Table of Contents

Calendar

Reading Activities

Reading Lesson Plan

Reading Learning Goal Assessment Chart

12

Math Activities

13

Math Lesson Plan

27

Math Learning Goal Assessment Chart

30

Social Studies Activities

31

Social Studies Lesson Plan

38

Social Studies Learning Goal Assessment Chart

40

Science Activities

41

Science Lesson Plan

46

Science Learning Goal Assessment Chart

48

Physical Education Activities

49

Physical Education Lesson Plan

51

Physical Education Learning Goal Assessment Chart

52

Checklist of All Assignments

53

Summary

54

Standards and Learning Goals

55

Literature and Internet Resources

58

WEEK 1

NAME: 1st Grade Unit Plan

MON:

TUES:

MONTH: October
WED:

YEAR: 2014

THUR:

FRI:

ELA
Read S is for
Smores with prereading and
during reading
questions
Discuss the book
in partners
Sorting camping
items activity
Students will
write their own
stories about
camping using the
items they sorted

Read Sweet Briar

Goes to School and
discuss using
Turn and Talks
Writing Prompt

Decoding with
Handprint Toads
Activity

Reading by the
Campfire with
partners, tents,
and flashlights

QR Codes Activity
for listening and
following along
with books

Caught You Making

Tens with
Manipulatives and
Workmats

The Great Bug

Jump
Measurement
Activity

Pitch a tent
Adding numbers
that make tens and
stacking cups with
bungee cords

Whats for Dinner?

Measurement
Activity

Create a Compass
Rose
Complete Fox
Maps as an
assessment

Introduce Relative
Location
Tour and Draw a
Map of the School,
including the
Compass Rose

Read Franklins
Neighborhood
Map Activity to
find important
places in the
community

Students give
directions to
partners by using
relative location

Introduce all
animal sounds for
the Animal of the
Day Activities
Explore Animal
sounds in groups

Students will
create binders to
match animals and
their tracks

Matching game
that pairs animals
with their tracks

Scavenger hunt to
match animals
and their tracks

MATH
Fishing for Math
Facts Activity

SOCIAL STUDIES
Introduce Maps,
including cardinal
directions and the
compass rose
Fill out the concept
web
SCIENCE
Read Over the
Forest aloud
Students will draw
a picture from the
story and share
with a partner
PHYSICAL EDUCATION
Fishermen and Fish

Whichever Way the

Wind Blows
Activity

WEEK 2

NAME: 1st Grade Unit Plan

MON:

TUES:

MONTH: October
WED:

YEAR: 2014

THUR:

FRI:

ELA
Camping Sight
Words Matching
Activity

Read it, Trace it,

Glue it, Draw it
Activity with
camping sentences

Beginning Sound
Picture Matching
Activity

Computer and iPad

Reading Activities

Compound Words
Instruction and
cutout activity

Instruction and
exploration into
fractions through
graham crackers
Journal writing
about fractions
and smores

Base Tents
Activity and
Worksheet for
base ten practice

Hike Back to Camp

base ten Game
Board

Writing Camping
Stories, including
times with pictures
of clocks for each
time

Introduce World
and US Maps and
the globe
Read Me on the
Map by Joan
Sweeny

Students create
graphic organizers
to connect how
they relate to the
world around
them

Have students
explore a map of
Burdette Park,
marking camping
and other
important
locations

Going Camping
Students will
explore a
campground map
and take a virtual
camping trip

Students will use

information cards
to put woodland
creatures in order

Bingo game for

students to
connect animal
characteristics and
habitats to the
correct woodland
creature

Charting the
differences
between nocturnal
and diurnal
animals

Learning Centers
to learn about how
to safely come into
contact with
different animals

MATH
Introduce Smores
Ten-Frames to
make connections
between normal
ten-frames
Ten-Frame Smores
Activity
SOCIAL STUDIES
Contrast Physical
Features and
Human Features
Scavenger Hunt

SCIENCE
Students will
extend their
binders by adding
more information
about the habitats
of each animal
PHYSICAL EDUCATION
Tent Builders and
Tent Dozers

School of Animals

Key:
Whole-Class In this configuration, the teacher will usually introduce a topic while students actively follow along.
Students will participate in whole-group discussions, activities, and assignments.
Small-Group In this configuration, the students will split into groups of 4-5 to find further meaning from a topic.
Students will typically complete activities in a station format, but the whole class might also explore the same concept
within the parameter of a group setting. This will allow the teacher to monitor while also working with specific groups.
Partner In this configuration, students will work with one partner each to explore concepts and complete
assignments and activities. Partners will be decided by the teacher in order to match each students strengths.
Individual Some of the activities will be completed individually, including some forms of assessment. This is to assure
that each student is on target with the concepts and standards for the entire unit.
*The Bolded Units have attached Lesson Plans*

Reading Lesson Plan

Title:
Camping-Reading

Date(s):
One day with extension activities

Core Standards:
1.RN.2.1
Ask and answer questions about key details to clarify and confirm understanding of a text.
1.RV.2.2
Define and sort words into categories (e.g., antonyms, living things, synonyms).
1.W.3.3
Develop topics for stories or poems, using precise words to describe characters and actions and temporal
words to signal event order, with ideas organized into a beginning, middle, and ending.
Materials/Resources:
Tent
Lawn chair
Fake campfire materials
S is for Smores: A Camping Alphabet
Camping objects (flashlight, stick, marshmallow, rock, toilet paper roll, stuffed forest animal, hat,
sunscreen, picture of tent, picture of matches, pillow, picture of folding chair, fishing bobber, a cooking pot,
water bottle, etc.)
Student journals
Objectives:
Students will ask and answer questions about key details while I read S is for Smores.
Students will be able to name camping objects and sort the words into different categories.
Students will write a story using their camping objects. They will practice using precise words to
describe characters and actions and organizing ideas into a beginning, middle, and end.
Assessment:
Monitor I Wonder Questions. (1.RN.2.1)
Observe and look back at pictures and notes on the camping object sorts. (1.RV.2.2)
Grade students short stories. (Include rubric?) (1.W.3.3)
Introduction/Motivation/Springboard (Before):
Before class the day of our camping themed reading lesson, I will transform our reading area into a
campsite. I will change my teaching chair to a lawn chair, make a fake campfire that we can listen to stories
around, and set up a tent to be used during independent reading time. These changes in the room will

hopefully motivate students to get engaged and learn with the camping theme.

Procedures/Activities (During):
Whole Group
1. Students will gather in our Reading Campsite.
2. Teacher will ask pre-reading discussion questions.
a. How many of you have ever been camping before?
b. What kind of things did you do while you camped?
c. Did you see any animals?
d. What kind of supplies did you take with you?
Whole Group/Partners
3. Teacher will read S is for Smores.
a. During reading, have students turn and talk with a partner to come up with I Wonder
Questions.
4. After reading, discuss what the students wondered about.
a. Model looking back through the book to try and find answers (using the small print on each
page in this particular book).
b. Bring up the other sources you can use to find answers (internet, encyclopedia, dictionary,
etc.).
Small Groups
5. Divide students up into small groups of 3 students (determined by teacher).
6. Give each group 8-10 camping items. These can be different from group to group. (Flashlight, stick,
marshmallow, rock, toilet paper roll, stuffed forest animal, hat, sunscreen, picture of tent, picture of
matches, pillow, picture of folding chair, fishing bobber, a cooking pot, water bottle, etc.)
7. Instruct groups to sort their items into 2 or 3 different categories. They should come up with their
own way to sort and their own categories. Then in a journal, record their items names and how
they were categorized. (Invented spelling is fine in this activity.)
8. While the groups are working, take a picture or take note of each groups work. Have the students
explain how and why they sorted their items. Take note of their explanation.
9. Instruct groups to come back to the reading campsite.
Whole Group
10. Have a discussion with the students about how and why they sorted their items with the class.
11. Instruct students that they will write their own short story about a pretend camping trip using the
items they sorted. **Students have been instructed and practiced writing short stories on their own
previously.**
Individual
12. Students will write their short story and turn in when they are completed.
13. After being graded, their short stories will be displayed in the hallway.
**Early finishers may illustrate their work or read other camping books independently.

Closure Activity/Extensions/Homework (After):

EXTENSION ACTIVITIES INCLUDED IN CALENDAR

CAMPING STORY RUBRIC

Excellent 8-10

Good 5-7

Needs Improvement 0-4

There is a beginning,
middle, and end in the
story.

There is a beginning,
middle, and end in the
story.

The beginning, middle,

or ending of the story is
missing.

There is no clear
beginning, middle, or
end in the story.

There are many details

that go with the topic.

All of the details go with

the topic.

Some of the details go

with the topic.

None of the details go

with the topic.

The characters and

actions are described
accurately.

All characters and

actions are described
accurately.

Some characters and

actions are described
accurately.

No characters or actions
are described.

Transition words are

used.

Transition words are

used throughout the
story.

Transition words are

only used in part of the
story.

No transition words are

used.

Math Lesson Plan

Title:
Smores Fractions

Date(s):
Week 2 - Tuesday

Core Standards:
1.G.4: Partition circles and rectangles into two and four equal parts; describe the parts using the words
halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as
two of, or four of, the parts. Understand for partitioning circles and rectangles into two and four equal parts
that decomposing into equal parts creates smaller parts
Materials/Resources:
Graham Crackers
Chocolate
Marshmallows
Baking Sheet and an available oven (ask cafeteria)
Worksheet
Objectives:
Students will be able to understand the relationship between the whole, two halves, and four fourths by
decomposing and composing graham crackers
Assessment:
Students will be assessed formatively on how they participate in the activity, their understanding of
fractions through their graham cracker placements and answers to questions asked by the teacher, on the
worksheet attached, and on their explanation of the concepts in their math journals.
Introduction/Motivation/Springboard (Before):
Introduce Smores through the poem in Toasting Marshmallows: Camping Poems
Ask students if they want to make some smores.
Procedures/Activities (During):
1. Each student will get a graham cracker and a worksheet with diagrams of the graham cracker.
2. Students will divide their graham cracker into two parts along the center line and record what this
looks like on their worksheet. The teacher will model on the board first.
3. Students will then divide each of the two parts into two more parts to make four equal parts total.
They will record this on their worksheets as well. The teacher will model on the board first.
4. Students will be given another graham cracker to stack each of the parts on to compare the
relationships between halves, fourths, and the whole. Ask:
What do you notice when you stack two halves on the whole graham cracker?

 What do you notice when you stack four fourths on the whole graham cracker?
Is there another combination that you can stack to make a whole graham cracker?
5. Students will write about their discoveries in their math journal while the smores are being made.
Closure Activity/Extensions/Homework (After):
Make smores by stacking the graham crackers, marshmallows, and chocolate as shown in the picture and
sticking them in the oven for a short amount of time. (Ask school cafeteria for permission).

(Picture from: http://firstgradewow.blogspot.com/2012/03/smores-day.html)

Worksheet:

Rubric:

Social Studies Lesson Plan

Title:

Date(s):

Physical Feature Hunt

Monday of week two

Core Standard(s):
1.3.4
Identify and describe physical features* and human features* of the local community including home, sch
and neighborhood.
*physical features: geographic features that occur in nature, such as land and water forms, natural
vegetation and wildlife
*human features: features created by humans, such as buildings, cities, roads and farms
Materials/Resources:
Large graphic organizer (either on paper or board)
Student copy of graphic organizer (one per student)
Pencil (on per student)

Objectives:
Understand relative locations.

Assessment:
The student will be assessed on their understanding of physical and human features. Their knowledge wi
be determined by what they write/ draw in their columns. If the student has different words then discuss
in class, then you can assume that the student has grasped the concept. If the student writes down only th
words discussed in class you can assume that the student knows the knowledge but needs more instructi
on the concept.

Introduction/Motivation/Springboard (Before):
*Review of previous weeks activities on maps.
*As review questions ranging from What is a map? What is relative location? or Does anyone know w
a physical/human feature is?

Procedures/Activities (During):
Introduce the concept of physical features and human features. Explain that physical features are things i
nature that naturally occur. These can be trees, streams, and hills. Continue by explaining that human
features are manmade objects in the community. These can be roads, signs, buildings, and lights. So the
students can understand and remember the difference, create a two column graphic organizer like below

Physical Features
Trees
Grass
Hills
Streams

Human Features
Roads
Lights
Signs
Buildings
Sidewalks

One column should be labeled physical features while the other is labeled human features. Allow the
students to come up with examples of each one while you write them under the appropriate heading.

Afterwards, if there is time, take the students on a scavenger hunt. This should take place in the classroom
and on the playground. While on this hunt each student should have a copy of the graphic organizer on
paper. They are to look around the classroom and playground for examples of physical and human featur
They can write or draw their examples in the columns.

Closure Activity/Extensions/Homework (After):

After the scavenger hunt, the can discuss their findings with the class. This allows students to see what th
peers came up with for the different columns.
Rubric for Physical and Human Features:

Science Lesson Plan

Title: Animal Tracks

Date(s): November, 2014

Core Standards: 1.3.1 Classify living organisms according to variations in specific physical features

(e.g., body coverings, appendages) and describe how those features may provide an advantage for surviva
in different environment.

Materials/Resources:

Stuffed animals
Pictures of the animals
Animal track cards
Smart Board

Objectives:

Students will be able to recognize animal tracks with the animals that the tracks came from

Assessment:

Students will be assessed by their ability to match the correct track cards with the animals each
track matches with. By seeing their ability to connect the two, I will have a well-rounded idea of th
students understanding.

Introduction/Motivation/Springboard (Before):

We will start with the promethean board review the animals and their tracks with the students
Students will take turns coming to the board and playing the memory game using promethean
board
Students will have to match the correct track and animal together, and it will be played as the gam
memory
Then students will be directed for the class activity

Procedures/Activities (During):

Students will go with teacher to the gym

Teacher will have placed many track cards along the floor of the gym going different directions
Students will have a paper with tracks and animals
Students will follow track cards to find the hidden animal or picture of that animal around the gym

or room
As students follow the tracks in the gym to different animals, they will match the tracks on their
worksheet to the animals they find by recording with a line from one to the other using their penc
Teacher will walk around observing whether students are just following random tracks or
connecting the knowledge they have gathered from previous lessons as well as group work
Teacher will also observe the students based on their ability to stick to the task

Closure Activity/Extensions/Homework (After):

Students and teacher will go back to classroom

Teacher will have the tracks and animals from the gym on the board
Students will have opportunity to give the answers they discovered, and teacher will have any
students answer even if they are wrong
Together the class will decide who they think is right, then the teacher will pull up the correct
answers on the board
Students will use a different color on their papers to draw a lines for ones that are incorrect

Rubric: