Week 6 Lesson Plans

This Week In Grade One May 11-14
Task One English Language Arts		Weekly Wellness Story  Listen to the story, “No One But You”  After listening to the story, write down your answers to the following questions:  What makes you unique/special?  What are some things you are amazing at?  What are some things that you notice and wonder about the world around you? Then, ask your parents what makes your family special! Do you have any special traditions, celebrations or holidays? What languages are spoken in your family?  How has your family changed over time?  What does your name mean? What does your family name mean?  Has your family lived anywhere other than Calgary? If so, what brought you to Calgary?  Are there any special stories that have been passed down in your family?  Are there any special people in your family that maybe you have never met?  What other interesting facts can your parents share with you?  Choose a way to show what you have learned about how your family is unique/special. You could paint a picture, use loose parts, create a short video or come up with your own idea about how to share your new knowledge!
Links		No One But You
Learning Intentions		I can record my ideas using pictures and print.  I can identify my interests, strengths and skills. I can identify ways that my family is unique, including languages, traditions, celebrations and stories.
Optional Extensions		Interview a member of your family (parent, sibling, grandparent). Ask them the same questions.  What makes you unique/special? What are some things you are amazing at? What are some things you notice/wonder about the world around you?  Choose a way to record their answers (writing/pictures).
Task Two English Language Arts		Poem Study: Word Work Read and listen to the poem Ickle Me, Pickle Me, Tickle me too written by Shel Silverstein taken from Where the Sidewalk Ends the poems and drawings of Shel Silverstein. ICKLE ME, PICKLE ME, TICKLE ME TOO Written by: Shel Silverstein Ickle Me, Pickle Me, Tickle Me too Went for a ride in a flying shoe. "Hooray!" "What fun!" "It's time we flew!" Said Ickle Me, Pickle Me, Tickle Me too. Ickle was captain, and Pickle was crew And Tickle served coffee and mulligan stew As higher And higher And higher they flew, Ickle Me, Pickle Me, Tickle Me too. Ickle Me, Pickle Me, Tickle Me too, Over the sun and beyond the blue. "Hold on!" "Stay in!" "I hope we do!" Cried Ickle Me, Pickle Me, Tickle Me too. Ickle Me, Pickle Me, Tickle me too Never returned to the world they knew, And nobody Knows what's Happened to Dear Ickle Me, Pickle Me, Tickle Me too. Who are the characters in this poem? What were the characters doing? How many sight words do you notice? (tip: use the Dolch sight word list to help you) Do you hear rhyming words? Write them down? Dialogue is when characters are speaking. Do you hear any dialogue in this poem? Do you notice any words that have sound blends within them? For example (ing, er, ea, ie, sh, th, ow, oi). Choose 5 (five) new words and learn how to spell them. Use them within a sentence. For example, if I choose the word “world” I could write- “The world is very big and round”. What image does this poem conjure up in your brain? Can you draw, label and colour your pictures.
Links		Ickle Me, Pickle Me, Tickle Me Too
Learning Intentions		I Can Statements: ·  I can listen to a piece of writing and understand who the characters are. ·  I can hear rhyming words. ·  I can identify sound blends. ·  I can respond to a poem both verbally and pictorially.
Optional Extensions		Optional Extension: Readers Theatre: Find a short poem that has dialogue in it. With a family member learn the words to the poem and perform a Reader’s Theatre for the rest of your family or record it. (Tip: reading with expression makes the reader’s theatre more interesting and exciting for the audience.) If you are comfortable sharing your readers theatre with your classmates we would love to see it!
Task Three English Language		What is an Insect? Background: All animals belong to different groups and they are put into these groups based on characteristics. Some groups are reptiles, birds, mammals and insects. For example animals in the reptile group have scales, are cold blooded and lay eggs. Birds belong together in a group if they have feathers and lay hard shelled eggs. Today we will figure out what an animal has to have to be in the insect group.  Watch the 2 short videos called “Inspect an Insect” and “What is an Insect?” Listen to find out what makes an insect an insect. Focus on the body parts and you can use the diagram to help you remember what they are called and where they are.  Tell what an insect is and what it has (6 legs, head, thorax, abdomen, antenna, wings). To show that you really understand, choose an animal and tell why it is NOT an insect.  A scientist who studies insects is called an entomologist.  Task: You are an entomologist. When you went out for a walk one day, you discovered a new insect that no one has ever seen before! You want to document your findings clearly so other scientists can learn from your discovery.  1.Create a detailed sketch of the insect you discovered. Look at the picture of insect examples. They all look very different! Make your insect creative and unique!  2. Make sure to label the parts to show that it fits in the insect category. 3. Show the colours of your insect.  4. Write 3-5 sentences about your insect. Some ideas include:  -where it was found -why you think it has the colour it has (does it help the insect hide or scare away predators?) -a special way it might protect itself from predators -explain its body parts or what it eats
Links		Inspect an Insect What is an Insect?
Learning Intentions		I can gather and apply information I can create a coloured, detailed, labelled sketch I can explain what makes an insect an insect I can use my writing checklist to check for: -capitals and periods -lowercase letters -sounding out words -spelling some sight words accurately
Optional Extensions		Go outside and look for insects. See if you can identify their body parts. Visit this site to learn more about other groups of animals.  animal classes
Task Four English Language		Fiction vs. Non-Fiction Story Listen Listen to the fiction book: The Curious Garden And the non-fiction book: In City Gardens Discuss Both of these books talk about growing gardens in the city. One is fiction and one is non-fiction.  What does fiction mean? What does non-fiction mean? How can you tell which book is fiction? Compare the books- what is the same? What is different? Why do we like both kinds of books? What is their purpose? Create Choose two plants to draw- one fictional (make it up!) and one realistic. Label the parts of your plants.  Examples: A cookie vine and a grape vine. A sparkle flower and a tulip.
Links		The Curious Garden  In City Gardens
Learning Intentions		I can compare similarities and differences. I can categorize information. I can respond to stories with writing and drawing.
Optional Extensions		Do a Curious Garden photo walk. Bring a phone, camera, or tablet on a walk. What plants do you see springing up around the neighbourhood? Take a picture of the plants and flowers that you see. What do you notice? Can you identify them?
Math		Subtraction Practice  Watch the video “The Action of Subtraction”  After watching, explain to someone in your family what subtraction means. Ask them to record you sharing your explanation and share it with your teacher.  Choose two of the following questions to complete. Remember to show your work using pictures and a number sentence (ex. 10-5=5). You can use a variety of strategies to solve subtraction problems, including using a number line, a hundreds chart, objects, drawing a picture or counting backwards on your fingers. If possible, have your family record you explaining how you figured out the answer for one of the problems and send it along to your teacher. Amelia had 8 pieces of pizza. She ate two. How many are left?  Logan had 11 balloons. 7 balloons popped. How many balloons are left?  Jessica has 19 cupcakes. She shares 14 with her classmates. How many cupcakes does she have left?  There are 20 students on the playground. 8 are boys. How many are girls?  Subtraction Game  Print off the game board called Subtraction Game, or play on the screen. You will need a dice and some counters.  Player 1 rolls the dice. They go to the first column in the row that matches the number on the dice. Using the three numbers in the box, write down a subtraction sentence. Check your work using one of the subtraction strategies that you know (using objects, a number line or counting backwards). Once you have written down a subtraction sentence and checked your work, cover the box up with a counter. Player 2 rolls the dice and completes the same task. As boxes in one column are covered up, move to the next column. Continue taking turns back and forth with your partner until you have a full row that wins 1st, 2nd and 3rd place!
Links/Resources		The Action of Subtraction  The Action of Subtraction Subtraction Game - Roll and Race Number Sentences
Learning Intentions		I can use and describe strategies for solving subtraction questions to 20. I can explain my thinking using pictures, numbers and words.
Optional Extensions		For extra subtraction practice using numbers 1-20, complete the following worksheet: Subtraction Worksheet For an additional challenge using larger numbers, try the following 3 act math problem:  Pringle Ringle - 3 Act Math Subtraction to 100
Math   Measurement		Our seeds have sprouted!  The onions, swiss chard, and sunflower seeds are growing.  Observe What do you notice in the pictures?  Which do you think is the tallest?  Which is widest? Which has the most leaves? Create  Make your own nature comparison like the pinecones in the picture. Choose some items from your yard (it could be grass, pinecones etc.) Compare them (if it is flowers, maybe you could measure them) Put your items in order. What criteria did you use? Shortest to tallest? Wide to narrow? Most leaves to fewest? If you can’t get outside to do this activity, choose items from home that are similar- toy dinosaurs, cars, ponies etc.
Links		Seedlings 1 Seedlings 2
Learning Intentions		I can order objects. I can compare objects.
Optional Extensions		Try this activity with the people in your family. Who is tallest? Who is shortest? Who has the longest hair? Who has the shortest hair?  What other criteria could you use to put your family in order?
Math  Cube estimation, counting		Task 1: Cube estimation and counting Step 1. Look at the tall glass of cubes. Estimate how many you think are in the glass. Explain why you chose that number to your parent. Step 2. Look at the picture of the glass with some cubes on the counter. There are 5 cubes on the counter. Has your estimate changed? How can those 5 cubes help you estimate the amount in the cup.  Read the clues one at a time to find out how many cubes are in the cup. Kids may benefit from making a number line to 20 and eliminating numbers as they find out more clues. Clue 1: There is an even number of cubes in the cup. Which numbers  can you eliminate on the number line now that you know there is an even number in the cup. Clue 2: The number of cubes is between 15 and 22. Think about what you can eliminate. Clue 3: If I start at 0 and skip count by 5, I will say the number of cubes in the cup. How many do you think are in the cup? Look at the “cube counting” picture. What do you notice about how they are placed on the paper? Draw the cubes onto a piece of paper exactly how you see them in the picture then count them. Show your counting strategies. See example below of how students can share their understanding by grouping or writing numbers on their picture. Submit a picture of your work to your teacher. Learning Intentions: -I can estimate using a referent -I can determine if a number is odd or even -I can skip count by 5 -I can count a set of objects and explain my counting strategy (I skip counted by 2, I made bonds of 10 etc)
Links
Learning Intentions
Optional Extensions		Read through each clue, one at a time, to figure out how many cubes in each cup. While you work through the clues, explain your reasoning for your estimates. Kids will need 20 objects to manipulate into groups as they work through this problem. The total amount of cubes in the cups is 20.  Write your estimate for each cup.  Clue 1: One cup has 6 cubes. Change your estimates if needed. Clue 2: All cups have less than 10 cubes. Change your estimates if needed.  Clue 3: 2 cups have an odd number of cubes.
Math Game		Dotty Six View the attached image for game rules. After playing a few rounds focusing on 6 dots per square, modify the game and try putting 10 dots in each box. See below for more challenging extensions.  Discussion during play:  Ask your child questions while playing to understand their thinking and to give them opportunities to share their strategies. Some examples are: Where will you put your dots? Why? How do you know where to put your dots?  How many more do you need to win? Modify the game -by making the total different (10, 12, 15, 20) -make a spinner with different number options (with only even numbers, only odds, dice to 10 etc) -by making the grid bigger (4 by 4) Learning Intentions: -number bonds -strategic thinking
Links
Math		Math: Estimation Jar Find a clear plastic or glass jar. Fill the jar with many small objects such as LEGO pieces, hair barrettes, cheerios, marbles… Count out 10 of the objects and place them aside. This is your referent. Referent: a referent is a clue as to how groups of objects look. You are referring to the referent to make your estimation. Estimation: a rough calculation of the value, number, quantity, or extent of something. With members of your family take turns filling the jar with objects. Show them the referent. Together decide upon a “too high” estimation and a “too low” estimation. All estimations must fall within these too numbers. Use a number line to illustrate where your estimation would fall. Give each family member a chance to estimate the number of objects in the jar. Next count your objects! Decide on the best way to count your objects. It should be accurate and efficient. You could count by twos, fives or tens. Take a photo of your objects while you’re counting them. I Can Statements: ·  I can make an estimation ·  I can draw a number line ·  I can count objects by twos, fives or tens Estimation Jar Video
Optional Extensions		Optional Extensions: Place many objects on a flat surface. I can group the objects and subitize helping me to identify how many objects I think there could be. Subitize is to identify a group of objects without counting.