Grade Intended: Fourth Grade

Time Period: Two Weeks               

Theme: Summer

     -Summer is the theme I am using for this literature focus unit. It will be a nice topic to study at the end of the year because children’s minds are already on summer, and it will be a nice segway into summer.

Books:

    *Welcome Home or Someplace Like It by Charlotte Agell-Literature Circles

    *Summer of the Swans by Betsy Byars-Literature Circles                                                         

    *Summer School! What Genius Thought That Up? by Henry Winkler-Literature Circles

    *The Summer of Riley by Eve Bunting-Literature Circles

    *Faraway Summer by Johanna Hurwitz-Teacher Read Aloud

Other Resources:                                                                                                                        

    *The Big Book of Ready-To-Use Theme Units by Ellen Keller

    *http://www.kidsdomain.com

    *http://www.fvsd.ab.ca/stm/end_of_the_year_and_summer_activ.htm

Academic Standards:

    *4.3.2 Identify the main events of the plot, including their causes and the effects of each event on future   actions, and the major theme from the story action.

    *4.5.10 Determine the amount of change from a purchase.

    *4.1.2 Recognize and describe that results of scientific investigations are seldom exactly the same. If differences occur, such as large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations.

    *4.2..4 Use numerical data to describe and compare objects and events.

Objectives:

    *The students will identify the main events of the plot in their literature circle book they are reading about summer.

    *The students will determine how much change they will need to give back to the customer at their lemonade stand.

    *The students will describe the different results that occurred when they grew marigolds in different types of environments.

    *The students will use numbers to show, describe, and compare the different environments of the marigolds.

Activities:

    *Student Reading-Literature Circles

            -Have the students rate which book they would like to read. Then divide the groups up into five or six students. Give the students different activities to do when discussing their different books such as: word finder (find two words that apply to summer), scene setter (sketch out an important scene), character map (discuss the aspects of one character and their feelings), passage master (pick one important passage and discuss its significance), and plot setter (discusses the main events of the plot). Linguistic, interpersonal

            -This idea came from Literature Block class

    *Teacher read aloud

            -I will read aloud the book Faraway Summer. This book is a journal about a Russian immigrant who spends the summer on a Vermont farm. Each day I would read an entry or two from the journal. I would have the students discuss what each character is gaining from their experiences. I would make sure to ask blooms level questions throughout my reading. Linguistic, intrapersonal, and interpersonal

            -original idea

    *Written language-Make their own travel brochures

            -I would have the students research a place where they would like to go over the summer. Then they would make a travel brochure listing recreational activities, events, hotels, and restaurants their ideal vacation sight offers. At the end of our unit I will have them do a short presentation on their brochure. Then I will make a packet for each student of travel brochures. linguistic, spatial, interpersonal, and intrapersonal

            -Original Idea

    *Math-Countdown to summer

            -I will have a countdown around the classroom of the number of days until summer. Each day we will tell how many days we have left until summer vacation. Then we will take down that number. logical mathematical

            -This idea came from Mrs. Good’s classroom when they have the number of school days left around the room.

    *Math-Chart favorite summer activities

            -As a class the students will list their favorite summer activities. Then we willchart, using a bar graph, the different preferences of activities. The students will be able to see what activities are least and most favored. logical mathematical, interpersonal

            -This idea came from Mrs. Zuber’s presentation

    *Math-Use measuring cup to add ingredients to lemonade

            -At the back table to the students will take turns adding the ingredients of lemonade. Each student will have a turn to add (example: one cup of water or three-fourths cup of sugar). This will not only engage the students in a summer time activity but also test their ability to work with fractions. logical mathematical

            -Original idea

    *Math-Calculate how much to sell lemonade for to make a profit

            -Given the cost of the ingredients and the required information. The students, in their desk groups will    figure out how much to sell each cup of lemonade for to    make a profit. They will discuss change. How much money they should charge, how much money their customers will give them, and how much change they should give back. They will discuss all of those different factors the profit they hope to make. They will then figure out how much of a profit they will make.

            -original idea logical mathematical, interpersonal

    *Science-Effects of water pollution on the Growth of Marigolds

            -I will have the students poke holes into the bottom of each cup for drainage. They will fill the cup with potting soil, and then add salt water, motor oil, soapy water, and water based on my instruction. They will observe and record their marigolds growth throughout a time period of two weeks. logical mathematical,     interpersonal, naturalistic

            -Idea from The Science Ladder by Lynn Molyneux

    *Science-Grow marigolds in classroom window

            -The students will each have the responsibility of growing their own marigold in the classroom window. Each day they are responsible for watering their own flower. The students will observe how their marigold grows and the effects of sunlight on their plant. intrapersonal, naturalistic

            -Original Idea

    *Science-Research lightning bugs and what makes them glow

            -The students will research individually lightning bugs. They will discover interesting facts about them, but most importantly why they glow. The student will then present one interesting fact they discovered about lightning bugs. linguistic, naturalistic

            -Original Idea

    *Science-Build butterfly nets

            -The students will research the metamorphosis of butterflies. They will learn different types of butterflies. After researching we will make butterfly nets, and go outside to catch and identify butterflies. bodily kinesthetic, spatial, naturalistic

            -Original Idea

    *History-Research the 4th of July and make their own independence day flag

            -In pairs the students will research the history of the fourth of July. They will discover when it first began and its significance. Then they will make a flag that        reflects what they feel is important about the fourth of July and also what symbolizes patriotism to them. spatial, interpersonal

            -Original Idea

    *History-Research the ancient Greek Olympics and make an advertisement poster

            -Individually students will research information about the Greek Olympics. Then they will be put in groups of three or four to combine their information. They will then make an advertisement that accurately represents the Greek Olympics of that time. interpersonal, and spatial

            -Original Idea

    *Art-Make a wind chime

            -Have the students cut shapes out of tin. Color the shapes with a felt tip marker. Poke a hole near the edge of the shape, and make as many holes in the pan as they have shapes. String yarn through each hole in the pie pan. Tie the chimes on to the other end of the yarn. Then hang the wind chimes and listen to the beautiful sound. intrapersonal, spatial

            -Idea from The Science Ladder by Lynn Molyneux

    *Physical Education-Go swimming

            -Based on the chart (I am assuming a favorite summer activity would be swimming). Discuss the benefits of swimming and the safety hazardous. Take a field trip to the local community pool. Let the students swim and pretend it is already summer. bodily kinesthetic

            -Original Idea

    *Physical Education-Take a nature walk

            -Take a walk around the school building. Have the students point out any signs of summer that they may see. Back inside, list the things you saw, smelled, heard,touched, and tasted, that suggested that summer is on its way.

            -Original Idea bodily kinesthetic, naturalist

    *Oral Language-Interview

            -Interview a parent about their summer time activities when they were a child. Do they have memories of a favorite summer vacation? Do they remember playing    outside all day and writing bikes? Did they have a lemonade stand? Have the student try to find a connection between their parents summers and their own.

            linguistic, interpersonal

            -Original Idea

    *Culminating Activity-4th of July party

            -Have a fourth of July party to represent summer. Buy all of the needed supplies that previous July. Because students are never in school during July this will be a nice party to get ready for the summer. Let everyone sit on blankets to eat and have a picnic. Have streamers and festive decorations around, and drink plenty oflemonade. I think the children would really enjoy this idea. interpersonal

            -Original Idea

*Music-Summer Song

            I love summer! Summer is hot.
            It's sun and shade.
            It's water to wade.
            It's frogs and bugs.
            It's grass for rugs.
            It's eating outside.
            It's a tree-swing ride.
            It's tomatoes and corn.
            It's dew in the morn.
            It's dogs and boys
            And lots of noise.
            It's a hot sunny sky.
            It's summer. That's why.....
            I love summer.

            -Sing this song as a class. Then discuss the different topics it discusses when dealing with summer. Talk about if you really do experience each of those things during a typical summer. musical, interpersonal

            -Song from www.canteach.ca/elementary/songspoems6.html

Time Schedule:    

                                            Week One

                                                 Week Two 

Grouping:

            - For most of the activities I have the students work by themselves. But during literature circles they will be in groups of five to six and those groups will be based on their book selections. For the calculations of the lemonade I had the students work in the groups their seats are already divided into. When the students make their own flags they are able to do that in their own selected pairs. For their Olympics advertisement poster the students will be in groups of three or four which I have pre-selected. Then of course there will be a few activities where it will be a large group activity.

Checklist:

                                                Checklist for the Summer Unit

Name ________________________                                      Date ___________________

Student’s Check                                                                                        Teacher’s Check

____                1. Read literature circle book.   (20)                                          ____

____                2. Made Travel Brochure (10)                                                    ____

____                3. Adding Ingredient to lemonade (2)                                        ____

____                4. Calculated profit of lemonade. (5)                                          ____

____                5. Participated in Marigold environment experiment. (10)          ____

____                6. Grew own marigold. (5)                                                           ____

____                7. Researched lightning bugs.    (5)                                            ____

____                8. Built butterfly net. (5)                                                            ____

____                9. Made Flag. (5)                                                                         ____

____                10. Made advertisement. (5)                                                        ____

____                11. Made wind chime.  (5)                                                            ____

____                12. Interviewed parent. (10)                                                        ____

                                                                                                Total Points          ____

Bloom’s Taxonomy:

            Knowledge:

                        -When did Independence Day first occur?

                        -Who were the main characters in the book?

                        -Can you list three important events in the book?

                        -Can you select the least liked summer activity?

            Comprehension:

                        -How would you classify this type of butterfly?

                        -How would you compare your parents summers to your own?

                        -What is the main idea of the book?

                        -How would you summarize this chapter?

            Application:

                        -How would you solve a problem dealing with selling cookies using what you have learned?

                        -What would result if you didn’t water your Marigold?

                        -Can you make use of the facts to explain why the plant with soapy water                                  did not grow as well as the plan with water?

                        -What questions would you ask in an interview with your parent?

            Analysis:

                        -What are the parts of a butterfly’s life cycle?

                        -Why do you think some marigolds flourished and others did not?

                        -What is the relationship between the main characters in the book?

                        -What is the function of the fourth of July?

            Synthesis:

                        -How would you improve the ending to the book?

                        -What would happen if you added soapy water to all of the Marigolds?

                        -Can you think of an original way for the story to take place?

            Evaluation:

                        -Do you agree with the actions of the character?

                        -How would you rate your chosen vacation spot?

                        -What data was used to make the conclusion about which Marigold grew best?

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