LEARNING PLANS
This page is full of learning plans for primary grade students. These plans have been created to provide quality instructional materials for reading, writing, math, science, social studies, and social and emotional learning.
Using a simple activity, students finding similarities and differences between two objects will be introduced to the skill of comparing and contrasting. Students will begin training their brains to think about and look for keywords to help locate similarities and differences within a text, between characters, or objects. By comparing and contrasting two familiar objects and listing their similar/different qualities, students will be able to grasp the concept of comparing and contrasting. They will be able to visualize the similarities and differences between two things and apply them to reading and real-world situations. This activity will prepare them for future compare and contrast activities and discussions in literacy activities and help them focus on details to better understand what they are reading.
Washington State Common Core State Standards:
K-12 CCSS.ELA-LITERACY.CCRA.R5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
K-12.CCSS.ELA-Literacy.CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-Literacy.RI.1.9: Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-Literacy.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
In this activity, students will be able to identify basic shapes. Students will practice understanding the different attributes that make up different shapes to help build a strong foundation in this lesson. Students will observe everyday objects and look for attributes that make up basic shapes. They will practice identifying basic shapes and how they relate to each other and build a foundation for understanding more complex geometrical concepts that they encounter in day-to-day tasks. Students often view shapes as playthings like blocks and other toys. Being able to identify basic shapes and how they relate to each other is the basis for understanding more complex geometrical and problem-solving concepts. They will develop spatial awareness skills by using basic shapes to design/illustrate familiar buildings they see in their everyday lives.
Washington State Common Core State Standards:
Math
CCSS.MATH.CONTENT.1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
CCSS.MATH.CONTENT.1.G.A.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Next Generation Science Standards:
K-2-ETS1-2 Engineering Design: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
In this activity, students will begin to learn the difference between living and nonliving things and how to sort them based on their attributes. The difference between living and nonliving things is an essential concept for elementary students to understand. Students will learn that non-living is not synonymous with “dead” and that living organisms and nonliving objects can be grouped based on their attributes. Scientists have developed a set of criteria for determining whether or not something can be considered living. Living things grow, change, reproduce and have certain needs that must be met for them to survive. Animals need air, water, and food. Plants need air, water, light, and nutrients to stay alive. Students often view non-living as “dead” and do not fully understand non-living objects do not need food, air, or water to survive. They will get a deeper understanding that non-living objects do not grow or move and cannot die. Students will observe everyday objects and look for attributes that make living things grow, change, reproduce, and have certain needs that must be met for them to survive to classify them as living objects.
Next Generation Science Standards:
Core Idea LS1:C Organization for Matter and Energy Flow in Organisms
By the end of grade 2: All animals need food to live and grow. They obtain their food from plants or other animals. Plants need water and light to live and grow.
Core Idea LS4:D Biodiversity and Humans
By the end of grade 2: There are many different kinds of living things in any area, and they exist in different places on land and in water.
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Washington State Common Core State Standards:
Math
CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
In this activity, students will learn how to cope with feelings, settings goals, and building a strong foundation in developing and using interpersonal skills to collaborate and resolve conflict. The objective of the emotions and feelings lesson is to help students learn how life situations will trigger various emotions and how they deal with these feelings throughout their day. Students will observe various emoji emotions and understand that feelings show how people are reacting. Students often see feelings as just being happy, mad, sad, etc. Being able to identify their feelings gives students the opportunity to better understand their feelings and how they can manage their reactions. Social-emotional learning is important for children to relate to each other and learn to think differently about their challenges.
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Washington State Common Core State Standards:
Literacy
CCSS.ELA-LITERACY.CCRA.R1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R3 Analyze how and why individuals, events, and ideas develop and interact throughout a text.
CCSS.ELA-LITERACY.CCRA.R4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RL.11 Ask and answer questions about key details in a text.
Social Emotional Learning
SEL STANDARD 1 - SELF-AWARENESS Individuals can identify their emotions, personal assets, areas for growth, and potential external resources and supports.
SEL STANDARD 2 - SELF-MANAGEMENT Individuals can regulate emotions, thoughts, and behaviors
In this activity, students will learn that in today’s world of shrinking resources and booming populations, managing solid waste is more important than ever. This lesson teaches students how we can decrease the amount of trash we send to landfills or incinerators by reducing, reusing, and recycling.
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Students will become familiar with the three Rs: reduce, reuse, and recycle. Reduce, to throw away less, and one of the best ways to do this is to refrain from buying what we don’t need. Reuse, use something again instead of throwing it away. This can be finding a new purpose for an old item or giving the item away so someone else can use it. Recycle, use materials to make new ones, typically through a recycling center. Students will develop an understanding that together, reducing, reusing, and recycling trash can greatly decrease the amount of solid waste that goes to landfills and incinerators. They will become aware and see the cause and effect of the three R’s and how some things that we do to live comfortably can affect the world around us, but we can make choices that reduce our impact on the land, air, water, and other living things, such as reducing the amount of trash we throw away by reusing and recycling.
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Washington State Common Core State Standards:
Literacy
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Math
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Next Generation Science Standards:
Earth and Space Sciences
Core Idea ESS3C: Earth and Human Activity
Human Impacts on Earth Systems By the end of grade 2: Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things—for example, by reducing trash through reuse and recycling.
In this activity, students will learn the concepts of needs and wants. Through the use of real-world examples, students learn about the differences between needs and wants. They examine the reasons why people can’t have everything they want and consider that individuals who want more than they can have often requires the person to make choices.
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Students will become familiar with the understanding that a need is something we must have to survive; like food, water, and a home. A want is something nice to have, but you can live without; like ice cream or a new skateboard. Students will understand the difference between wants and needs and think critically about the real value of stuff and become aware that not all of us in the world have access to the same resources. This lesson will explain why people need shelter, food, water, and clothes and will have discussions on what would happen if people didn't have the basic needs.
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Washington State Common Core State Standards:
Literacy
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Math
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Social Studies
WA.2 ECONOMICS
The student applies an understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and society.
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WA.2.1.1ECONOMIC CHOICES
Understands that when individuals and families make choices about meeting their needs and wants, something is gained and something is given up.
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