Hannah Poor
Integrated Lessons Block Plan
Day 1 – Math
Lesson
Lesson Traveling for Impact
- After this lesson,
students will be able to
demonstrate 2-digit
addition using base 10
blocks.
- Following the guided
math station, students will
be able to construct their
own addition statement.
Objective(s) - Upon the completion of
the centers, students will
be able to explain how to
add two 2-digit or two 3-
digit numbers.
- 2.CA.1: Add and
subtract fluently within
100.
- 2.CA.4: Add and
subtract within 1000.
Standards
Enabling Impact
Day 2 – Science
Lesson #1
Planting for Impact
- Following this lesson,
students will be able to
describe the difference
between deforestation and
reforestation.
- During this lesson,
students will be able to
articulate and justify their
hypothesis about what is
happening to the Amazon
Rainforest.
- At the completion of this
activity, students will be
able to report on the
impact that planting a tree
has on their community.
- K-2.E.1 Pose questions,
make observations, and
obtain information about
a situation people want to
change.
- SEPS.8 Obtaining,
evaluating, and
communicating
information
Day 3 – Science
Lesson #2
Creating for Impact
- During the inquiry
activity, students will
hypothesize about which
3 materials will work best
to build a bridge that
holds the most amount of
weight (measured in toy
cars).
- During this lesson,
students will work in
groups to construct a
bridge that meets a certain
requirement of holding as
many toy cars as possible.
- Following this lesson,
students will be able to
articulate the impact that
inventors and inventions
can have on society.
- K-2.E.1 Pose questions,
make observations, and
obtain information about
a situation people want to
change.
- SEPS.3 Constructing
and Performing
Investigations
Day 4 - Reading
Connecting for
Impact
- Following the mini-
lesson, the students will
be able to compare and
contrast the three
variations of connections.
- During the workstations,
the students will be able
to justify their
classification of the
connections they will
make.
- After the guided reading
station, the students will
be able to formulate their
own connections based on
a given text.
- 2.RL.4.1 Use
information gained from
the illustrations and words
in a print or digital text to
demonstrate
understanding of its
characters, setting, or plot.
- 2.SL.1 Listen actively
and adjust the use of
spoken language to
Day 5 - Writing
Writing for Impact
- During this lesson,
students will modify an
example paragraph by
arranging and organizing
the sentences within the
given paragraph.
- Following this lesson,
students will be able to
construct informative and
compelling introductory
and concluding
statements.
- After completing this
lesson, students will be
able to design a
persuasive paragraph in
the form of a letter to a
member of congress.
-2.W.3.2 Write a
paragraph or paragraphs
on a topic that introduce a
topic, provide facts and
details about the topic,
and provide a concluding
statement.

- Just us Women
- Base 10 blocks
- iPads
- “Maps” of locations
- Anchor Chart
- Base 10 blocks mats
- Dice (at least 12)
- Deck of cards (only
Materials number cards)
- Dry erase boards
- Scrap paper
- Skittles
-Anticipatory Set: Read
Just Us Women. The
students will discover that
in order to go on a trip,
one needs to calculate the
distance traveled using
addition.
- Mini-Lesson: The
students will explore the
Body/ word “impact,” and they
Activities will discuss how traveling
and getting an education/
learning addition can
impact their lives.
- Stations:
- Guided Math: The
students will plan their
own road trip and
calculate the distance
traveled by adding.
- Basket full of
paper/wood products
- PowerPoint slides on
deforestation/reforestation
- PowerPoint printed
slides
- Hypothesis recording
sheets
- “Among the Trees”
book by Hannah Poor
- Biodegradable cups
- Soil
- Elm Tree Seeds
- Anticipatory Set: The
students will pass around
many common household
items that have been made
from trees.
- Lesson Presentation:
- Show maps, zooming
into the Amazon
Rainforest
- Use hypothesis paper
to guess why the two
pictures of the Amazon
Rainforest look different.
- Read “Among the
Trees” by Hannah Poor.
Engage the students in a
discussion about how the
maps connect to the
hypothesis and the read
aloud.
- Rosie Revere, Engineer
- 5 brown bags
- Supplies for bridges
(straws, craft sticks,
toothpicks, cardboard
pieces, string, pipe
cleaners, paper towel
rolls, and tape)
- Hypothesis Recording
sheet
- $2 Response Cards
- Anticipatory Set: The
students will hear a read
aloud of “Rosie Revere,
Engineer,” and they will
discover how Rosie
created just to see how
things worked and to help
others.
- Lesson Presentation:
- Impact: The students
will discuss how
inventing solutions to
problems can make an
impact.
- Engineers: The
students will learn that
they are going to build
bridges out of materials of
their choice that will hold
the most toy cars.
communicate effectively
with a variety of
audiences and for
different purposes.
- LP: PowerPoint, Mini- - PowerPoint for
Lesson anchor chart page, minilesson
Cards for mini-lesson - Sentence strips for
anchor chart, glue stick guided practice
- GR: 4-5 copies of “The - Yes/No cards for
Curious Garden,” 4-5 independent practice
copies of “Letter to a - Brainstorming sheet for
Friend,” 4 handwritten all students (ADHD
letters to 4 boys in GR adaptation)
station #2 - Sentence stem ideas
- Stations: iPads, QR paper for ELL student
codes, small sticky notes, - Pencils and paper
big sticky note chart,
book baskets, “Making
Connections” recording
sheets
- Anticipatory Set: The - Anticipatory Set: The
children will be given teacher will tell a joke
riddles to think about and backwards as if it were
answer. This will hilarious. This will
introduce the idea of engage the students and
making connections. show them that
- Lesson Presentation: organization matters.
- Impact: The students - Mini-Lesson: The
will discuss how reading students will learn how to
has an impact on them write an organized, 5-
and how it enables them sentence paragraph and
to impact others. will practice how to do
- Mini-Lesson: This this using sentence strips
mini lesson will include in groups.
an explanation and model - Writing: The students
of how to make text-self, will be given two Indiana
text-text, and text-world state bills. They will
connections. choose one and will write
- Stations: The a persuasive paragraph to
students will use poetry Indiana congress
 - Race for a Flat: The
students will be in pairs;
they will be rolling dice
and adding the numbers to
be the first to obtain a flat
in base 10 blocks.
- Close Call: The
students will be in pairs,
arranging 4 number cards
from a deck in a manner
that (when added) is
closest to 100.
- Closure: On a scrap
piece of paper, the
students will write their
name, an addition
statement of their choice,
and a smiley face or a
frowny face to say how
they think they did in the
lesson. Then, they will do
a snowball toss and check
another student’s work.
- Formative:
Questions during guided
math station, Snowball
Toss papers, guided math
recording sheets
Assessments
- Students will walk to
transition from station to
Safety station.
- Explicit safety
instructions will be given
- Discuss the terms
“deforestation” and
“reforestation.”
- Discuss how this
concept can help us have
an impact in Marion,
Indiana.
- Students plant
American Elm Tree seeds
and write down
something they learned in
the lesson.
- Closure: Questions
(What did you like? What
did you learn? What can
you do now?)
- Formative: observing
the answers on hypothesis
papers before moving on,
asking questions
throughout and at closure
- Students will walk to
and from carpet to desks
during transitions.
- Only a few students will
be planting seeds at a time
- Hypothesis: In their
small groups, students
will decide which 3
materials to use for their
bridges and will drawn an
image of what they think
the end result will look
like.
- Construction:
Students will build their
bridges and test the results
by placing toy cars on
them one-by-one.
- Closure: Students will
fill out a $2 Response
Card to answer the
following question: “How
can creating new ways of
building bridges have an
impact on others?”
- Formative: Questions
about impact in
anticipatory set, observe
the students as they
design and create bridges
as a group
- Formal: Hypothesis
recording sheet, $2
Response Card, Outcome
of bridge designs
- Students will be
instructed to be cautious
when working with
materials.
- Students will be cautious
books, Wildcat Books
read alouds, and books of
their choice to make
connections using stick-
note responses, video
responses, and recording
sheet responses. During
the guided reading station,
students will read about
either gardens or letters
(depending on which
group they are a part of),
and will make T-S, T-T,
and T-W connections as
well as connections about
how reading impacts us.
- Closure: Questions
(What did you like/didn’t
like? What was hard/easy
for you in this lesson?)
- Formative: Observe
students’ responses during
the minilesson and during
the guided reading station.
- Formal: Check students’
responses on their
independent reading
recording sheets, stick
note responses, and video
responses.
- Students will walk from
station to station.
- Students will use the QR
codes to get online and
will not go to other sites
members stating their
opinions. I will
conference with them as
they work.
- Closure: Sharing and
Questions (Do you agree
with our presenters and
their views? What do you
like about their writing?)
- Formative: Observe
students’ thumbs-
up/thumbs-down
responses during the
modeling time, small
group sentence strip
puzzle, Yes/No cards
responses
- Formal: Observe
progression from
brainstorming to final
draft
- Students will walk as
they transition around the
classroom.
- Students will not get too
competitive during the
before students participate to prevent spills and when “loading” cars onto with inappropriate subject small group sentence stem
in the Snowball Toss fighting for space at the their bridges. matter. challenge.
(don’t throw at people, teacher table.
only throw one time, and
walk to pick up a
snowball).