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All activities came from Teachers Pay Teachers.

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Brown, Don. (2001). One Giant Leap: The Story of Neil Armstrong. New York: Houghton Mifflin Harcourt. 

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Brown, Don. (2001). One Giant Leap: The Story of Neil Armstrong. New York: Houghton Mifflin Harcourt. 

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Nonfiction: This book will be used to provide students with background knowlegd of the moon. After reading the story and about the moon and Neil Armstrong's trip to the moon the students will discuss the phases of the moon making note that the moon remains the same; however, it appears different each night.

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Mr. R. (2014). Mr. R's World of Math and Science. Retrieved from sciencepoems.net. (2016, November). Cloud Poem. Retrieved from http://sciencepoems.net/sciencepoems/cloud.aspx#.WD4jpKPMxAa.

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Mr. R. (2014). Mr. R's World of Math and Science. Retrieved from sciencepoems.net. (2016, November). Cloud Poem. Retrieved from http://sciencepoems.net/sciencepoems/cloud.aspx#.WD4jpKPMxAa.

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Poetry: The "Cloud Poem" is a great way for students to practice fluency as the poem rhymes. Additionally, the descriptive words used in the poem to describe the types of clouds will help students develop a greater understanding of cloud types. Also students can use the description as a reference for their cotton ball cloud models.

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Worth, Bonnie. (2001). Oh Seed Can You Seed?. New York: Random House Books for Young Readers.

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Worth, Bonnie. (2001). Oh Seed Can You Seed?. New York: Random House Books for Young Readers.

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Fiction: "Oh say can you Seed" is a fiction children's book all about flowering plants. I will use this book to introduce students to topics such as photosynthesis, pollination, and seed dispersal. After reading the book, students will consider the plant life cycle when recording data on the plant investigation activity.

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Moore, Fredericka. (1994). Folk Dances Around the World. New York: Alfred Music Group.

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Moore, Fredericka. (1994). Folk Dances Around the World. New York: Alfred Music Group.

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Nonfiction: This book will be used to learn background knowlegde about a variety of cultural dances. After developing a basic knowledge of the dances and how they are used students will learn the basic moves from the dances and preform dances with the music provided in the book via CD.

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Arnold, Tedd. (1997). Parts. New York: Puffin Books

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Arnold, Tedd. (1997). Parts. New York: Puffin Books

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Fiction: "Parts" is a story full of idioms; therefore, students will listen to the story and with each page decide whether the phrase is a literal or non-literal statement by performing a locomotor movement with a partner.

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Rosen, Michael. (1989). We're Going on a Bear Hunt. New York: Little Simon.

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Rosen, Michael. (1989). We're Going on a Bear Hunt. New York: Little Simon.

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Fiction: This classic book is a great way to intergrate ELA into the content area of Physical Education. As the teacher reads the book aloud students preform the actions. The easy to read book full of repetition helps lower lever readers decode words as they see the words over and over agian as they follow along in the story. Additionally, any student stuggling with vocabulary will learn terms through movement.

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Hirsh, Kenneth H. DDS. (2015, July). Taking Care of Your Teeth. Kids Health. Retrieved from kidshealth.org/en/kids/teeth-care.html?WT.ac=k-ra#

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Hirsh, Kenneth H. DDS. (2015, July). Taking Care of Your Teeth. Kids Health. Retrieved from kidshealth.org/en/kids/teeth-care.html?WT.ac=k-ra#

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Newspaper: This newspaper article is a great resource for students to use when discussing dental hygiene. Once students locate an article many similar articles pop up at the bottom of the pages for students to further research the topic. This is great for higher level students and early finsihers. Additoanlly kidshealth.org provides a range of information for reading levels, you can increase the font size, select a different language, and the article can be read to you. After reading the article individually, the students will complete comprehension questions then use higher order thinking skills to explain what may happen if you don't brush your teeeth.

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When you get your picture taken, everyone says, "Say cheese! Smile!" So you do - you open your mouth and show your teeth. When you see the picture, you see a happy person looking back at you. The healthier those teeth are, the happier you look. Why is that?

It's because your teeth are important in many ways. If you take care of them, they'll help take care of you. Strong, healthy teeth help you chew the right foods to help you grow. They help you speak clearly. And yes, they help you look your best.

Why Healthy Teeth Are Important

How does taking care of your teeth help with all those things? Taking care of your teeth helps prevent plaque (say: PLAK), which is a clear film of bacteria (say: bak-TEER-ee-uh) that sticks to your teeth.

After you eat, bacteria go crazy over the sugar on your teeth, like ants at a picnic. The bacteria break it down into acids that eat away tooth enamel, causing holes called cavities. Plaque also causes gingivitis (say: jin-juh-VY-tis), which is gum disease that can make your gums red, swollen, and sore. Your gums are those soft pink tissues in your mouth that hold your teeth in place.

If you don't take care of your teeth, cavities and unhealthy gums will make your mouth very, very sore. Eating meals will be difficult. And you won't feel like smiling so much.

Before Toothpaste Was Invented

We're lucky that we know so much now about taking care of our teeth. Long ago, as people got older, their teeth would rot away and be very painful. To get rid of a toothache, they had their teeth pulled out. Finally, people learned that cleaning their teeth was important, but they didn't have toothpaste right away.

While you're swishing that minty-fresh paste around your mouth, think about what people used long ago to clean teeth:

ground-up chalk or charcoal

lemon juice

ashes (you know, the stuff that's left over after a fire)

tobacco and honey mixed together

Yuck!

It was only about 100 years ago that someone finally created a minty cream to clean teeth. Not long after that, the toothpaste tube was invented, so people could squeeze the paste right onto the toothbrush! Tooth brushing became popular during World War II. The U.S. Army gave brushes and toothpaste to all soldiers, and they learned to brush twice a day. Back then, toothpaste tubes were made of metal; today they're made of soft plastic and are much easier to squeeze!

Today there are plenty of toothpaste choices: lots of colors and flavors to choose from, and some are made just for kids. When you're choosing a toothpaste, make sure it contains fluoride. Fluoride makes your teeth strong and protects them from cavities.

When you brush, you don't need a lot of toothpaste: just squeeze out a bit the size of a pea. It's not a good idea to swallow the toothpaste, either, so be sure to spit after brushing.

How You Can Keep Your Teeth Healthy

Kids can take charge of their teeth by taking these steps:

Brush at least twice a day - after breakfast and before bedtime. If you can, brush after lunch or after sweet snacks. Brushing properly breaks down plaque.

Brush all of your teeth, not just the front ones. Spend some time on the teeth along the sides and in the back. Have your dentist show you the best way to brush to get your teeth clean without damaging your gums.

Take your time while brushing. Spend at least 2 or 3 minutes each time you brush. If you have trouble keeping track of the time, use a timer or play a recording of a song you like to help pass the time.

Be sure your toothbrush has soft bristles (the package will tell you if they're soft). Ask your parent to help you get a new toothbrush every 3 months. Some toothbrushes come with bristles that change color when it's time to change them.

Ask your dentist if an antibacterial mouth rinse is right for you.

Learn how to floss your teeth, which is a very important way to keep them healthy. It feels weird the first few times you do it, but pretty soon you'll be a pro. Slip the dental floss between each tooth and along the gumline gently once a day. The floss gets rid of food that's hidden where your toothbrush can't get it, no matter how well you brush.

You can also brush your tongue to help keep your breath fresh!

It's also important to visit the dentist twice a year. Besides checking for signs of cavities or gum disease, the dentist will help keep your teeth extra clean and can help you learn the best way to brush and floss.

It's not just brushing and flossing that keep your teeth healthy - you also need to be careful about what you eat and drink. Remember, the plaque on your teeth is just waiting for that sugar to arrive. Eat lots of fruits and vegetables and drink water instead of soda. And don't forget to smile!

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When you get your picture taken, everyone says, "Say cheese! Smile!" So you do - you open your mouth and show your teeth. When you see the picture, you see a happy person looking back at you. The healthier those teeth are, the happier you look. Why is that?

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Gare, Thompson. (2003). Who Was Helen Keller?. New York: Grosset & Dunlap.

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Gare, Thompson. (2003). Who Was Helen Keller?. New York: Grosset & Dunlap.

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Nonfiction: This nonfiction chapter book will be read aloud, by the teacher, as the teacher is reading students will consider how Helen Keller used her remaining senses in everyday life. Students will compare and contrast how they utilize their senses with Helen Keller using the comparison matrix.

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Solhelm, James. (1998). It's Disgusting and We Ate It!. New York: Aladdin.

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Solhelm, James. (1998). It's Disgusting and We Ate It!. New York: Aladdin.

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Fiction: "It's Disgusting and We Ate It!" is a humorous fiction story that teaches students about the variety of foods consumed by other cultures around the world. This culturally diverse story will be used to engage students in the lesson, then, after reading the story, students will decide where some of the "disgusting foods" fit into the food groups.

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Herrera, Kio. (2016, Nov.). Civics Duty. Time For Kids. Retrieved from www.timeforkids.com/news/civics-duty/501761

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Herrera, Kio. (2016, Nov.). Civics Duty. Time For Kids. Retrieved from www.timeforkids.com/news/civics-duty/501761

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Newpaper Article: By using a newspaper article as a literacy resource the students stay up on current events. Additionally, the article will be accessed online allowing the students to explore other article and increasing their interest in the news as incorporating technology sparks student interest. While the story does not directly relate to the three branches of government the idea behind civics duty is to involve students in the classroom by assigning roles or jobs similar to the government.

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Bennett, William J. (1997). The Children's Book of Heroes. New York: Simon and Schuster.

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Bennett, William J. (1997). The Children's Book of Heroes. New York: Simon and Schuster.

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Nonfiction: "The Children's Book of Heroes" includes a variety of heroes throughtout history. Student's will use this book to look up information on a hero, then record and organize information into a story map prior to composing a multi-paragraph essay on the selected hero.

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Silverstein, Shel. (1964). The Giving Tree. New York: HarperCollins.

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Silverstein, Shel. (1964). The Giving Tree. New York: HarperCollins.

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Fiction: This fictional story teaches has a underlying message of consumption and production of goods. For example the tree provides the boy with its branches, apples, wood, shade, and stump while the boy consumes these goods. The book goes beyond consumers and producers and teaches students the importance of giving and being thankful for what you have.

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Literal and Non-literal Movements/Think Aloud

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Literal and Non-literal Movements/Think Aloud

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MLS.HM.1.E.2
MLS.ELA.2.R.1.B.g

Students will listen to me read "Parts" aloud. I will frequently stop and re-read a part of the story, at this point the students will consider what I have read, saying the lines aloud, then lay on their back side to side with a partner for non-literal phrases and crawl under partners bridge for literal phrases. This challenges students to consider what they are reading and develop a sense of humor when reading by classifying real and fake or literal from non-literal.

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MLS.PA.3.E.2
MLS.ELA.2.R.3.A.b
NCTE #9

Students will perform and learn different cultural dances from around the world. Upon dancing cultural dances with music from various countries students will create a word wall where they will use a dance term they learned such as "tap" then define and decorate a blank piece of paper and hang it on the wall for all students to reference when discussing dance in class.

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Bear Hunt Readers Theater/Locate Key Words 

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Bear Hunt Readers Theater/Locate Key Words 

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MLS.HM.1.A.2
MLS.ELA.2.R.1.D.b

Students will act out the story walking in a circle as I read the "We're Going on a Bear Hunt" story. Students will listen for key words such as "we've got to go through it " where they will act like they are walking through a dark, scary forest. This activity gets the students moving while intergrating ELA.

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MLS.ME.1.A.2
Health Standard 1
MLS.ELA.2.R.1.A.c
NCTE #4

Students will use the close reading literacy strategy to make sense of the information in the provided article. After reading, students will answer comprehension questions and use higher order thinking to respond, in complete sentences using information from the text exaplaining why brushing your teeth is important for your health.

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MLS.FS.1.A.2
MLS.ELA.2.R.1.A.c

Students will consider the five senses completing the flapbook. Then while reading the "Who is Helen Keller" students will compare how they use their five sense to how Helen Keller uses her senses by organizing their ideas into the comparsion matrix. This will help students relate to Helen Keller's life considering the adjustments she was forced to make.

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MLS.ME.2.A.2
MLS.ELA.2.R.1.C.b

Students will engage in a whole group discussion over the food groups making references to the story "IT's Disguesting and We Ate It!" explaining how those kids diets related to fit into each food group. Then students will classify images by their food groups. Once completed students will consider their own diets, where they need to make changes, and explaining through writing which food group is their favorite.

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The Three Branches of Government/Writing Conferences

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The Three Branches of Government/Writing Conferences

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MLS.SS.2.GS.2.C
MLS.ELA.2.W.2.B.b

Students will complete the falpbook that requires students to cut and paste the defination of each branch of governemnt under the terms flap. After creating the flapbook, students will discuss the responsibilites of government officals providing students with information to help them develop a writing piece. The writing promt being: if you could work in any branch of government which would you chose and why?

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MLS.SS.2.E.4.A.a
NCSS #7
MLS.ELA.2.R.3.C.a
NCTE #2

Students will complete two Frayer Models as a whole class to develop an understanding of the terms consumer and producer. Then, students will read examples and sort them into consumer and producer piles to illustrate their understanding of the concept as well as providing students with examples of each.

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American Heroes/Story Map Graphic Oragnizer

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American Heroes/Story Map Graphic Oragnizer

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MLS.SS.2.H.3.C
MLS.ELA.2.W.1.B.b

Students will select an American Hero from the story. Then after reading the book, each student will use a story map to explain how the hero influenced the nation. Using the completed story map the student will compose a multi-paragraph essay on the student selected American Hero.

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MLS.2.PS1.A.1
MLS.ELA.2.R.1.B.e

Students will locate the types of clouds in the dictionary, read the defination, then record the defination in their flapbook. To develop a greater understanding of the type of cloud the students will then use cotton balls to provide a visual representation of the cloud type. By challenging students to use the dictionary on their own they learn how to locate words in a dictionary which is a vital skill to develop reading vocabulary.

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Oreo Moons/Summarization with a Describing Wheel

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Oreo Moons/Summarization with a Describing Wheel

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MLS.2.ESS1.A.2
NGSS Engineering Design 5.5
MLS.ELA.2.R.3.C.b
NCTE #7

Students will use oreos to represent the eight phases of the moon. After completing the visual representation students will individually summarize the cycle of the moon. To help students develop ideas to summarize each phase of the moon they will complete a describing wheel where the phase name is placed in the center and ideas are written in each of the spokes thus helping students generate a detailed summarization of the moon phases.

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MLS.2.LS2.1.A
MLS.ELA.2.R.2.A.d

Students will conduct an investation on plants. They will observe plants in diffierence growing conditions (in light vs. in dark, water vs. no water) and record in their journal the differences in the plants growth and appearence. Then using a t-chart the students will compare and contrast the plant growth and appearnence when comparing the conditions they grew in. For example the students will compare the seed they grew in the sunlight with the seed that grew in the dark. Making note of the time and date they observed a bud, stem growth, etc.

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Mr. R. (2014). Mr. R's World of Math and Science. Retrieved from mathstory.com. (2016, November). Dollar Bill. Retrieved from http://mathstory.com/Poems/dollarbill.aspx#.WD4kCqOZNAY

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Mr. R. (2014). Mr. R's World of Math and Science. Retrieved from mathstory.com. (2016, November). Dollar Bill. Retrieved from http://mathstory.com/Poems/dollarbill.aspx#.WD4kCqOZNAY

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Poetry: I selected this poem to introduce the concept of money to students as the poem breaks down the dollar bill into pennies, nickles, dimes, and quarters. This poem can be read over and over by the students to help them develop an understanding for money.

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Jenkins, Emily. (2005). Five Creatures. New York Square Fish. 

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Jenkins, Emily. (2005). Five Creatures. New York Square Fish. 

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Fiction: This book will be used to introduce graphing. Throughout the book comparisons are made between the people in the house for example: humans vs. cats, short vs. tall, adults vs. children, etc.  After reading the book students can sort out similarities and differences then illustrate data through picture graphs or bar graphs.

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Graphing with Ice Cream/Descriptive Writing

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Graphing with Ice Cream/Descriptive Writing

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MLS.2.DS.A.3
MLS.ELA2.W.2.B.

Students will cast their vote for their favorite flavor of ice cream. They can choose from Vanilla, Chocolate, Strawberry, or Mint. Then as a class we will create a bar graph to illustrate student data. After completing the bar graph students will individually write a paragraph about their graph explaining to their audience the results using mathematic vocabulary and complete sentences.

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MLS.2.GM.D.13
NCTM Measurement
MLS.ELA.2.W.2.C.a
NCTE #12

Students will search the classroom for the money task cards that require the students to record the amount of money shown on the card. After locating and recording the amount of money on the task cards students will individually free write a brief story about going to the store with a one hundred dollar bill. They will free write for 5 minutes not worrying about grammar or complete sentence rather getting ideas on paper. After the five minutes students will re-read their work and construct a cohesive story about going to the story with a one hundred dollar bill.

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Koscielniak, Bruce. (2004). About Time: A First Look at Time and Clocks. New York: Houghton Mifflin Harcourt. 

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Koscielniak, Bruce. (2004). About Time: A First Look at Time and Clocks. New York: Houghton Mifflin Harcourt. 

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Nonfiction: This book will be used to introduce time. As students can use the images in the book to visualize how clocks have changed and relate it to their lives; additioanlly, students can compare and contrast the differences in the clocks using the information in the book as well as the images.

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Telling Time with Analog and Digital Clocks/Venn Diagram

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Telling Time with Analog and Digital Clocks/Venn Diagram

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MLS.2.GM.D.11
MLS.ELA.2.R.3.C.e

Students will compare and contrast an analog clock and a digital clock, then usng the Venn Diagram they will complete the telling time with analong and digital clocks activity. This activity requires students to match the time with each of the clocks that represent the time.