3. Earth is made up of materials that have 1.6 clearly and at an appropriate pace for distinct properties and provide resources for the type of communication (e.g., informal human activities. discussion, report to class). 3.e. Students know rock, water, plants, and Reading Comprehension: soil provide many resources, including food, 2.1 Use titles, tables of content, and chapter fuel, and building materials, that human use. headings to locate information in expository text. Objective: 2.7 Interpret information from diagrams, charts, and graphs. After the lesson on foods found in different aquatic ecosystems students in grade second will be able to find and classify foods that are found in oceans, rivers, lakes, and ponds with accuracy. Materials Supermarket advertisements, magazines Concrete objects: plastic fish, canned tuna, salt Graphic organizer Glue Scissors http://www.youtube.com/watch?v=kL-9TB4qAho Resources: Literature: Fleming, D. & Fleming, D. (1993). In the small pond. New York: Henry Holt and Company. Rissman, R. (2010). Comparing bodies of Chicago: Heinemann Library. Learning Activities for Whole Group: Learning Activities for Targeted Intervention Anticipatory Set Student will participate in same learning activities as whole group. The following are adaptations that student will receive.
3. Earth is made up of materials that have distinct properties and provide resources for human activities. 3.e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that human use. Objective: After the lesson on foods found in different aquatic ecosystems students in grade second will be able to find and classify foods that are found in oceans, rivers, lakes, and ponds with accuracy. 1.6 clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). Reading Comprehension: 2.1 Use titles, tables of content, and chapter headings to locate information in expository text. 2.7 Interpret information from diagrams, charts, and graphs. Materials Supermarket advertisements, magazines Concrete objects: plastic fish, canned tuna, salt Graphic organizer Glue Scissors http://www.youtube.com/watch?v=kL-9TB4qAho Resources: Literature: Fleming, D. & Fleming, D. (1993). In the small pond. New York: Henry Holt and Company. Rissman, R. (2010). Comparing bodies of Chicago: Heinemann Library. Learning Activities for Whole Group: Anticipatory Set Learning Activities for Targeted Intervention Student will participate in same learning activities as whole group. The following are adaptations that student will receive.
edu_505_unit.docx