Valentine's Day Activities for All Subjects

Valentine's Day Activities for All Subjects
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Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjectsplay
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
Valentine's Day Activities for All Subjects
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PDF

(76 MB|93 pages)
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Standards
  • Product Description
  • StandardsNEW

Keeping students engaged in rigorous content during a holiday week is hard! But not with this resource, relate the Valentine's Day to science, social studies, math, and reading for upper elementary students! All activities are rigorous, engaging, and upper elementary focused!

Make Valentine's Day fun for your students, but also challenge them and keep them reviewing rigorous activities.

How will this help the teacher and student?

Engagement- Students will be engaged the ENTIRE time you are learning about Valentine's Day and participating in love themed activities.

Integrated- All subjects will have lessons relating to the Valentine's Day. You will teach math, science, writing, grammar, social studies, and reading all with the same theme!

Rigor- These activities are higher level and really make your kids think beyond the text!

Low Prep- Almost all activities are print and go!

What’s Included?

Included:

All activities have a teacher guide included for extra instruction.

Literacy Activities:

1. 5 Reading Rotation Activities: Listen to reading which includes QR codes or websites, compare and contrast point of view (with two included original stories), LOVE figurative language practice, building a story from pictures, and a teacher lesson with a mini reader included

2. Mentor Text Lessons with Somebody Loves You Mr. Hatch on Character Changes

3. 4 Day Lesson Plan for the Novel Cam Jansen and the Valentine Baby Mystery each day includes discussion questions and a read aloud activity!

4. Group Project on Valentine’s Day Around the World with original stories provided

Writing/Grammar Activities:

1. Fix-It Love Sentences (working on commas and quotations specifically)

2. Writing Love Letters to Parents

3. Lesson on how to address envelopes that goes with the parent letters

Math Activities

1. Valentine’s Day Word Problem Race (pink is one step problems and blue are multistep) your seat assignment, math websites for Valentine's Day games, a math fact practice game, and a teacher lesson on multistep word problems

2.Valentine’s Day Word Problem Race (pink is one step problems and blue are multistep)

3. Solve the Riddles- This is a logic type activity which challenges their brain.

4. Heart Fractions Teacher Lesson and Activity-working on equivalent fractions

Social Studies Activities

1. History of Valentine’s Day Research Project

2. Valentine’s Day Economics (making budgets and making Valentine’s by being a consumer and producer)

Science

1. Candy Heart STEM

2. Life Cycles of Love Lessons

You can find more details and pictures about this unit here!

Valentine's Day week is always full of excitement. I wanted to keep kids learning and reviewing skills, but still wanted them to join in on a fun theme! That is why I created a unit where the students would be engaged, but also learning and practicing higher level skills! I hope your kiddos are as engaged as mine are during this week!

Much Love,

Hannah

The Friendly Teacher

Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
93 pages
Answer Key
Included
Teaching Duration
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