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Questions to ask and things to consider:

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Questions to ask and things to consider:

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What resources in my curriculum are useful here? What is missing from my curriculum resources? Where can I find resources to support the curriculum I already have? Do I need to develop this lesson using resources outside of my curriculum? Where can I make connections to other subject areas and find the resources to do so?

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Video Resource on Launch, Release, Return

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Video Resource on Launch, Release, Return

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Flipping the I Do, You Do, We Do Approach

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Mike Flynn offers a quick explanation on how we can switch from the I do, you do, we do approach to teaching mathematics to a more student-centered approach.

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Questions to ask and things to consider:

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Questions to ask and things to consider:

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What will be my focus standard or standards? What cross-curricular connections could I make here? What is the objective or what are the objectives of my lesson? What do students need before coming into this lesson?

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Questions to ask and things to consider:

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Questions to ask and things to consider:

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What resources do I have to work with from the collection phase? What is my plan for instructional delivery? How am I choosing my instructional method? How do these resources fit into this plan? How am I supporting diverse student needs? Are there multiple access points for engagement? Are students offered choice anywhere in this lesson? How can I make sure they experience productive struggle? Where will I need to intentionally make teacher moves?

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Focus on Week 1 reading comprehension standard (ELA.1.R.3.3- Compare and contrast two texts on the same topic. )

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Launch: when students are introduced to the problem and work to make sense of it (source: video)

I will begin by telling my students about the importance of observation- that we need to examine various phenomena in order to better understand our place in the universe.

I will inform my students about our standards:
-the students will be able to compare and contrast two texts on the same topic
-the students will observe and discuss that we cannot count all of the stars in the sky
-the students will be able to estimate the length of an object to the nearest inch.

I will give the students the idea outlined in the science standard that there are so many stars in the sky that we cannot count how many there are. I will also tell them that they are not evenly dispersed in the sky.

I will distribute the images provided in the collection phase.

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SC.1.E.5.1 |  Observe and discuss that there are more stars in the sky than anyone can easily count, and that they are not scattered evenly in the sky.

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On Constellations- shapes connection

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A group of stars is called a constellation. The shape seems to form a picture. Here are four constellations. Have you seen them in the night sky? Scorpius is one of the brightest constellations in the sky. It looks like…

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Release: where students go off to work on the problem using strategies that make sense to them

The students will be given the two texts to read. The students will be asked to read these individually.
Next, the students will compare and contrast these texts with their tablemates.
The teacher will walk around the room observing each group as this is happening.
The teacher will ask thought-provoking questions regarding the conversations that the students are having about texts 1 and 2.
Next, the teacher will provide the read-aloud text option and allow the students to read the text in their table groups.
The teacher will ask the students to discuss this text in their table groups to determine how stars are connected and dispersed.
The teacher will facilitate conversation in groups who are struggling.
After this discussion, the teacher will have the students create the "things I do in the day... things I do at night" activity as expressed in the inspiration blog post. They will complete this with help from their classmates. The teacher will walk around to ensure that all students are actively participating and spurring one another on toward more complete ideas.
Once the students have completed their activities, the teacher will show them the constellation measurement activity.
The students will use rulers to measure the distance between stars within the constellation and discuss their findings.

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Estimate the length of an object to the nearest inch. Measure the length of an object to the nearest inch or centimeter. (1.M.1.1)

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This has some good ideas, although not all applies to the stars focus science standard.

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Have you been muddling through the Next Gen Science Standards this year? I'm not going to lie: they can be a little difficult to understand...but I love a lot of the new content for first grade! My favorite addition is sun, moon and stars! This content meshes perfectly with my i ntegrated science unit on weather and has made this already popular unit an even better 6 week unit! Here's a look at some of the activities from this Sun + Moon + Stars Mini Unit.

Anchor Charts

Anchor charts are a HUGE part of learning new content for young learners. My firsties use our anchor charts all. the. time. I especially love finding ways to make each anchor chart unique by using coordinating colors or shapes so that it's easy to remember and easy to find in our room.

Each anchor chart can be printed and posted around the room...

Or you can fill it out on your Smart Board if you're short on space!

Sun Science

One of my favorite science experiments in first grade is our shadow experiment. You can read about it in detail here, but the look on my firsties' faces when they see their shadow change is priceless every single year!

Moon Science

Brand new to the weather unit this year is phases of the moon! After charting our learning about the moon, we sequence the phases of the moon using the interactive powerpoint from the mini-unit...

Then, we work at stations to sequence moon phases using the sequencing cards.

And later we work independently to sequence the cycle of the moon!

Stars Science

The last part of this mini-unit is all about stars! I love tying in some literacy by reading Twinkle, Twinkle, Little Star with this study. It's a simple nursery rhyme, but perfect for deepening our discussion on stars with questions like, Why does the author say stars are like diamonds in the sky?
Then, during our science time we research facts about stars and chart our learning on stars in a can-have-are chart.

The next day, we use the slideshow from the unit (seen in the youtube video earlier) to talk about 5 famous constellations, what they look like and how they got their constellation. Then, for a STEM connection, we work in productive groups to build our own constellations with marshmallows and toothpicks. The groups name their constellations and tell the story of how it landed in the sky!

This STEM challenge can be found separately here. or with the rest of the activities and plans in this Sun + Moon + Stars Mini Unit!

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Have you been muddling through the Next Gen Science Standards this year? I'm not going to lie: they can be a little difficult to understand...but I love a lot of the new content for first grade! My favorite addition is sun, moon and stars!

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The teacher will call the students back together in the large whole group.
The teacher will complete the sentence stems example and discuss how this was shown in the texts and activities with student volunteers answering.
Next, the teacher will take volunteers to discuss their thinking throughout each part of the activity, showing each activity on the board and calling for students to share what they learned.

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Students could measure from one letter to another for math focus standard