· Web viewThe word ‘because’ helps to further explain your thoughts. Let’s try one out together. You will share your opinion on dogs vs. cats. Which do you like and explain

Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student achievement and teacher quality.Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.

St. Louis Public Schools – Blended Learning Weekly/Bi-Weekly Planner

Name Allyson Dillon & Aisshe Sifford Grade Kindergarten Subject ELA

Week of April 5 - 9, 2021

April 12 - 16, 2021

Topics Pirates

Chicken Life Cycle

Link to Tracker

Planning and PreparationCultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.

Standards Based Objective(s)

Long term goal about what

students will know and be able to do

at the end of a unit. (Information for this

section can be copied from the

Curriculum Plan or Proficiency Scale.)

Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and

include the full text of the standard(s).K.R.2.A.b***With assistance, read, infer, and draw conclusions to retell a main event from stories read aloud and familiar stories.

K.W.1.C.a**: Read, revise, and edit drafts with assistance, from adults/peers to respond to questions and suggestions, adding details to strengthen writing.K.R.3.A.b**: With assistance, read, infer, and draw conclusions to use titles and illustrations to make predictions about text.

K. W.1.C.b**: Reread, revise, and edit drafts with assistance from adults and peers to edit by leaving spaces between words in a sentence.

Learning Target(s)

Learning targets are short term, student-

friendly statements that clearly define what

students should know and be able to do at the

end of the lesson.

Know (What are the learning targets?) Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson(s). This comes directly from the unwrapped content standard in the Content Area Proficiency Scales and should be written as “I can…” or “The student can…” statements.

Do (Define how students will demonstrate that they have met the learning target. This section is grade level and content specific. Please reference the exemplar from your Content Area Curriculum Specialist.)

Students will be able to include the beginning, middle, and ending in sequence when retelling a story.Students will be able to retell a familiar story, including key details.Students will be able to identify details in a story to decide which are important enough to include in the retelling of a story

Students will compare themselves to the main character in the story.Students will use key details to make inferences.

Students will write opinion stories that state two reasons.

(Information for this section of the plan can

be copied from the Curriculum Plan or Proficiency Scale.)

Students will be able to respond to questions and suggestions from peers to strengthen writing. Students will be able to determine where to add or change details.Students will be able to identify a word (concept of word).Students will be able to place spaces between words in sentence.Students will be able to explain an author tells the story through the words that he or she writes.Students will be able to explain an illustrator helps to tell the story by creating illustrations.Students will be able to understand how the words and the illustrations of a text work together to tell a story.Students will be able to apply knowledge of words and illustrations to make predictions about text.

Students will be able to respond to questions and suggestions from peers to strengthen writing. Students will be able to determine where to add or change details.Students will be able to identify a word (concept of word).Students will be able to place spaces between words in sentence.

Students will listen and learn to state text-based facts and ideas.

Students will write opinion stories that state two reasons.

Essential Question(s)

(Can be copied/pasted from Curriculum Plan.)

How are you and Jeremy Jacob alike/different? What does it mean to be a pirate?What does it mean to retell a story? How do you know the main idea in a story?

What is an opinion story? What does an opinion story need?Where can a writer add a detail or make a change?What advice can you share with a friend when you check a writing piece?How does knowledge of the organization and basic features of text support you as a writer?How can asking questions help our understanding of the text? What is the life cycle of a chicken?How can a title help you to make a prediction about a text?How can the illustrations help you to make a prediction about a text?How do the words and illustrations in a text work together to tell the complete story? What is an opinion story? What does an opinion story need?Where can a writer add a detail or make a change?What advice can you share with a friend when you check a writing piece?How does knowledge of the organization and basic features of text support you as a writer?

Academic Vocabulary

(Can be copied/pasted from Content AreaProficiency Scales)

Slather, shore, gulp, hammock, crewBeginning, key detail, middle, retell, endingDetails, editing, questions, between, strengthen writing, planning, suggestions, identify, word, sentence, peers, space

Strut, brood, weak, peck, replaceTitle, illustration, prediction, story, textDetails, editing, questions, between, strengthen writing, planning, suggestions, identify, word, sentence, peers, space

Summative Assessment Performance Tasks /

Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.

STAR Custom Test

Blended Learning Instructional Framework: Whole Group Instructional PlanLesson/Topic Learning Target

Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction Asynchronous Playlist

Lesson 1(04/05/2021)

I can compare myself to the main character in the story.

I can use key details to make inferences.

I can state what a personal narrative is.

I can list all of the parts needed in a personal narrative.

Sight Word Curriculum: toSight Word IntroductionRhythm and Movement

Shared Reading: Pirate, Pirate

Whole-Group Reading: Students listen to the read aloud for enjoyment. Students build an interest in the topic and expand their prior knowledge. Teacher will introduce the week’s theme focus by placing it inside the schema chart. Teacher will state the week’s essential questions for the students to ponder. Teacher will read the text “cold” with minimal stopping while reading. Students will turn and talk to discuss additional information they learned during the cold read. Teacher will add their responses to the schema chart.

Writing: “Opinionators!” (Students reply back with “Yes?”) “We have been working hard on writing opinion stories. Today I want to talk to you more about the why when it comes to opinion stories. Why do we share our opinion?” (Show students the poster.) “Yes, we share our opinions when we like something and when we don’t like something. We give our opinion so others understand our thoughts. When we have strong thoughts about something we often times need to explain ourselves. For example, if I told you I did not like candy, you might think that was silly so I would need to further explain. I could say, ‘I do not like candy because it can give me cavities.’ Did you hear the word ‘because’ in that sentence? The word ‘because’ helps to further explain your thoughts. Let’s try one out together. You will share your opinion on dogs vs. cats. Which do you like and explain more using the word because.”

“Today I am going to model my opinion story and use the word to explain my thoughts. I am going to write about my favorite place to go. ‘I like the park because I can smell fresh flowers.’ Why is the park my favorite place? Yes, because I can smell fresh flowers. Turn to a partner and tell them your favorite place to go. Be sure to add in the word ‘because’ to further explain why it is your favorite. Today as you

Rainbow write today’s sight word.

Illustrate Jeremy Jacob and Braid Beard.

Write an opinion story that states two reasons.

04/05/2021

Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.

Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.If a student has problems with in the moderate scaffold, show illustrations from a story and ask students to tell orally what part of the story the picture shows

Retell Ring–The retell ring contains various levels of questions to ask students, to retell a story read whole group or in a reading group.

Summarizing-article and video demonstration at Reading Rockets

Anchor Charts for Main Idea

Read a picture book twice to students. On the second reading, ask students to hold a sticky note to signal major events in the story. At the end of the story, students work with a partner using the following sentence frame: “One major event in the story was...”

Create a collaborative Story Map to help students identify character, setting, and events of a familiar story.

.

Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provideMission - We will provide a quality education for all students and enable them to realize their full intellectual potential.

St. Louis Public Schools – Blended Learning Weekly/Bi Weekly Planner

Name Allyson Dillon & Aisshe Sifford Grade Kindergarten Subject Math

Week of April 05, 2021 through April 16, 2021 Topic Unit 13: GraphingUnit 14: Time

Link to Tracker (N/A)



Unit 13: How can we prove our answer?Unit 14:How does thinking about before and after make a difference solving this problem?

Academic Vocabulary

(Can be copied/pasted from

Content AreaProficiency Scales)

Sort, graph, data, tally, analyze, morning, afternoon, evening, night, days of the week, yesterday, today, tomorrow, months of the year



Unit 13 Test: Graphing


Long term goal about what students will

know and be able to do at the end of a unit.

(Information for this section can be copied from the Curriculum Plan or Proficiency

Scale.)

Missouri Learning Standards

List your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).

K.NS.B.5 Say the number names when counting objects, in the standard order; pairing each object with one and only one number name and each number name with one and only one object.

K.NS.B.6 Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.

K.NS.B.7 Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

K.NS.B.9 Demonstrate that a number can be used to represent “how many” are in a set.

K.NS.C.1. Compare two or more sets of objects and identify which set is equal to, more than or less than the other.

K.NS.C.1 Compare two numerals, between 1 and 10, and determine which is more than or less than the other.

K.RA.A. 1 Understand addition as putting together or adding to, and understand subtraction as taking apart or taking from.

Learning Target(s)

Learning targets are short term, student-friendly statements that clearly define

what students should know and be able to do at the end of the

lesson. 

(Information for this section of the plan can be

copied from the Curriculum Plan or Proficiency Scale.)



I can use a survey to obtain data for my graph.

I can collect data and record the results on a graph.

I can sort objects and present the data on a circle graph.

I can understand and interpret the data presented on a graph.

I can identify times of the day and the activities that can occur during each.

I can identify the days of the week.

I can identify yesterday, today, tomorrow.

I can identify and state in order the months of the year.

I can identify time to the hour.

SWBAT sort unifix cubes by color.

SWBAT sort students by age.

SWBAT will be able to collect data from peers.

SWBAT will be able to record data on a circle graph.

SWBAT will be able to record data on a graph.

SWBAT identify the day of the week.

SWBAT identify what is today.

SWBAT identify what the day is tomorrow.

SWBAT state the months of the year.

Blended Learning Instructional Framework: Whole Group Instructional Plan

Lesson/Topic Learning TargetLearning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.



Due Date


Lesson 104/05/2021

I can use a survey to obtain data for my graph

Review CountingCombos to 10

Survey and Graph(Lesson 13-6)

Today’s lesson will have students continuing to graph and analyze data. However, today students will also learn how to survey their classmates. Read Aloud: Read through the story and build

student interest in what pet they would want best: rabbit, fish, cat, or dog. After the story students will tell teacher their favorite pet. The teacher will make a tally for that pet. After all tallies have been made, the students will assist the teacher in taking that data and graphing it. After the data has been graphed, the students will analyze the data. “What animal do we want the most? Least? How many more wanted a dog than a cat?”

Students will survey their peers and collect data. They will take the data they collected and represent it on the graph.

Students will watch the following videos:

Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmannhttps://www.youtube.com/watch?v=q_yUC1NCFkE

Sorting Objects for Kids| Sort Objects into Three Groups| Kids Academy https://www.youtube.com/watch?v=vpg--e0pCdE

NumberJacks| A Different Sort| S2E14https://www.youtube.com/watch?v=dsTkVcPVk18

Students will complete questions from the independent practice sheet.

04/05/2021

Lesson 204/06/2021

I can collect data and record the results on a graph.

Review CountingWriting NumbersReview Shapes

Read Bar Graphs(Lesson 13-7)Today’s focus is on bar graphs and how they help us better organize and understand our data. Math Talk #36 “Boys and girls, today we are going

to take some data that we’ve been given and help to organize it a little better! Are you ready?” Present Math Talk #36. Draw attention to the top tally chart. Begin stating the data and make tallies for each.

After the tally chart has been made, draw student’s attention to the matching bar graph below. Then ask “Which fruit was bought the most? The least? How many more strawberries were purchased than grapes? How many fewer pineapples were purchased than pears? How do we know? Which fruit had the same amount purchased.

Collect data on skittles. Each student will be given a bag of skittles to sort.

Once each student has completed their own graph, you will work together to compile the data into a

Students will watch the following videos:

Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmannhttps://www.youtube.com/watch?v=q_yUC1NCFkE

Sorting Objects for Kids| Sort Objects into Three Groups| Kids Academy https://www.youtube.com/watch?v=vpg--e0pCdE

NumberJacks| A Different Sort| S2E14https://www.youtube.com/watch?v=dsTkVcPVk18

Students will complete questions from the independent practice sheet.

04/06/2021

https://www.youtube.com/watch?v=dsTkVcPVk18


https://www.youtube.com/watch?v=vpg--e0pCdE


https://www.youtube.com/watch?v=q_yUC1NCFkE









Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.Small group session to address the following

The student can identify and describe a circle. The student can identify and describe a square. The student can identify and describe a hexagon. The students can identify shapes.

Small group session to address the following The student can draw shapes The student can identify shapes. The students can identify 2-D and 3-D shapes.

Students will complete daily enrichment activities from enVision.


Name Allyson Dillon & Aisshe Sifford Grade Kindergarten Subject Science

Week of 4/5/20214/12/2021 Topic Plan and conduct an investigation to

compare the effects of different strengths or different directions of pushes and pulls on the motion of an object

Make observations to determine the effect of sunlight on Earth’s surface

Link to Tracker Coming Soon!

Planning and Preparation







Cultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.


Long term goal about what students will know and be able to do at the

end of a unit. (Information for this

section can be copied from the Curriculum Plan or Proficiency

Scale.)

Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).

K.PS2.A.1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an objectK.PS3.A.1Make observations to determine the effect of sunlight on Earth’s surface

Learning Target(s)




end of the lesson. (Information for this

section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)



I can plan and conduct an investigation with my classmates using help from my teacher I can explain that things can move, and that when they do, they are in motion I can identify various types of motion I can differentiate between a push and pull I can describe the strengths and directions of a push or pull I can compare the strengths and directions of a push or pull I can generalize the impact of a bigger or smaller push or pull I can predict the impact of objects colliding

I can explain what the sun does for the EarthI can explain what different types of weather feels like

Students can conduct investigations using push and pull With guidance, students describe the purpose of the investigation, which

includes determining the effect of sunlight on Earth materials by identifying patterns of relative warmth of materials in sunlight and shade (e.g., sand, soil, rocks, water).

Based on the given investigation plan, students describe, with guidance, the evidence that will result from the investigation, including observations of the relative warmth of materials in the presence and absence of sunlight (i.e., qualitative measures of temperature; e.g., hotter, warmer, colder).

According to the given investigation plan and with guidance, students collect and record data that will allow them to o Compare the warmth of Earth materials placed in sunlight and the

same Earth materials placed in shade. o Identify patterns of relative warmth of materials in sunlight and in

shade (i.e., qualitative measures of temperature; e.g., hotter, warmer, colder).

o Describe that sunlight warms Earth’s surface. Identify the sun as the object that warms

Earth’s land, water, and air

Recall that weather is what the air is like

outside

https://www.youtube.com/watch?v=g6tJAy_7AL4

https://www.youtube.com/watch?v=omkuE6Wa5kQ

https://www.youtube.com/watch?v=8GKmCQOy88Y







How can one predict an object’s continued motion, change in motion, or stability?What is energy?

Academic Vocabulary


Push, pull, motion, impact, direction, temperature, weather,



Exit ticket 1https://stlps-my.sharepoint.com/personal/kmoody8909_slps_org/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1%2FK%2EPS2%2EA%2E1%20Exit%20Ticket%20%231%2Epdf&parent=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1&originalPath=aHR0cHM6Ly9zdGxwcy1teS5zaGFyZXBvaW50LmNvbS86YjovZy9wZXJzb25hbC9rbW9vZHk4OTA5X3NscHNfb3JnL0VhdzZMb3lPdzlGTGpnU0hzcTdCb244QjdQQWhxMkdmUXFLYWprTGxsTnM0YVE_cnRpbWU9ZHhtZUFVSlkyRWcExit ticket 2https://stlps-my.sharepoint.com/personal/kmoody8909_slps_org/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1%2FK%2EPS2%2EA%2E1%20Exit%20Ticket%20%232%2Epdf&parent=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1&originalPath=aHR0cHM6Ly9zdGxwcy1teS5zaGFyZXBvaW50LmNvbS86YjovZy9wZXJzb25hbC9rbW9vZHk4OTA5X3NscHNfb3JnL0VkeGJWNi1rYVJWRmpCTlViZmNkT1IwQjR6WFFmV0RqVlhkTFlDV0xHOXljN1E_cnRpbWU9T1RHZEUwSlkyRWcAssessmenthttps://stlps-my.sharepoint.com/personal/kmoody8909_slps_org/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1%2FK%2EPS2%2EA%2E1%20Assessment%2Epdf&parent=%2Fpersonal%2Fkmoody8909%5Fslps%5Forg%2FDocuments%2F2020%2D21%20Curriculum%20Updates%2FElementary%20Science%2FKindergarten%2FK%2EPS2%2EA%2E1&originalPath=aHR0cHM6Ly9zdGxwcy1teS5zaGFyZXBvaW50LmNvbS86YjovZy9wZXJzb25hbC9rbW9vZHk4OTA5X3NscHNfb3JnL0VRQU1lZ0V3amE5T3BCVVF1UUprUkVrQm1sSkZFTEtCYi1UZmdYS0ptZWttOFE_cnRpbWU9a0JDMUwwSlkyRWc





Due Date












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Lesson 1(4/5)Monday

I can identify various types of motion I can predict the impact of objects colliding

ENGAGE

Ask students to think about different sports that they have played which involve either hitting or kicking a ball. Discuss a baseball player hitting a ball with a bat or a soccer player kicking a ball with his or her foot. Say: A pitcher throws a ball toward the batter. Ask: What does the batter try to do? Discuss with students what can happen to the ball when it is hit.

Explore

Show pages 18-19, and discuss what they see happening in the picture. Discuss motion of the ball and where the racket is. Read pages.

Explain

Point to the tennis ball and say: The tennis

player hit the ball with a racket. The ball

follows a path as it moves. The path that the

ball follows is its direction.

Have students (or teacher) walk from one area of the classroom to another and describe the direction:” Student is walking from the door to his chair. Teacher is walking from the board to

EVALUATE

Have students record their answer

to the Wrap It Up question in their

science notebook.

Wrap It Up!

1.

RESTATE How do tennis players change

the direction of the ball?

Have students go outside and practice rolling or kicking a ball at the wall, and thinking about what happens when it hits the wall.

Journal entries 4/5







the door.”

Looking back at the page, Say: The tennis ball is moving toward the girl. Ask: What is the girl getting ready to do with her racket? (explain how to play tennis)

Ask: What will happen to the ball when the

racket hits it? (The ball will move away from

the tennis player.) Will the ball be moving in

the same direction anymore? Why or why

not?

Direct students to look at the inset picture of

the hockey player. Read the caption text and

say: Hockey players use a stick to hit a puck

along the ice toward a goal. This player is

trying to get the puck to change direction.

Ask: How can the hockey player change the direction of the puck? What happens to the puck when it hits

the wall? Discuss how a hockey puck slides

along the ice and when it hits, or collides, with something, the puck’s direction changes.

Roll a ball or other object so that it runs into something (wall, another object, etc.). What happened when it hit another object?

Lesson 2(4/7)Wednesday

I can identify various types of motion

I can predict the impact of objects colliding

ENGAGE

Recall the previous lesson with the girl playing tennis. Ask: How can the girl the change direction of the ball? Which way will the ball move then?

Explore

Show pages 20-21, and go over the materials of the experiment. Create a chart titled : Changing Direction. Have three columns: Roll the ball, What I predict, What happened. Then have 4 rows for: trial 1-4.

Read aloud the heading, and then the

investigation question: How can you change

the direction of a moving object? Read aloud

the steps on page 21.

EVALUATE

Have students record their answer

to the Wrap It Up question in their

science notebook.

Wrap It Up!

1.

DRAW CONCLUSIONS How did you change the

direction of the ball?

Journal entries 4/7

https://www.myngconnect.com/api/ngs_content/books/d8745301-3f4e-11e4-8dd6-a6b1837de816/OEBPS/page_000029.xhtml

Fill out the chart as you complete the experiment.

Explain

What did you need to do to get the ball to roll back to you?

(We sat with the wall straight ahead of us. Then we rolled the ball in a straight line directly toward the wall.)

What was different when you

changed the way you rolled the ball?

(When

we rolled the ball from different places, such as from one side or another verses straight ahead, the ball hit the wall and rolled away in different directions. It did not roll back to us.)

How can you change the direction of a moving ball?

(I can make it hit something else, which

will make the ball change direction. I can also

make the ball bounce off the wall in different

directions by changing my position and the

way I roll the ball.)

Lesson 3(4/9)Friday

I can identify various types of motion I can compare the strengths and directions of a push or pull I can predict the impact of objects colliding

ENGAGEAsk students to think about when they wererolling the ball to change its direction duringthe Investigate activity. Ask: Did you roll theball with a strong or weak push? How did theball roll after it hit the wall? Have studentsshare their experiences. Discuss what otherways players could control the motion of a ballwhen playing sports such as soccer, volleyball,basketball, tennis, football, and baseball.

ExploreShow pages 22–23. Have students share whatthey observe happening in both pictures. Pointto each picture of the batters and ask: What ishappening here? Have students share theiranswers. Discuss how in baseball, there is aperson with a bat trying to the hit the ball awayfrom them, as is shown in these pictures.Read pages

ExplainSay: The batter hits the ball hard. Theball moves fast. Speed is how fast somethingis moving. Have students back away from the computer a little bit. Ask them to walk slowly back to their chair. Say: You all walkedslowly. You were moving at a slow speed. Have them do it again, but come back to their chair quickly. Say: You all walked quickly. You weremoving at a faster speed. Have students shareother thoughts about objects they know of thattravel at varying speeds, such as cars, trucks,planes, and so on.

Direct students’ attention to the picture ofthe batter on page 22 and reread the caption.Explain that in baseball, a pitcher throws the

EvaluateHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!What is speed? (Speed is how fastsomething is moving.

Journal entries 4/9



ball at a fast speed and batters try to hit the ball with different strengths and in different directions.Say: The pitcher threw the baseball towardthis batter. The batter swings his bat and thebat and ball collide. The bat gives the ball ahard hit, or push. Ask: What happens to theball after the bat and ball collide? (The ballmoves away from the bat.) In this picture doesthe ball move slowly or quickly away fromthe bat? (quickly) Why do you think it movesquickly? (Because the batter hit the ball hard; ahard push moves a ball faster than a soft push.)

Direct students’ attention to the inset picture ofthe batter. Read the caption text aloud. Say: Thisbatter uses his bat to give the ball a soft hit,or push. Ask: What does the soft hit do to theball? (It makes the ball move slowly away fromthe bat.) Why does it move slowly?

Discuss with students the way the ball’s speedcan change after the bat and ball collide. Ask:Do you think the baseball is thrown at thebatters quickly or slowly? Explain. (I thinkthat the balls are moving quickly toward thebatters. You would have to throw the ballhard to get it from the pitcher to the batter.)Which type of hit can make the ball’s speedbecome faster? (a hard hit) Which type of hitcan make the ball’s speed become slower?(a soft hit) How can the type of hit changea ball’s speed? (Harder hits, or pushes, canmake a ball’s speed get faster; softer hits canmake a ball’s speed get slower.)

Lesson 4(4/12)Monday

I can identify various types of motion

ENGAGE

Ask student to think about the different waysthey have learned that people can changemotion. Remind students of the soccer playersusing hard and soft pushes to move balls, the

EVALUATEHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!

Journal entries 4/12

people using weak and strong pulls to move asled, the football players starting and stopping aball, and the tennis and hockey players changingthe direction of moving objects. Have studentsshare the different ways they were able tochange the way objects moved during theirprevious investigations

ExploreShow pages 24 and 25. Read the list of materials, and investigation question: How can you change the speed of an object?Create a chart titled: Changing SpeedThree columns: Size of ramp, What I predict, What happenedTwo rows: 1 book, 3 books

Fill out the chart as you complete the experiment.

ExplainWhat was different about theway the car rolled down the 1-book rampversus the 3-book ramp?Why do you think the car’s speed wasdi Howcan you change the speed of the car?fferent for each ramp?

EXPLAIN How did the speed of the toy carchange?

Lesson 5(4/14)Wednesday

I can explain what the son does to the Earth

EARTH SCIENCE

ENGAGEAsk students to think about a warm, sunny day.Say: Think about being outside on a bright,sunny day. Then think about facing thesun and closing your eyes. Ask: How doesyour face feel when the sun is shining on it?(Possible answer: warm)

ExploreHave students observe the picture on pages 4–5.Ask: What do you see in this picture? (Possibleanswers: I see a lot of houses close together. Isee cliffs made of rock. I see some green plants.I see water and boats. I see clouds and the sun

Have students record their answersto the Wrap It Up questions in theirscience notebook.Wrap It Up!Draw a picture of how you feel in the sun.

Journal entries/discussion 4/14


in the sky.) How can you tell that the sun isshining? (Possible answers: I see shadows onthe houses. I see a bright spot in the sky, andthat’s the sun.)Read aloud the lesson’s main heading. Explainthat Earth is the planet we live on. Ask: Whatdoes the title of this lesson tell you aboutthe sun? (The lesson title tells me that the sunwarms our planet.)Read text

ExplainAfter you read pages 4–5, have students look forkey details by asking: What words in the textname things on Earth that are warmed bysunlight? (skin, water, land, air) Direct studentsto study the picture on pages 4–5. Ask: Whatthings in the picture are being warmed bysunlight? (Possible answers: Sunlight warmshouses, buildings, plants, steps, porches, rockycliffs, the water, and boats.)

Have a volunteer point to a sunny place in thepicture. Ask: How would you feel in that sunnyplace? (Possible answers: I would feel warm orhot. My eyes might hurt from the bright light.)What else in that sunny place would feelwarm? (Possible answer: The building/wall/roadwould feel warm, too.)

Have another volunteer point to a shady place.Ask: How would you feel in that shady place?(Possible answers: I would feel cooler than in thesun. It would not be as bright in the shade.)

Read aloud the caption on page 5. Ask: What doyou think would happen if sunlight did notwarm Earth? (Possible answer: Earth would bevery cold.) Why is the sun important? (Possibleanswer: The sun gives Earth light and keepsEarth warm.)

Lesson 6 I can explain what different types of weather feel like

ENGAGEAsk students to recall words that describe

Have students record their answerto the Wrap It Up question in their

Journal entries/discussion 4/16




(4/16)Friday

different kinds of weather. Write their weatherwords on the board. (Possible words: sunny,windy, raining, snowing, sleeting, hailing, freezing,cool, hot, warm) Ask: Which of these wordsdescribe today’s weather? (Answers shouldreflect the region where students live.)

ExploreRead aloud the lesson’s main heading. Say: Themain heading of this lesson is The Weather.Draw a word web on the board. Write the wordweather in the center oval of the web.•Explain that the pictures on pages 10–11 showdifferent weather in the same place at differenttimes of the year. Have students look at the largebackground picture on pages 10–11. Ask: Whatwords describe the weather in this picture?(Possible answers: snowy, cloudy, icy) Recordstudents’ words in outer ovals on the word web.•Have students look at the smaller inset pictureon page 11. Ask: What words describe theweather in this picture? (Possible answers:warm, cloudy, and sunny) Add these words tothe webRead text

ExplainAfter reading pages 10–11, ask: What isweather? (Weather is what the air is likeoutside.) Have students recall key details of thetext by asking: What details does the text tellyou about the weather? (Weather changesfrom region to region. Some regions are coldin winter and warm in summer. Temperaturemeans how warm or cold the air is.) Explain thata region is a large area or place.•Say: Think about where we live. Ask:What is the weather like today? (Answersshould reflect the current weather outsidethe classroom.) What was the weather like

science notebook.Wrap It Up!Draw pictures of yourself in different types of weather





yesterday? (Answers should reflect the priorday’s weather.)•Ask: How does the weather today comparewith the weather yesterday? (Answers shouldreflect the weather yesterday and today.)•Say: The region, or place, shown in thesepictures has cold, snowy weather in winterand warm, sunny weather in summer. Ask:What is the weather like in our region inwinter? (Answers should reflect the regionwhere students live.) What is the weather inour region like in summer? (Answers shouldreflect the region where students live.)•Ask: How does weather from differentregions compare? How is it the same? Howis it different? (Answers should reflect theweather in different regions.)Remind students of the two activities theyhave carried out in this unit. Point out that inboth of these activities, students measuredhow warm or cool materials were. Write theword temperature on the board. Say: Thetemperature is the measure of how warm orcold the air is. Ask: What is the temperatureoutside like today? (Answers should reflectthe day’s relative temperature. Students shoulduse words such as cold, cool, hot, or warm.)Point to the winter picture. Ask: Do you thinkthe temperature in this picture is warm orcold? (cold) How can you tell? (I see snowon the ground and ice on the river.) Point tothe summer picture. Ask: Do you think thetemperature in this picture is warm or cold?(warm) How can you tell? (There is no snow.


Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a

leader in student achievement and teacher quality.Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.


Name Allyson Dillon & Aisshe Sifford Grade Kindergarten Subject Social Studies

Week of 4/5/20214/12/2021 Topic Making choices Link to Tracker Coming Soon!

Planning and PreparationCultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.


Long term goal about what students will know and be able to do at the

end of a unit. (Information for this

section can be copied from the Curriculum Plan or Proficiency

Scale.)

Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).

K.TS.7.D Share findings about a topic.

K.TS.7.E Ask questions and find answers about a topic, with assistance.

Learning Target(s)




end of the lesson. (Information for this

section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)



I can share findings about a topic.

I can ask questions and find answers about a topic, with assistance

I can describe goods and services

I can identify ways to earn, use, and save money

Students will discuss what they have learned about a topicStudents will ask questions, and find the answers to understand a topicStudents will describe how consumers and producers trade goods and services for money



How do we make choices?What are goods and services? How do people attain them? How is money earned, used, and saved?

Academic Vocabulary


consumer, producer, good, service



Journal entries that show student understanding, discussions and explanations





Due Date


Lesson 1 (4/6)Tuesday

I can describe goods and services

I can identify ways to earn, use, and save money

Reread “All About Money.” Define the words “good” and “service” to the class. Lead the students in defining the words. Start an anchor chart that you will use throughout the week. Make the anchor chart with 4 boxes and include the following headers: good, services, producers, and consumers. Add definitions of goods and services along with a picture. Watch goods and services video: https://www.youtube.com/watch?v=Umq76iNkhx0Or there is a brainpopjr on goods and services:https://www.youtube.com/watch?

Students draw a picture of a good, and a picture of a service

Drawings in their journal 4/6

https://www.youtube.com/watch?v=zxrtHgd_DLc

https://www.youtube.com/watch?v=Umq76iNkhx0

https://www.youtube.com/watch?v=Umq76iNkhx0

v=zxrtHgd_DLcDiscuss what students learned in the video.

Lesson 2(4/8)Thursday

I can describe goods and servicesI can identify ways to earn, use, and save money

Ask the students what they think a consumer is. Use the word in a few different sentences to give them clues. Define the word with the class.Read: Who’s Buying? Who’s Selling?” By Jennifer Larson.Reread the definition of “consumer” to the class. Ask: “What does it mean when it says that consumers purchase goods?” Read pages 4-7 of Who’s Buying? Who’s Selling? Add the definition of consumer to your anchor chart, and add a picture to match the definition.Have the students help you with a good and service sort. Hold up pictures for goods and services. Put a thumbs up if it is a good and a thumbs down if it is a service.

Draw a picture of a service you can do Drawings in their journals 4/8

Lesson 3 (4/13)Tuesday


Ask students what they think a producer is. Use the word in a few sentences and tell them that it is the opposite of a consumer. Then define the word with the class.Reread the definition of “producer” to the class. Ask, “What does it mean when it says that a producer supplies a service?” Lead students to defining the word “service.”Read pages 8-13 of Who’s Buying? Who’s Selling? By Jennifer Larson.Add the definition of producer to the chart, and pictures to go with it. Read pages 14-21 of the book.

Draw a picture of a producer. Drawings and discussion about how to save for their items

4/13

Lesson 4(4/15)Thursday


Ask students to talk about what a good, service, consumer, and producer are. Read pages 22-27 of “Who’s Buying? Who’s Selling?” By Jennifer Larson.Discuss with the students the idea of supply and demand. Show 3 colors of skittles. 1 or 2 of two colors, and many of the third color. Have the students color what color skittle they would like to purchase. See how many of each color the students want to purchase. Once you find a color that does not have enough for everyone to purchase, talk about the supply is down so the demand is high.

Students will draw pictures of supply and demand. What if there were only 2 apples, and 10 people?

Drawings & discussion 4/15

https://www.youtube.com/watch?v=zxrtHgd_DLc

Introduce students to the idea of trading to get what they need.