Integrated Lessons Block Plan
Working Together Builds a Better Community
Hannah Sedlock
Lesson Day 1 Math
Objective(s) - After completing this lesson, students will be able to identify After completing the activity at center #1, students can
arrays and understand their presence in their life.
- After completing this lesson activity, students will be able to middle, and end by working with a partner
create their own arrays and understand how to develop
addition equations for the array.
Standard(s) PS.1; PS.5; PS.7; 2.CA.5
Materials Twister game, construction paper for buildings and roofs, glue,
markers, slips of paper with number of windows needed.
Body/activities Students will use the twister mat to observe what an array is,
and eventually make an array on the twister mat. Students will
be learning what an array is, how to make an array, where we
see arrays in the world, and how to make multiple equations
using the rows and columns on the given array.
Students will participate in an “array architect” activity. Each
student will build a house with windows placed in an array,
they will make an equation that equals the amount of windows
on the building.
OUTPUT: Students will participate in a group discussion, and
will eventually work on their own to practice making arrays
and equations.
Assessment -Observing student participation/response
-Student response to motions
-Collect work at the end of the lesson
Safety -Students stay in their seats unless called on to participate in
making an array on the twister mat.
-Tables will come up one-by-one to receive materials for the
“array architect” activity.
Lesson Day 3 Science 1 (Bridge Architects) Day 4 Writing
Objective(s) By completing this activity, students will be After completing the science lesson,
able to build a solution from a posed students will have a solution to a
question. posed problem and will be able to
Day 2 Reading
choose a story on their own and identify the beginning,
After participating in a guided reading group, students will
be able to make predictions on the story and understand if
their prediction was true.
2.RL.2.2; 2.RL.2.4
iPads, worksheet for center #1, markers/colored pencils if
students have time to color their illustrations, four books for
each guided reading group, prediction notecards,
phonics/whisper phones
Center 1: Students are working on beginning
middle and end. They will work with partners to
read a book together and complete a worksheet to
make illustrations for the beginning, middle and
end of their chosen story.
Center 2: Students are working on their own to
complete an I-XL diagnostic given by cooperating
teacher
Guided Reading 1: Students are working on
making predictions. They are given “prediction
cards” and come up with their guesses on what
they are going to read. We will read together and on
their own. At the end of their reading, they will
decide it their predictions are correct or not.
Students will create their own prediction cards.
Guided Reading 2: Students are working on
making predictions. They will be given “prediction
cards” and will make guesses for what they will be
reading. We will read together and individually. At
the end of their reading, students will decide if
their predictions were correct or not and will find
evidence of community in their story.
-Write down first prediction made
-Observe students responses and ability to follow along with
the reading.
- Students will turn in a worksheet from station #1
-Observing how students work together
N/A
Day 5 Science 2
After completing this lesson,
students will be able to understand
the weather patterns in their area and
 By discussing as a class and doing the
activity, students will understand the
importance of building a hypothesis and
plan before building the activity.
Standard(s) K-2.E.1; SEPS.1
Materials Book: “Iggy Peck, Architect” by Andrea
Beaty, set of building materials for each
group: popsicle sticks, pipe cleaners, one
strip of masking tape, one worksheet for
each group (4 groups), example worksheet
that I’ve completed.
Body/activities Students will practice making predictions
before reading the story and will listen for
the problem in the story. After the read
aloud, we will ask the question “how can we
build a bridge to help Iggy and his friends
make it across the river?”
In their groups, students will make a
hypothesis/plan for their bridge. They will
receive materials to build their bridge, and
they will work together as a group to use all
the materials to make an effective bridge.
OUTPUT: Students will be working together
to answer and solve the proposed question.
Assessment -Drill/repetition back to me
-Observe students that participate and raise
hands when a question is asked.
-Observe how students are working together
-I will collect the worksheets at the end of
the lesson.
-Students will share the final product of the
bridge that their group built with the whole
class.
Safety When working in groups, students are given
materials to build their bridges, they will not
be given anything small or sharp, each item
can be used safely. Students will work in the
classroom at their own stations with their
group.
explain why their solution will work.
After participating as a group,
students can devise a written plan
and explanation of their posed
solution.
K-2. E.1; 2.W.3.2; 2.W.2.1
Book: “Iggy Peck, Architect” by
Andrea Beaty, white board, anchor
chart paper, paper for students to
write their draft on.
Students will be pulling from past
knowledge on the science “bridge
architects” lesson. By practicing word
choice in the drafting phase of the
writing process, each student will
write a short paragraph describing
their bridge to convince the mayor to
choose their bridge to build in the
town.
- Collect draft
-Observe students efficiency while
they write
-Ask students to come up with their
own examples after the mini-lesson
N/A
can be well prepared.
After completing the activity,
students will understand how to
prepare for weather and what
shelters are necessary for extreme
weather.
2.ESS.2; SEPS. 2
Legos, iPads, “Blizzard” by John
Rocco, weather chart, supplies list,
weather preparedness worksheet
Students will complete a chart as a
whole group, listing extreme weather
and what season they happen in. In
groups, students will research one
weather pattern and learn how to be
well prepared for that weather. With
Legos, each group will build a shelter
to withstand that storm. They will
also be tasked with “buying” supplies
for their shelter using the “Supplies
Depot” worksheet.
-Airdrop picture of final project to
teacher.
- Each group will present their
weather pattern and the shelter they
created.
- I will observe students working in
their groups.
Each group will be using bigger Lego
pieces to prevent hazards. Lego pieces
must be returned in the bag they
came in.