of
safe
subst

Leveled
texts for
guided
reading
Recorded
book
about

After the
minilesson,
students will
create a
game and
organize the
instructions
in logical
order.

2.W.3.1: Write
a logically
connected
paragraph or
paragraphs,
that introduce
an opinion,
with a
concluding
statement or
section and
multiple
reasons to
explain why a
certain
course of
action should
be followed.

- 26 bags of
jumbled
instructions
- Different
prewriting
papers will
be available

(13 Sets)
Place
Value
Workshe
ets (26)
Color by
place
value
papers
(10 of
each)

bags
Protective
Wall
Plan Poster
Plan
formats
Plastic
Paper
Plates
Fan
Paper
House
Lego House
Empty
Water
Bottle

ances
Rulers
Scien
ce
journa
ls
Youtu
be
video
s
Time
every
other
day to
meas
ure
and
water
plants
cup
scoop
s
Space
along
the
windo
w for
each
plant

Thanksgi
ving
Way to
play
recorded
book
Art
supplies
Bin of
sand
Objects
to put in
sand
Recorded
sounds
Way to
play
sounds
Visualizat
ion
flipbook

to students

Body/activiti
es

Anticipator
y Set:
Adding fives
game

Anticipatory
Set:
Pet rock
Introduction

Anticipator
y Set:
Mythbusters
Letter

Anticipatory
Set:
What am I
riddles

Direct
Instruction:
-Students will
play the Race
for a Flat
game
- Students
will then
create their
own
problems
using a die.
- Once

Direct
Instruction:
- Station One
will be
students
investigating
waves on the
beach.
- Station Two
will be
students
investigating
winds effect

Direct
Instruction:
- Youtube
video of what
plants need.
- Discussion
of data,
formation of
a question
and
hypothesis.
- Discussion
and

Direct
Instruction:
- Introduction
of
visualization
comprehensi
on strategy.
- Students
will break up
into groups
and complete
stations
-Station One

Anticipatory
Set:
Reading a
story to my
students that
is out of order
Direct
Instruction:
- Discussion
the
importance of
order in
writing
- Students
practicing by
sorting
jumbled

students
have
completed all
tasks, they
will be
allowed to
complete
color by
place value
papers.
Closure:
I will pick a
student to
stand in a
spot in the
place value
chart on the
floor. The
student holds
up a number
on their
fingers and
ask students
to whisper
response
what number
the student
is
representing.

Assessment
s

Students will
be given a
worksheet
with base
ten
manipulative
s and a die.
The
worksheet
will be
completed
with the
partner they
played the
game with.
The students

one houses.
- Station
Three will be
students
investigating
winds effect
on dirt.
- Station Four
will be
students
investigating
waters effect
on sand.
- Station Five
will be
students
creating a
plan to
protect their
rock.

Completion
of Science
Journal
- Group
investigation
and
substance
choice
Closure:
Re-watching
of Plant video

Closure:
Students will
help me
create a plan
for my pet
rock.
Reviewing my
plan will help
them be
ready to
create their
own.
Students will
be given a
paper that
has a rock
on it and the
plan format.
Students will
create a plan
on how to
protect their
pet rock,
which they
will get to
name and
decorate (on
the paper).

will be guided
reading.
-Station Two
will be
listening to a
story and
drawing a
story.
- Station
Three will be
name that
sound.
- Station Four
will be
students
sorting vowel
patterns.
-Station Five
will be a
history
station

instructions
- Students
have 30
minutes to
prewrite for
their game.
- Students are
allowed time
to share
Closure:
Reciting the
traits of
writing and
shouting the
one we are
working on

Closure:
what do you
do when you
read? Do you
create
pictures in
your head?
What is that
called? When
should we
use
visualization)
Students will
be assessed
on their
science
journals. I will
be looking to
see if they
filled out their
hypothesis,
completed
their data,
and analysis
the end
results.
Students will
also be

Students will
have turn in
their drawing
as part of the
assessment.
The main
assessment
will be the
students
visualization
flip book.

I will grade
the students
finished
product for
the logical
order of their
instructions of
their game.

will take
turns rolling
a die and
creating
problems for
the
worksheet.

Safety

Studen
ts did
not
pick
where
the
mats
where
placed
in the
room.
The
instruct
or
positio
ned
place
value
matts
so
student
s would
have
ample
space.

Students will
have to write
what they
are
protecting
the rock
from and
how they will
protect it.

All but
one
station
will
have
an
adult at
the
station.
Student
s will
not be
handlin
g sand
or
water

assessed to
see if they
can name the
5 things a
plant needs
to grow. They
can either
sing the song
or write them
out.

Stude
nts
will be
selecti
ng
substa
nces
form
an
approv
ed list
The
substa
nces
on the
list will
not
require
student
s to
need
goggle
s.

- Students
will wash
their hands
after
digging
though the
sand.

- Students
must not run
or horseplay
because
students will
be spread
throughout
the room.