Weekly Plan

1 Essential Question: What is the importance of natural resources in daily life?

Integrated Unit Plan
Monday Tuesday Wednesday Thursday Friday

Standards 1.E.4A.1 1.E.4A.1 1.E.4A.1 1.E.4A.1 1.E.4A.1

1.MDA.4 1.E.4B.1 1.E.4B.1 1.MDA.2 1.E.4B.1
1.S.1A.2 Grade 1: RL. MC 1.MDA.2 1.S.1A.4 1.S.1A.2
1.S.1A.4 7.2 1.MDA.5 Grade 1: RI. MC Grade 1: C. MC 1.2
Grade 1: W. RC 6.1 1.S.1A.2 7.1 Grade 1: C. MC 1.4
Grade 1: W. RC Grade 1: C. MC
6.1 1.4
Vocabular Natural resources Natural resources Natural resources Natural resources Natural resources
y Compare Compare Compare Compare Compare
Igneous Igneous Geology Soil Soil
Intrusive Metamorphic Igneous Silt Sand
Extrusive Sedimentary Metamorphic Hummus Clay
Pumice Venn Diagram Sedimentary Pebbles Silt
Granite Collect Clay
Metamorphic Identify Sand
Marble
Slate
Sedimentary
Minerals
Coal
Magma
Formation
Materials o magnifying glasses o 2 hula hoops o book o book o chart/markers
o various rocks for observation o White board o buckets o soil o video:
o plates o 2 rocks per o construction o water https://www.youtube.com/watch
o journal, pencils student paper o document ?v=MwgP2gCzSC4
o White board, markers o Venn diagram o ruler camera/ o paper, colored pencils/crayons
o video: sheet, pencil o marker projector o book
https://www.dailymotion.com/ o book o base 10 cubes o sand
video/x4hhazn o smart board o clay
o book o index cards, o plastic gloves
pencil o cups
o base 10 cubes
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Integrated Unit Plan
o journal/
pencil
Family Prior to beginning the unit, I will Ask students to
Connection ask the students to collect rocks measure one
with their families and bring thing in their
them into school. These rocks house, with their
will be used for the rock parents, using
observation. some type of
nonstandard
physical model.

Activity Type Monday Tuesday Wednesday Thursday Friday

“Dad and Me in
“A Rock Can
the Morning”
Be…” “Road Builders”
By: Patricia
By: Laura Purdie By: B.G. Hennessy “Rock Collecting for Kids:
Lakin
Salas An Introduction to Geology” “Dirt: The Scoop on Soil”
Read Aloud
. Objective: Students By: Dan R. Lynch By: Natalie Myra
Books will be used Objective:
Objective: will individually Rosinsky
as an introduction Students will
Students will think about or Objective: Students will
and a transition work in pairs to
individually think discuss in pairs, the discuss, in pairs, five Objective: Students will
throughout the come up with
about or discuss steps that road elements of the rock finding, discuss one fact about dirt
unit. one element of
in pairs, the many builders take to collecting, and identifying with a partner.
the story that
ways that rocks build roads with process.
relates to the
are used with 100% accuracy.
topics of the
100% accuracy.
week.
Activity/Rational Rock Intro to Venn Rock hunt: Soil separation What does dirt
e Observation: Diagram: Teacher will guide students demonstration: do? Chart:
Teacher will Teacher will model on the rock hunt and ask Teacher will demonstrate Teacher will
introduce the rock the correct use of a them to look for ways that the process of soil guide students
observation Venn diagram by rocks are used in the separation by adding water in creating a
activity and guide comparing one environment. to a cup of soil. Following chart to discuss
3
Integrated Unit Plan
students male student and Students will hunt for their the demonstration, the what things dirt
throughout the one female student. rock and observe various teacher will lead a may contribute
activity. Students Two hula hoops ways that rocks are used. discussion about what to.
will observe will be used as a happened and why. Students will
rocks at their visual to aid the Objective: In groups, Students will listen actively
tables using modeling process. students will be able to carefully and observe the participate in
magnifying Students will listen observe rocks and give one soil as it separates. They the guided
glasses. From carefully to the example of how they are will also participate in the practice, sharing
their explanation of a used in the environment. discussion, contributing what they think
observations, they Venn diagram and their thoughts. dirt helps do.
will journal about actively participate “Road”
five things they in the instruction by construction/measurement: Objective: Students will be
notice about the providing Teacher will model able to individually
rocks. similarities and designing a road and assist participate in a shared Video:
differences between students in measuring by conversation about soil The teacher will
Objective: the students. drawing a line of reference. and how it separates, use the
Students will be Students will construct their contributing at least 1 examples in the
able to roads using the rocks that comment or question to video to lead
individually write Rock Venn they collected. They will use the conversation. students in
3 things about Diagram: base 10 cubes to measure the thinking about
their experience Teacher will length of their road, using Sand and clay ways that soil is
observing rocks. provide each the line as a reference. observation/measurement: used.
student with two Teacher will model the Students will
Tally chart and different rocks to Objective: In groups of 4, correct way to observe and actively listen to
bar graph: compare, a Venn students will be able to use measure the clay and sand. the video and
Teacher will diagram sheet, and nonstandard physical models The teacher will also guide begin thinking
guide students in support. to show the length of their students when adding about the
developing class Students will road with 100% accuracy. water. different ways
data on favorite individually Students will observe and that soil may be
rocks using a tally compare two rocks Pictograph: measure the sand and clay used.
chart. When the using a Venn Teacher will guide the with and without water.
data is collected, diagram. students in making a class Following the Drawing
the teacher will pictograph by setting up the measurement activity, activity:
model how to Objective: Students graph on the smart board. students will journal about Teacher will
create a bar will be able to Students will choose one the observations and model drawing
graph. individually use a person from each group to go changes they notice. one way that
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Integrated Unit Plan
Students will Venn diagram to to the smart board and use soil is used in
individually put compare two rocks the pictures to show the Objective: In pairs, the
one tally under with 5 similarities length of their road on the students will be able to environment.
their favorite rock and 5 differences. graph. measure sand and clay Students will
in the chart. They using nonstandard physical independently
will actively Objective: As a class, models with 100% come up with
participate in the students will be able to accuracy. one way that
process of collect, organize and soil is used,
developing a bar represent data using a draw it, and
graph. pictograph with 100% label it. When
accuracy. students are
Objective: As a done drawing,
group, students they will share
will be able to their ideas and
collect, organize compare them
and represent data to the ideas of
using tallies and a their partners.
bar graph with
100% accuracy. Objective:
Students will be
Video: able to
Teacher will ask individually
students to use communicate
the information how soil is used
from the video to in at least one
match rock different way
characteristics to through
the corresponding drawing.
rocks.
Students will
listen attentively
to the video, then
identify rocks
based on their
characteristics.
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Integrated Unit Plan
Prerequisite The individual Students will be assessed Discussion following the Prerequisite
knowledge of development of a with a ticket out the door. On soil separation knowledge of
rocks will be Venn diagram will the board, there will be two demonstration will give how soil is used
assessed in the provide evidence of examples of measuring. The information about the in different
journaling the students’ ability first example will show students’ new knowledge ways will be
activity. to use a Venn nonstandard measuring on soil components. assessed
The class tally diagram to compare incorrectly (overlapping/ Journals will provide through the
chart will give two things. spacing), the other example information about the whole group
information on will show correct students’ ability to chart.
the students’ nonstandard measuring. On observe, measure, and Students’ ability
ability to properly the front side of their ticket compare two types of soil. to communicate
Assessment tally. out the door, students will the different
The verbal write down the correct uses of soil will
assessment example. On the back side of be assessed
following the their ticket, students will through the
video will show look out the window and drawing
the students’ draw from their memory of activity.
understanding of the rock hunt to write about
the different an example of rocks being
rocks and any used in the environment.
areas that may
need to be
reinforced.
ELL students will be given
sentence stems to assist them
in writing their ticket out the
door. For example, “I see
Differentiation rocks being used ______.”
The more advanced students
will be asked to describe
how rocks are being used in
their example.