Young scholars give examples where they were to cooperate with others. They work together in groups to create something given the materials they have. They discuss how the project went afterwards.

Learners discover how to identify trusting adults and how to respond to dangerous situations. They discuss different situations and how they should react. They draw a picture of an adult who could help them.

Learners discover how to react in a dangerous situation. They discover how to identify trusting adults as well. They role-play telling adults about a dangerous situation.

Students identify safe and unsafe activities. They identify what is allowed when their parents are home and when they are not. They complete a worksheet and discuss the different activities.

Students discuss why it is important to be safe while they are home alone. They decide if decisions made in skits they watch were good or bad. They even create their own role plays.

Learners research the impact on society when someone dies from gun violence. They discuss the dangers of guns. They work together in groups to predict what a person might have done had they not been killed.

Students participate in a game about copy cats. They follow an adult leader as they perform positive and negative behaviors. They are to react only to the positives.

Second graders brainstorm how they care about certain people in their lives. They discuss how they take care of those people or pets. They draw a picture of the people who care about them.

It's time to start journaling. Scholars look at examples of science field journals. They work in pairs to examine and complete a note catcher about a field journal. They then add to an anchor chart by discussing the different features...

Look carefully. Scholars practice observing and recording the natural world around them by looking out a window or viewing an image. Learners discuss how their experience compares to that of Meg Lowman in The Most Beautiful Roof in the...

I spy with my little eye! Learners observe page 23 in The Most Beautiful Roof in the World and practice what they would add to a field journal. They discuss how details from the text help add to their thoughts. To finish,...

In other words. Scholars practice using paraphrasing and quotes. They partner in pairs to write a paraphrase for an information text strip. Individuals then use their skills to paraphrase information from the text Fire Ants.

What can you contribute? Scholars read text to determine how ants contribute to the rainforest. First, they categorize and sort facts gathered from reading. Next, readers focus on specific terms in each paragraphs of the text Ants by...

Let's ask an expert. Scholars divide into groups to research and become experts on either ants or butterflies. Learners use task cards and text on their topic to complete a note catcher. At the end, they share their information with a...

From picture to words. Scholars analyze a picture of an ant and then list two facts they observed and any questions that may arise. Expert groups from the previous instructional activity then look at a diagram about either an ant or...

Get the facts straight. Scholars complete their mid-unit assessment by reading a text, watching a video, and observing a picture about howler monkeys. They take notes about the facts they discover to use in future lessons.

The fabulous four. Scholars learn the four key components for creating an excellent journal entry. They then work to create a journal entry rubric and participate in a mini lesson plan about organizing and outlining journal entries. 

Mail me a postcard. Individuals design a postcard to show what Meg Lowman from The Most Beautiful Roof in the World might have written to her friends at home. They then continue to work on writing a science journal entry.

Insert text box here. Learners use index cards to create their own informational text boxes. The text box includes information about an insect in the rainforest. Scholars also complete the draft of their research science journal entries.

Let me draw you a picture. Scholars read a quote from Roger Tory Peterson and discuss his views on drawings. They then create their own drawings of an ant or butterfly to add to their science journals. 

One, two, three go!  Scholars work independently to finalize the three components of their final task. They complete a science journal entry, scientific text box, and scientific drawing. While working, learners sign up for an...

Give me more details. Scholars complete an end of unit assessment by creating an information text box to go with their field journal entries about howler monkeys. Learners use the class time to work independently.

We need to talk. Learners participate in a science talk by discussing the idea of how insects are important to the rainforest. They record notes about their conversations as they talk. For homework, pupils add to their field journals.

In this grammar worksheet, students practice using "since" and "for" in sentence writing. The worksheet has 20 questions, 10 for partner A and 10 for partner B. Students write 5 since/for sentences and then answer 5 fill in the blank...