Small Effects Cause Great Change Block Plan
Day One Day Two
Lesson Multiplication Math Lesson
Objective(s) After completing the stations, the
students will be able to solve 2-digit
multiplication problems by utilizing
the turtle head strategy.
By completing the exit ticket, the
students will be able to explain the
steps they used to solve a
multiplication problem using the
turtle head method.
Standards 4.C.2: Multiply a whole
number of up to four digits
by a one-digit whole number
and multiply two two-digit
numbers, using strategies
based on place value and the
properties of operations.
Day Three Day Four
Guided Reading Lesson Layers of the Earth/ Volcanos and The
Earthquakes (Science Ring of Fire
Lesson One) (Science Lesson
Two)
After completing the After completing the layers of After completing the
matching activity, the the Earth model, student will lesson students will be able
students will be able to identify the different layers of to explain what causes a
identify a main idea in a the Earth. volcano to erupt.
text and provide details
from the story to support After completing the
it. earthquake experiment the
student will explain why one
After completing the terrain is better to survive an
guided reading station the earthquake then others.
students will be able to
explain a main idea in a
text and provide details
from the story to support
it.
4.RL.2.1 Refer to details 4.ESS.3 Describe how 4.ESS.3 Describe
and examples in a text geological forces how geological
when explaining what a change the shape of the forces change the
text says explicitly and land suddenly and over shape of the land
when drawing inferences time. suddenly and over
from the text. time.
 Describe the strategy and
explain the reasoning.

Materials Station PowerPoint; two - 5 copies of Swimmy by Photos to support anticipatory PowerPoint
multiplication puzzles; number dice Leo Lionni set presentation
and race worksheets; multiplication - 5 copies of Teammates Earth’s layers model Tape volcanos (4 at
Kaboom game, Whit boards, by Peter Golenbock Sand, Soil, Rocks, Water different sizes)
markers, and errors, Student iPad, - Flowcabulary Video Clay Safety glasses
The King’s Commissioners by - Student iPads Marble Old large T-shirts
Aileen Fridman. Plastic knife or science coats.
Styrofoam buildings Backing soda
cake pans (disposable) Vinegar with red
Experiment worksheet food coloring in it.
YouTube video. Recording Sheets
PowerPoint Presentation
Worksheets
 Body/ Mini Lesson
Activities I will go over using turtle head
multiplication method with the
students using an example for the
story. Station 1 Work with Miss
Stacy
“When you are working with me,
it will be over at the teacher
center desk.” During the work
with Ms. Stacy station I will be
focusing on reviewing turtle head
math problems with the students.
I’m going to start by scaffolding
problems and having us work on
different problems all together. If
the students need reminders of
turtle head math I will have them
look at the anchor chart that is
hanging on the wall. “I would like
you all to write down 75 x 38.”
We will be working together to
solve this problem, I will ask
different students in the group to
answer specific parts of the
problem and allow them time to
answer the questions. Then I will
work towards having the students
do more independent work, I will
provide them with the problem,
e.x.81x64, but I will want them to
solve it on their own. The end of
Mini Lesson
As a class we will go over
what main idea is and what
in the text allows us to
support it.
Reading Stations (2
rotations each being 15
minute long)
Independent Reading Book Club
Book (Front Carpet)
“For one of your stations you are
going to be reading your book club
book chapter for the day.” “As you
guys read your chapter think about
the main idea for your chapter.”
Book Club Chapter Response (At
their desks)
“After reading your chapter I made
a slide in your reading journal for
you to identify the main idea in the
chapter.” “I also want you to go
back in the text and provide me
with three supporting details for
your main idea.”
Main Idea Matching Activity (At
their desks)
“I have created a matching activity
that is posted on your Thursday
PowerSchool learning. There are 10
different passages that I want you
guys to read and find the matching
I will discuss the layers
of the Earth with a
PowerPoint presentation
and a Model. During
this the students will
take notes on it.
After going over the
notes the students will
be creating their own
model for the Earth.
Okay everyone should have a
marble on their desk (look
around to make sure) the
marble will represent the core
of the Earth. Can anyone tell
me one fact about the core?”
Allow time for students to
respond.
“Now I want you to pick up the
clay on your desk and form it
around your marble; the clay
represents the mantle layers of
the Earth.” Allow time for
students to put the clay around
the marble and walk around to
provided assistance when
needed. After student complete
forming the clay ask, “What is
one fact about the mantle layer
of the Earth?” Allow time for
students to respond.
I will discuss what a
volcano is and what causes
a volcano to erupt with a
PowerPoint presentation.
After completing the
PowerPoint the student
will get into groups of four
and we will conduct an
experiment on how the size
of an volcano will affect
the amount and speed that
the lava would flow.
Student will be filling out a
recording sheet during the
experiment. “For our
experiment we are going
outside, During the
volcano experiment all
students will have safety
glasses and an old T-shirt
of science coat on to
protect their eyes and
clothing. When we
transition outside all of the
students will walk. Only
one group will erupt their
volcano at a time and the
other groups will record
the reactions of the
volcano.
station I will want my students to main idea for all of the passages.” “Next we are going to put the “I have placed you all in
be completely independent by Show them the format of the soil/sand around the clay to four groups, I want you to
creating and solving their own or activity and how they will more represent the crust of the earth.” find your groups and pick
a partner’s multiplication around the main idea. Allow time for students to pack up your safety glasses and
problem. I have created a chart to Guided Reading Lesson the soil/ sand around the clay clothing protector. Allow
help me differentiate the groups (Teacher Kidney Table) and walk around to assist if time for student to find
and address each of the group’s Group One (Blake, Becca, Tristin, needed. After they have their groups and get safety
specific skill area. and Melissa) finished packing the soil/sand equipment.”
Pre-reading ask, “What is a fact we learned I will then call up one
Station 2: You be the Teacher “Today for our reading lesson I about the crust of the Earth?” group at a time to get the
“You be the Teacher will be done brought the book Swimmy by Leo Allow time for students to materials they need and
at you desks.” You be the teacher Lionni.” “Swimmy is a very special respond. line up to go outside.
rotation will also act as my exit fish that goes on a grand adventure As students are finishing up, Once outside the student
ticket for the class. “For the you and helps others along the way.” their models have the teacher, will be spread apart to
be the teacher station I want you Reading myself and other adults help cut allow enough space for all
all to work independently on “On your own, I want you to out a triangle in the model with of the experiments and so
creating a 2-digit by 2-digit silently read Swimmy.” Allow time a plastic knife to show the all student can see the
multiplication problem. Then for student to read the story different layers of the Earth. other volcanos.
using the clips app on your iPads, independently. Then I will talk about The students will start by
I want for you to solve your Responding earthquakes and how they are making a hypothesis of
problem and explain the steps you “What did you think of the story? caused. After explaining which volcano will have
took when solving it. This should Call on one or two students to earthquakes the students will the biggest reaction.
not just be I used turtle head to respond. “Can someone tell me conduct an experiment. There We will then
solve it but tell me each of the what happen thorough out the will be four different stations conduct the
steps you used.” story?” Have a few students set up around the room and experiment with the
respond. each group will travel to the different volcano
Station Expectation for student “Today we are going to focus on different stations to test the models
On your own each student will fining the main idea in a story. The designated land for that station After the
complete a clip video showing main idea is what a text or story is (sand, dirt, rock, and water) experiment will
how to use the Turtle head mostly about. So if we are thinking plus a building to test in the discuses the results
about Swimmy what do you think land.
method to solve 2-digit by 2-digit
multiplication.
First you will need to create the
problem you would want to solve.
Then you can either solve it as
you make your clips video or
solve it and then go and create
your video.
If you solve the problem before
you make your clips video be sure
to explain and show me how you
got the answer through special
effects, pictures, voice over.
Station 3: Multiplication Puzzles
“You will be working on the
multiplication puzzles up here on
the front carpet.” “The
multiplication puzzles station will
have two puzzles, and I want you
guys to work together on putting
one of the puzzles together by
solving the multiplication
problems written on each piece.”
“When you have finished the
puzzle, you can check your
answers by seeing if all of the
stickers match.”
Station Expectation for Student
the main idea of this story is?” One student at each station will and why we think it
Allow time for students to respond. place the building in the land is correct.
“What can we use to help us and shack it five time One at a
support the main idea?” time a student will place the
Exploring building in a type of land and
“The details help us find the main shack it five times. (I will
idea of a story. I want you guys to model how to shake the
look back in the text and place a containers) Then they will see
sticky note on a page that you if the building falls over or
found to support your main idea.” remains standing. Once all
Allow time for student to look stations are done the groups
through and post it note the book. will rotate clockwise to a
“What were some of the details you different station and continue
found to support the main idea?” the experiment.
Allow time for student to share The students will also get a
what they found. “Now go back in worksheet to record their
the text and see if you can find a act results and find a conclusion.
that swimmy does that caused
change for the other fish in the
sea.” “Allow time for student to
look back in the book and find an
event and details to support it. Then
have them share what they find.
Applying
“Now when you go to read your
book club book, I want you guys to
look for the main idea in your
chapter and find the details to
support it.”
Group Two (Leilynn, Ally, Jakira,
Kishaun, and Christian)
s a small group, the students will
be working together to solve one
of the puzzles.
You will need to solve the
multiplication problems on the
puzzle pieces to help you
complete it.
Once you find the answer look for
that number on a different puzzle
piece and start creating the
puzzle.
Continue to solve the different
problems till your puzzle is
complete.
If it is all done correctly, then the
stickers will all be complete and
matching.
If it is not all correct to solve the
problems that are missed place
again to find the right answer.
If there is time left over, you may
start to solve the second puzzle.
Stations 4: Kaboom and Dice
Race
Station 4: Kaboom and Dice Race
Kaboom and the Dice Race will
be played at the back table.”
“Kaboom and Dice Race are two
different activities you will be
able to choose to do while at this
Pre-reading:
“Today I brought the book
Teammates by Peter Golenblock.
This story is about Jackie Robinson
first year on the Brooklyn Dodgers
major league baseball team. I know
that you guys are reading The year
of the Ram and Jackie Robinson as
your book club books and I wanted
to bring in this story to have you
learn a little bit more about who
Jackie Robinsons was and why he
was so important. and some of the
hardships that he goes through.
Reading
“On your own I want you to silently
read Teammates.” Allow time for
student to read the story.
Responding
“What did you think of the story?
Call on one or two students to
respond. “Can someone tell me
what happen thorough out the
story?” Have a few students
respond.
“Today we are going to focus on
finding the main idea in a story.
The main idea is what a story or
text is mostly about. What was the
main idea in Teammates?” Allow
time for students to respond. What
station. Kaboom is a popsicle
stick game played in a group of 2.
One player will draw a popsicle
stick, and if it has a multiplication
problem on it, then you will solve
it. If you get the answer correct,
you can keep the stick, but if you
get it wrong, then it will go back
into the jar. If a student pulls out a
Kaboom stick, then all popsicle
sticks will go back in the jar for
both players.” “For the Dice Race
activity, each student will be
getting two dices to roll. The
orange dice will be your 10s place
number, and the purple dices will
be your one's place number. Each
student will roll the dice twice to
create a 2-digit by 2-digit
multiplication problem to solve.
The way to win the race is to have
the most correct multiplication
problem solved.
Station Expectations for Students
Kaboom
In groups of two, the students will
be playing against each other to
collect the most popsicle sticks.
The first student will pull out a
popsicle and try to solve the
multiplication problem.
help you come up with the main
idea?” Call on one student to
answer.
Exploring
“The details help us find the main
idea of a story. I want you guys to
look back in the text and place a
sticky note on a page that you
found to support your main idea.”
Allow time for student to look
through and post it not the book.
“What were some of the details you
found to support the main idea?”
Allow time for student to share
what they found. “Okay looking
back in the book, I want you guys
to find some details that either
support of disprove that Jackie
Robinson had a hard first year in
the major leagues.” Allow time for
student to look back and find detail
to support their claim.
Applying
“Now as you go to read your book
club book I want you guys to look
for the main idea in your chapter
and find the details to support it.”
If the student's answer is correct,
the student will be able to keep
their popsicle stick, and the next
player will start their turn.
If a student is wrong, then they
must put their popsicle stick back
in the jar and the next player will
start there turn
If a Kaboom! stick is chosen, all
the player's popsicle sticks will go
back in the jar.
If both groups finish early, then
the student can switch their
activity game and play the dice
race

Dice Race
In groups of two, the students will
be racing against each other to
have the most right answered
multiplication problems.
Each student will get two dice,
the orange dice will represent the
tens place number and the purple
dice will represent the one place
number.
Students will roll both dice to
figure out one of the 2-digit
numbers they would be multiplied
together.
 You will do the same thing again
to get your second 2-digit
number.
Multiply your numbers together,
and the student with the most
correct multiplication problem
will become the winner of the
race.
If both groups finish early, then
the students can switch their
activity game and play kaboom!

Assessment Formative Assessment- Through
my small group instruction and
walking around the classroom I
will be able to observe the
student work and notice if the
students are understanding 2-
digit multiplication.
Summative Assessment- As a
part of the Your Be the Teacher
station I will be having the
students create their own
multiplication problem and they
have them solve it and explain
their process by using a clips app
on their iPads.
- Formative Assessment: Through
my conversations with my small
group and walking around the
classroom I will be observing
student working in different stations
and noticing if they are
understanding or misinterpreting
main idea.
Summative Assessment: The
student will turn in their
matching activity on
PowerSchool Learning for
me to look over and identify
what students might be
misunderstood among the
students.
Formal Assessment: Through
my lesson, I will be asking
questions and observing
students working in groups to
notice why they are
understanding and if there are
any misconceptions in the
lesson.
Summative Assessment:
Student will be completing a
worksheet over their
earthquake experiment that
they will be turning in for me to
review their understanding.
Safety Students will walk to the Students will walk to the Creating the Earth’s Layers
different stations. different stations. Model:
Student will not handle the
materials until directed to.
Teachers will be walking
around the classroom to
provide support for making the
model and to cut out a whole in
the model.
Earthquake Experiment:
Students will not handle the
materials until directed to.
Each student will have the
opportunity to shake a terrain.
If students are not handling the
experiment will and starting to
miss behave, I will provide a
warning and if they continue,
they will have to not participate
in the experiment.
During the volcano
experiment all students
will have safety glasses
and an old T-shirt of
science coat on to protect
their eyes and clothing.
I will have all of the
ingrediencies prepared for
the students
When we transition outside
all of the students will
walk.
Only one group will erupt
their volcano at a time to
allow me to help them
when it is needed.