3rd Grade Independent Projects - Chicago Public Schools · 2020. 7. 13. · to green with white to yellow spots that mimic glass frog e ggs . Glass frogs have expanded digit tips

Student Name: _______________________ School Name:_____________________ Teacher Name:_____________

3rd Grade Independent Projects

Hello Students, Families and Caregivers, This resource packet includes multiple projects that students can work on at home independently or with family members or other adults. Each project can be completed over multiple days, and the projects can be completed in any order. These projects are standards-aligned and designed to meet the Remote Learning instructional minutes guidelines by grade band. Use the table of contents on this page to navigate through the project packet. 3rd Grade Literacy Project: Poetry and Wisdom 1

3rd Grade Math Project: Multiplication and Division 8

3rd Grade Science Project: Surviving the Desert 17

Grade 3-5 Social Science Project: Global Connections 26

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3rd Grade Literacy Project: Poetry and Wisdom Estimated Time Total Time 70-80 minutes

Grade Level Standard(s)

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Caregiver Support Option

Help your student with unknown words. Be the proofreader of his/her letter to the upcoming 3rd graders.

Materials Needed Paper, pencil, markers or crayons

Question to Explore

How do poets use poetry to express creative thoughts and ideas? How does giving an object or animal human characteristics make us understand it better? What advice can I give to next year’s third graders?

Student Directions Follow the directions for each activity.

Review of Personification - When the author gives human-like characteristics to an object or something that is not human, that’s called personification. Example: It was an angry wind, breaking off tree branches and tossing garbage cans like they were feathers. In this example, the author is making it seem like the wind can have a temper like a person, being angry, throwing and breaking things. Activity 1: Smart Flowers Directions: Read the poem, “Budding Scholars.” As you read, think about what the poet is personifying, making it seem like something that is not human, has human-like characteristics.

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Budding Scholars BY April Halprin Wayland Welcome, Flowers. Write your name on a name tag. Find a seat. Raise your leaf if you've taken a class here before. Let's go around the room. Call out your colors. I see someone's petal has fallen— please pick it up and put it in your desk where it belongs. Sprinklers at recess, fertilizer for lunch, and you may snack on the sun throughout the day. Excuse me . . . what's that in your mouth? A bee? Did you bring enough for everyone? April Halprin Wayland, "Budding Scholars" from Sharing the Seasons: A Book of Poems. Copyright © 2010 by April Halprin Wayland. Reprinted by permission of April Halprin Wayland. Source: Sharing the Seasons: A Book of Poems (Margaret K. McElderry Books, 2010) Source: Poetry Foundation

A. What is the author personifying in the poem? Explain your thinking using at least two examples

from the poem. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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B. Why do you think the poet picked the title”Budding Scholars” for this poem? Explain your thinking. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Activity 2: See-Through Frogs Directions: Read the following short passage on a species of tree frog called glass frogs, who have see-through bellies. This information will help you as you read the next poem about a glass frog. Then read the poem “Peering Up From Mud (Glass Frogs).

Glass Frog by George R Zug Source: https://www.britannica.com/animal/glass-frog Glass frog, (family Centrolenidae), any of a group of tree frogs found in the New World tropics, some species of which have transparent bellies and chests. In glass frogs the viscera are visible, and an observer can see the heart pumping blood into the arteries and food moving through the gut. There is no satisfactory explanation for this transparency, and not all species have a “glass” underside. Viewed from above, most glass frogs appear light green. Their patterning ranges from uniform green to green with white to yellow spots that mimic glass frog eggs. Glass frogs have expanded digit tips that aid in climbing, and

this trait allows most to live in trees or shrubs along forest streams. Image 1. A glass frog, with its organs — including its small red heart — clearly visible. Photo: Geoff Gallice/Flickr By Atlas Obscura, adapted by Newsela staff

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https://www.britannica.com/animal/glass-frog

https://www.britannica.com/









Peering Up From Mud BY MARGARITA ENGLE The Glass Frogs you can't see us not like those golden frogs flashing their beauty because we're not here pretend we're not here you can't eat us we'd taste like clear air we're transparent invisible until night when stars pass through us moonlight flows into us we start to sing we need to sing we love to sing sing sing sing Margarita Engle, "Peering up From Mud (The Glass Frogs)" from Silver People: Voices from the Panama Canal. Copyright © 2014 by Margarita Engle. Reprinted by permission of Houghton Mifflin Harcourt. Source: Silver People: Voices from the Panama Canal (Houghton Mifflin Harcourt, 2014) Source: Poetry Foundation

A. What do you think the author means in stanza 2, when she writes:

“until night when stars pass through us moonlight flows into us we start to sing” ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

B. Who is narrating this poem? Explain your thinking using a piece of evidence from the poem.

___________________________________________________________________________________________

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ ___________________________________________________________________________________________

Activity 3: Be a Nature Poet Directions: You have just read 2 poems about plants and animals found in nature. Poets use their 5 senses to closely look at the people and things in the world around for inspiration for their writing. Now you get to be a “nature” poet. Use a separate sheet of paper to complete A and B.

A. Look out of a window at the spring that has sprung outside. Use your poet’s observation skills to find one especially beautiful or eye-catching plant or animal. Observe as many details as you can. Then, try to draw it without looking at your page, letting your observation skills lead you. Now look at your drawing. Does it look how you expected? Does it look more interesting, more menacing, or more beautiful? This drawing game is called blind contour. Blind contour is like writing a poem, because you may surprise yourself along the way of making it. You may find a new perspective. (Source: https://www.poetryfoundation.org/library/prompts#12e )

B. Now think: What would it be like if this plant or animal could speak? What would it tell us? Under your drawing, write the story of this plant or animal, what its day is like, or how it feels about spring. (Source: https://www.poetryfoundation.org/library/prompts#12e )

Activity 4: Third Grade Reflection- Informative Writing- You’re the Expert You may be wondering - “I’m an expert😏...in what way?” You are an expert at being a 3rd grader! You have read a poem about flowers on their first day of school. You read a poem about glass frogs being invisible compared to other frogs, until the night time comes, when they shine by singing their songs. Both of these poems connect to the way the second graders may be feeling this summer. They may be really nervous about moving from the primary grades to the intermediate grades, do you remember how you felt last summer, before your first day of third grade? Or they may be like the glass frogs, feeling kind of invisible compared to the fourth and fifth graders and may want to figure out a way to shine like the frogs did. The truth is, next year’s third graders could really use your help. Think about what advice you can give them about the first days of third grade and about how not to feel like you are just a little invisible third grader, how they can shine. You are going to share all your wisdom about being a shining third grader in a letter to a soon to be third grader. This is a big job, so to help, below is a graphic organizer to help you organize all of your thoughts on being a successful third grader.

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https://www.poetryfoundation.org/library/prompts#12e

https://www.poetryfoundation.org/library/prompts#12e

Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ 📃 Things Every Third Grader Should Know Before the First Day of School

✎First Day Jitters - ● What school supplies will he/she need in third grade - paper and pencils of course, dry

erase markers?, journals?, crayons?, ruler?,etc. ● What will the first day be like?

✎What can he/she expect to learn in third grade? How can she or he shine so she/he does not feel like an invisible frog that no one notices?

✎Your opinion - What is the best thing about being in third grade? What is the worst thing about being in third grade?

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✎Friendship - Any advice on friends in third grade? Is it different than when you were in first and second grades?

On a separate sheet of paper, use the information in the graphic organizer above, to write a letter to a future third grader, informing her/him about all the important things they will need to know, like the flowers on the first day and how they can shine like the frogs. Be creative with your introduction, introduce yourself and tell her/him that you were once in her/his shoes, so you are the perfect person to help and tell her/him what third grade is really like. Your letter should be at least 4 paragraphs long, one paragraph for each section above. Extension: Create a list of rules for being a shining star third grader. Cross Content Connections: Science: ● Research glass frogs on the internet or at the library when they reopen. ● What animal has the weirdest heart?

https://newsela.com/read/lib-animal-heart?_flash_query_param_1=?collection_id=339 Social Science: ● Want to talk to the president? Write a letter!

https://newsela.com/read/elem-kids-letters-to-presidents?collection_id=339&search_id=7a9c27af-5bf9-40d0-971a-4fc1348ab69f

Arts: ● At a new kind of camp, kids learn that writing in cursive is like art

https://newsela.com/read/cursive-writing-makes-comeback?collection_id=339&search_id=2dc1fa90-644b-43fb-9093-ad038848dbac

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https://newsela.com/read/lib-animal-heart?_flash_query_param_1=?collection_id=339






3rd Grade Math Project: Multiplication and Division Estimated Time 70-80 minutes


3.OA.A: Represent and solve problems involving multiplication and division. 3.OA.B: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.C: Multiply and divide within 100. 3.OA.D: Solve problems involving the four operations, and identify and explain patterns in arithmetic.


Support is optional, but recommended for the following: ● Reviewing activity and directions with your student. ● Creating the vocabulary booklet. ● Engaging in discussions with the student around questions embedded

in this project (siblings and other members of the household can be engaged in the dialogue as well).

Materials Needed Pencil, 6 sheets of paper to create a booklet.

Question to Explore How are the operations of multiplication and division related? How can we use math operations to help solve problems?

Student Directions Follow the given directions for each activity in the project.

Activity 1: Hand Sanitizer in a Box

A. Shirley has 24 bottles of hand sanitizer and needs to put all of the bottles into boxes. She has three boxes to put the bottles of hand sanitizer in. If Shirley puts an equal number of bottles in each of the three boxes, how many bottles of hand sanitizer will be in each box? ______________________________ In the space below, draw a picture to show how you figured it out.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ B. Calvin also has 24 bottles of hand sanitizer and needs to put his bottles into boxes, too.

Calvin’s boxes will only fit 6 bottles of hand sanitizer in each box. If Calvin wants to put six bottles of hand sanitizer in each box, how many boxes will Calvin need for all 24 bottles? _______________________________ In the space below, draw a picture to show how you figured it out.

C. Now, think about Calvin and Shirley and what they each needed to do with their bottles of hand sanitizer. How were Clavin and Shirley’s situations the same? Explain your answer in the space below. How were Calvin and Shirley’s situations different? Explain your answer in the space below.

D. Shirley has a friend who’s name is Dominique. Dominique also has 24 bottles of hand sanitizer, but she only has two boxes to put them in. If Dominique puts the same amount of bottles into each of her two boxes, how many bottles of hand sanitizer will be in each box? _______________________________ Write an equation that shows how you figured it out. Can you write more than one kind of equation? What other equations can you write?

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Activity 2: Create a Vocabulary Booklet

Word Bank

Factor Product Divisor Array Row

Multiply Quotient Column Dividend Divide

Directions: Using the vocabulary words in the word bank above, create a booklet with these 10 vocabulary words that are related to multiplication and division. Each page in your booklet should have the word, the definition, a sentence using the word, and a picture that represents the word.

How to Create a Vocabulary Booklet:

1. Get 6 sheets of paper. 2. Place the pages in a stack and fold

them all into half to form a booklet. 3. Next, use your drawing supplies to

create a cover page, 4. Open your booklet to the first

two-page spread and get started.

Examples:

Cover Page Vocabulary Page

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Activity 3: Shelby’s Apple Crates

A. Shelby has four boxes of apples. Inside each box there are nine apples. How many apples does Shelby have in all four of her boxes altogether? ___________________

In the space below, explain how you figured this out using pictures or words.

B. Shelby gave one of her boxes of apples to her friend Juan. She now only has three boxes of apples left. How many apples does Shelby have now in her three boxes? ________________________ In the space below, explain how you figured this out using pictures or words.

C. Shelby’s sister gave her two more smaller boxes of apples. Each of the two smaller boxes of apples only has five apples in them. She now has 3 large boxes of apples and 2 small boxes of apples.

How many apples does Shelby now have in all five boxes of apples? ______________ In the space below, explain how you figured this out using pictures or words.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ D. Shelby’s brother Zac said that there must be 45 apples in all five of those boxes. Shelby told

Zac that he must be wrong! What mistake did Zac make when he figured out the total of all five boxes of apples? In the space below, explain why Zac is wrong - what was Zac thinking?.

Activity 4: Chicago’s Summertime Fireworks Show

A. The City of Chicago is planning a very special fireworks show this summer on the Fourth of July. During the fireworks show, there will be three extra types of special fireworks - Blue Rockets, White Sparkly Flowers, and Giant Red Explosions. These special fireworks will go off at different times throughout the fireworks show. The table below shows how often each of the three special fireworks will go off.

Special Fireworks at the 4th of July Fireworks Show

Type of Special Fireworks Timing of Each of the Fireworks

Blue Rockets Every 2 minutes

White Sparkly Flowers Every 3 minutes

Giant Red Explosion Every 4 minutes

This summer, the 4th of July Fireworks Show will last for a total of 12 minutes. At the very beginning of the show, all three of the special fireworks will go off together at the same time. After the beginning of the show, each of the special fireworks will go off at different time intervals. Looking at the information in the table above, complete the table below by putting an X in the box to show when each special firework goes off during the show. The first three rows have been completed for you.

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Time Intervals for the Special Fireworks

Time (in minutes) Blue Rockets White Sparkly Flowers Giant Red Explosions

0 X X X

1

2 X

3 X

4

5

6

7

8

9

10

11

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Looking at your completed table above, answer the following questions below: What patterns do you see in the table? Explain your answer below using words or pictures.

At what times during the fireworks show will you only see Blue Rockets? __________________

At what times during the fireworks show will you only see White Sparkly Flowers? ____________ At what times during the fireworks show will you only see Blue Rockets? __________________

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ When will you see all three of the special fireworks go off altogether at the same time? Explain your answer below using words or pictures.

B. The Answer is 36 Complete each of the fireworks below by filling in the missing number so that each expression will be equivalent to 36. Then color each of the different fireworks to make your own fireworks show.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Activity 5: Fill in the Number

A. Using any of the digits 1 to 9 only one time each, place a digit in each box to make the sum as close to 100 as possible. Can you make a sum of exactly 100?

B. Using the digits 1 to 9 exactly one time each, place a digit in each box to make the sum as

close to 1000 as possible

Feel free to cut out the Digit Cards below to help you solve the problems.

1 2 3 4 5 6 7 8 9

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ THIS PAGE LEFT INTENTIONALLY BLANK

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3rd Grade Science Project: Surviving the Desert Estimated Time 70-80 minutes


3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all


● Engage in discussions with the student around the questions embedded in this project (siblings and other members of the household can be engaged in the dialogue as well).

Materials Needed Pencil and paper

Question to Explore What makes organisms in a population more likely to survive or less likely to survive?

Student Directions Each activity has directions for you to follow. Write your responses to the questions on a piece of paper.

Activity 1: The Johnson family moves to Arizona! (10 minutes) The Johnson Family is going to be moving to Phoenix, Arizona. The Johnson Family children learned that their new home will be in a completely different climate and environment than where they lived in Chicago. The weather was going to be very warm and hot all year long. They made a list of six of their favorite plants and animals and wondered if those organisms would be able to survive in a desert climate. Can you help them determine which of those animals and plants would survive in the desert?

1. On a piece of paper, make a prediction and explain whether or not you think the following organisms can survive in the desert?

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http://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/3-LS4-3%20Evidence%20Statements%20June%202015%20asterisks.pdf

Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Activity 2: Organisms’ Survival Needs (10-15 minutes)

1. Finish Table 1 below. You will choose four organisms (plants and animals you see around your neighborhood or other organisms you know about) and list what you know about:

a. their food b. the defense they use for protection from predators c. their shelter (the environment in which they live)

Table 1: Organism Survival Needs Organism Food Protection (Defense) Shelter (Environment)

Alligator

Eat fish, mollusks, birds, small mammals and other reptiles

Eyes to peek above water, can hear very well

Slow-moving rivers, ponds, lakes and swamps.

Rose

Sunlight and water Thorns Moist and well-drained soil

Choose an organism ______________________




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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Activity 3: Earthworms Underground (25-30 minutes) Directions: Read the Earthworms Underground reading and then answer the questions below.

Reading 1 Earthworms Underground [Source: Amplify Science - Environments and Survival Unit]

Introduction No matter where in the world you go, you will find animals, plants, and other organisms. Every place on Earth is an environment where organisms live. There are wet environments and dry environments. There are hot environments and cold environments. There are environments high in the trees and environments underground. This book is about a type of organism that lives in an underground environment. It is about earthworms. Can you imagine what it would be like to live underground in the soil? Earthworms have traits that help them survive and meet their needs in their underground environment. What needs do you think earthworms have? How does an earthworm survive and meet its needs in its environment? Earthworms Need Air Just like people, earthworms need air. When people breathe, you see their bellies moving in and out. You won’t see that in an earthworm. To breathe, an earthworm takes in air through its skin! To take in air, an earthworm’s skin needs to be damp. Damp soil is a good environment for an earthworm. The earthworm can breathe there. If an earthworm dries out, it is not likely to survive because it can’t get the air it needs. Earthworms Need to Move Around Many animals move with their legs. Earthworms don’t have legs! Legs would get in the way in earthworms’ tiny underground burrows. Earthworms have different traits for moving through the soil. Earthworm bodies are made of parts called segments. Each segment has tiny hairs on it.

When an earthworm moves, it first reaches forward with its pointed head. The segments of its body become longer. That makes the earthworm’s front end thin and long. The earthworm uses its tiny hairs to hold on to the soil. Next, the head pulls the rest of the earthworm forward. The segments pull

together and become shorter. Now the earthworm is short and fat. Then the head reaches forward again, making the front end thin and long. The earthworm reaches and pulls its way through the soil.

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Earthworms Need to Eat Where do earthworms find food? Earthworms eat soil and dead and living organisms in the soil. Earthworms are likely to survive in soil with plenty of organisms. When there are plenty of organisms in the soil, earthworms can easily meet their need for food. Sometimes, when it’s wet and dark outside, earthworms go above ground. They find dead leaves and pull them underground to eat. Earthworms Need Water Earthworms have mouths, but they don’t drink water the way humans do. Instead, earthworms take in water through their skin. Earthworms stay underground. They stay out of the sunlight so they don’t dry out. Earthworms Need to Protect Themselves Living underground protects earthworms from some predators that might eat them. But some predators live underground, too! Moles are furry animals with tiny eyes. They dig in the soil. When moles come near, earthworms can feel the soil shaking. They try to getaway. Birds are also predators of earthworms. Some birds stand on the ground and listen for earthworms moving under them. The birds try to pull earthworms out of their burrows. Earthworms hold on to the soil with their tiny hairs. Sometimes the bird catches the earthworm, but sometimes it doesn’t. Sometimes, when a bird pulls on an earthworm, the end of its tail breaks off. The bird is left with just a piece of the tail. The earthworm can move away and survive. Later, the tail grows back. Sometimes the bird gets the whole earthworm, though. Earthworms are not likely to survive if there are lots of predators in their environment. Earthworms Need to Stay Cool Earthworm skin is good for breathing, but it is not good for protection from sunlight. If earthworms are out in the sun for too long, they get too hot and dry up. Earthworms need to stay cool. They protect themselves from sunlight by staying underground. They don’t usually come out unless it’s dark. Earthworms Need to Reproduce When earthworms reproduce, they make more earthworms. If earthworms didn’t reproduce, there would be no more earthworms! Each earthworm is both male and female, but it can’t reproduce by itself. It needs to find another earthworm to mate with.

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Earthworms find mates by smell. On wet nights, lots of earthworms may come out of the ground. When there are many earthworms out, it’s easier for earthworms to find mates and reproduce. When earthworms reproduce, they lay eggs inside a cocoon. The cocoon protects the eggs. When it first hatches from an egg, an earthworm is tiny. How Earthworms Meet Their Needs An earthworm has many traits that help it survive and meet its needs in an underground environment. • To breathe, it takes in air through its skin. • To move, it pulls itself forward. • To get food, it eats dead and living things in the soil. • To protect itself from danger, it uses tiny hairs to hold onto the soil. • To keep cool, it stays underground during the day. • To reproduce, it finds a mate with its sense of smell. Above ground in your environment, you may not think earthworms are very special. They can’t even survive above ground very long! Still, earthworms have lots of traits you don’t have. That means they can do things you can’t do. They can survive and meet their needs in an environment where you couldn’t. They can live underground.

Using what you’ve learned from Reading 1: Earthworms Underground, answer the following questions on a piece of paper:

1. How do earthworms breathe? 2. How do earthworms eat? 3. How do earthworms protect themselves? 4. How do earthworms reproduce? 5. Why do you think earthworms can survive underground, but humans cannot?

Activity 4: Habitat Survival (20-25 minutes) [Adapted from: The Wonder of Science - Habitat Survival] https://docs.google.com/document/d/13wMTGk9m31vjTxQkq51iU2FrbC_DDgISEvU8b3W73RQ/edit# The Johnson Family children gathered data on six of their favorite plants and animals. The children are curious to know if any of them would be able to survive in their new desert environment. You will be using these characteristics and needs to determine how well these organisms would survive in a new habitat.

Directions: Read data in Table 2 and Reading 2 below. Then answer the questions and fill in Table 3.

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https://docs.google.com/document/d/13wMTGk9m31vjTxQkq51iU2FrbC_DDgISEvU8b3W73RQ/edit#

Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Table 2: Organism Characteristics and Needs

Organism Characteristics Needs

Food Water Shelter

Panda Bear

A large bear with black and white fur. Four to six feet in length. 200-300 pounds. Thick fur keeps them warm in cool climates.

Mostly bamboo but also grass, meat, tubers, rodents, and carrion

Rivers and streams

Hollow trees or rock crevices

Fennec Fox

A small fox with unusually large ears. Fur is cream colored and fluffy. Nine to 16 inches in length. Two to three pounds in weight. Bottoms of feet are covered in fur to protect against heat. Large ears keep the fox cool.

Rodents, insects, birds, eggs and rabbits.

Not required. They absorb water through their food.

Large dens dug in the sand.

Bull

Large hooved mammals with curved horns. Four to five feet at the shoulder. 400-900 pounds in weight. Thick coat of fur.

Grasses, arctic willows, woody plants, lichens, and mosses

Rivers and streams

Bulls protect cows and calves in the herd.

Cactus

Large barrel-shaped plant with spines and small flowers. Seven feet in height.

Full sun Occasional water

Water Lily

Flowering plants rooted in soil. Leaves and flowers float on the surface of bodies of water.

Sun Bodies of water

Oak Tree

Large trees that average 50 to 60 feet in height. Leaves turn colors in the fall and fall off during the winter.

Sun Seasonal rain

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Reading 2: Desert Habitat The habitat pictured to the right is found in the southwest of the United States. The area is mountainous and receives very little rain. The temperature often exceeds 120 °F (49 °C) in the summer. According to Wikipedia, “Wild burros are a familiar sight, as are rabbits and ground squirrels. Desert bighorn sheep are occasionally seen at higher elevations. During rare spring and summer rainstorms, tiny red-spotted toads can be seen emerging from pools of water. Some 600 species of plants are known in the area. Common types on the valley floor include the Joshua tree, Mojave yucca, banana yucca, creosote, and blackbrush.”

1. Based on Reading 2, what do you think are some important characteristics of the desert

habitat that would impact whether an organism could survive there. Underline those important characteristics in the reading above.

2. Use the characteristics and needs of the six organisms in Table 2 to make claims about how well they would survive in a desert in order. Fill in Table 3 (on the next page) so this information can be shared with the Johnson Family children.

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https://en.wikipedia.org/wiki/Red_Rock_Canyon_National_Conservation_Area#Climate

Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Table 3: Organisms’ Ability to Survive in the Desert

Organism Are their needs met?

Will organisms survive?

Evidence and Reasoning

Panda Bear

𝀈 Yes 𝀈 Partially 𝀈 No

𝀈 Survive well 𝀈 Survive less well 𝀈 Cannot survive

Fennec Fox



Bull



Cactus



Water Lily



Oak Tree



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Grade 3-5 Social Science Project: Global Connections Estimated Time Total Time 70-80 minutes (average of 15-20 mins per activity)


SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions. SS.IS.4.3-5: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. SS.IS.5.3-5: Develop claims using evidence from multiple sources to answer essential questions. SS.IS.6.3-5: Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.


Notes on the structure: ● Activities are designed to be done in order - each one builds on the

other so you should not skip activities. ● Activities are an average of 15-20 mins each. More than one can be

done in a day. Before giving the activities to students, caregivers might:

● Spend time reading and discussing the “student directions” together. Encourage them to ask any clarifying questions.

● When reading the texts, students should circle or underline any unfamiliar words so you both can define them together.

In this particular lesson, it’s important to note that:

● Students are learning about how products we use everyday come from all over the world and can help us feel connected to distant places.

● Consider looking through items or products in your home and discussing where they come from together. Share any connections you may have to the product or the place it was produced.

Materials Needed Writing tool, paper

Question to Explore “How do the things I use connect me to people and places around the world?”

Student Directions Your challenge this week is to create a “My Global Connections Infographic” showing how the everyday items you consume connect you to distant people and places.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Day 1 (Activity 1): Exploring Global Connections (15-20 min)

This week we’re thinking about the question: “How do the things I use connect me to people and places around the world?”

Your challenge this week: Create a “My Global Connections Infographic” showing how the everyday items you consume connect you to distant people and places.

Today you will: ● Explore where items you consume were

produced

You will need: ● Paper or notebook ● Pencil, pen, or other writing tool ● “Where Is That From?” handout (optional)

Let’s Get Started!

A. THINK What did you eat this morning? What are you wearing? Have you or anyone in your house used a cellphone today? Many of the things we use every day have journeyed from around the world to get to us. We are connected to distant places through the items we consume. We also live in a global community with the people that produce these items. We are connected to them through the trade of ideas, goods, and services.

New Word consume: to eat, drink, use, or buy

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ B. EXPLORE Take a close look at the label on the item below to learn how far it traveled.

Maybe you have played music on a keyboard similar to this one. If so, have you ever wondered where it was made? On most products, you can find a label or other written message that describes where they were produced. Can you guess where this keyboard was made?

This label is found on the back of the keyboard. It tells you some basic information about the product, including that it was made in China.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ View the map below to observe how far the item traveled.

Questions:

● Do you notice the names of the continents? ● Do you notice the lines that show where different countries are?

○ A few of these countries have been labeled with their names. ● Can you find China on the map and notice which continent it is in?

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Examine more everyday items below to learn how far they traveled.

Perhaps you can kick a soccer ball pretty far… but not as far as this soccer ball has traveled! This soccer ball was made in Pakistan. See all those pentagons and hexagons? Chances are they were stitched together by hand.

Many of the fruits and vegetables we eat come from other places in the world. Bananas grow in warm, tropical climates. These bananas come from Ecuador, which is among the top five countries that produce bananas. Blueberries are grown in the United States, but often the blueberries we eat in winter have made the long trip from Chile!

Have you noticed the tags inside your clothes? Well, those tags tell a great story! They tell where your clothes were made. This shirt may say “USA” on the front, but it was actually made in Egypt!

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ View the map below to observe the country and continent where these items began their journeys to the United States.

● Look at the continents and countries on the map. ● All these items travel very far before we use them! ● Can you find Pakistan, Ecuador, Chile, and Egypt on the map and notice which continent

each country is in? C. DO Your challenge this week: Create a “My Global Connections Infographic” showing the way you are connected to people and places through the items you use. Today, you will discover where the items that you use come from. Today, you will use the information you’ve collected about your items to start creating your infographic. Get Ready! Think about: Where do you think the items in your home came from?

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Get Set! You're going to: Go on an object hunt! Look around your home to find out where items came from. Write down the following information on a piece of paper (or use the “Where Is That From?” handout if you like):

● The name of the item ● The country that the item was made in ● The name of the item, the country it was made in, and the continent that country is in ● Use the Countries of Each Continent resource below to help you.

Go! Happy Hunting! Here are a few ideas to think about that will help you in your search:

● Look for labels that say “product of” or “made in.” ● It’s okay if an object doesn’t have a label that says where it was made – just move on to

another item! DIG DEEPER OPTIONAL: Learn more about mapping and geography terms, such as hemispheres, poles, lines of latitude and longitude, and more! Watch “The Geography Song for Kids” video. (youtu.be/_pOKoIAnybg)

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ DAY 1

Where Is That From? Information Sheet

Item Country Continent

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Countries of Each Continent

Africa

Algeria Angola Benin Botswana Burkina Burundi Cameroon Cape Verde Central African Republic Chad Comoros Democratic Republic of the Congo Djibouti

Egypt Equatorial Guinea Eritrea Ethiopia Gabon The Gambia Ghana Guinea Guinea-Bissau Ivory Coast Kenya Lesotho Liberia Libya

Madagascar Malawi Mali Mauritania Mauritius Morocco Mozambique Namibia Niger Nigeria Rwanda São Tomé and Príncipe Senegal Seychelles

Sierra Leone Somalia South Africa South Sudan Sudan Swaziland Tanzania Togo Tunisia Uganda Zambia Zimbabwe

Asia

Afghanistan Bahrain Bangladesh Bhutan Brunei Burma (Myanmar) Cambodia China East Timor India Indonesia

Iran Iraq Israel Japan Jordan Kazakhstan Kuwait Kyrgyzstan Laos Lebanon Malaysia

Maldives Mongolia Nepal North Korea Oman Pakistan Philippines Qatar Russian Federation Saudi Arabia Singapore

South Korea Sri Lanka Syria Tajikistan Thailand Turkey Turkmenistan United Arab Emirates Uzbekistan Vietnam Yemen

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Europe

Albania Andorra Armenia Austria Azerbaijan Belarus Belgium Bosnia and Herzegovina Bulgaria Croatia Cyprus Czech Republic

Denmark Estonia Finland France Georgia Germany Greece Hungary Iceland Ireland Italy Latvia

Liechtenstein Lithuania Luxembourg Macedonia Malta Moldova Monaco Montenegro Netherlands Norway Poland Portugal

Romania San Marino Serbia Slovakia Slovenia Spain Sweden Switzerland Ukraine United Kingdom Vatican City

North America

Antigua and Barbuda The Bahamas Barbados Belize Canada Costa Rica

Cuba Dominica Dominican Republic El Salvador Grenada Guatemala

Haiti Honduras Jamaica Mexico Nicaragua Panama

Saint Kitts and Nevis Saint Lucia Saint Vincent and the Grenadines Trinidad and Tobago United States

Oceania/Australia

Australia Fiji Kiribati Marshall Islands Micronesia

Nauru New Zealand Palau Papua New Guinea Samoa

Solomon Islands Tonga Tuvalu Vanuatu

South America

Argentina Bolivia Brazil Chile

Colombia Ecuador Guyana Paraguay

Peru Suriname Uruguay Venezuela

Antarctica

There are no countries in Antarctica. However, there are eight species of penguins that live there. 🐧

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Day 2 (Activity 2): Discovering People and Processes (15-20 min)



Today you will: ● Learn about the process of making

everyday items ● Create a draft of your “My Global

Connections Infographic”

You will need: ● Paper or notebook ● Writing tool ● “Infographic Template” handout

(optional)

Let’s Get Started! A. THINK

Look back at the list of items you found in your home. Did you find a pencil? A phone? A T-shirt? The items you found went through a process, starting with raw materials and ending up as a product you consume. Look at the images on the right. They show an example of a process that starts with raw materials and ends when you use the product. The steps of this process are:

● Take: Get raw material from the Earth ● Make: Make it into something new ● Ship: Get it to people who use it ● Use: Buy or use it

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ New Word raw materials: the basic materials used to make other products B. EXPLORE Let’s explore a process like the one described above.

Chocolate is a treat enjoyed by many of us. Though we may buy it at a local store, neatly wrapped and ready to eat, it has traveled a great distance to get to us. Along the way, chocolate goes through a long process involving many people before it reaches our shelves.

One of the main ingredients in chocolate is the seed of the cacao tree. These seeds are contained in the pods, or fruits, that grow on the trees.

Cacao trees grow in tropical locations with warm, wet climates. The colors on the map show the countries where cacao trees grow. Notice that these countries are mostly located on the continents of South America, Africa, and Asia (with a few spots in the southern part of North America). All of these spots are very far from your local store!

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So what is the process that brings chocolate to our local stores?

Step 1: Take When the pod is ripe, a farmer cuts down the pod with a sharp blade and opens it. Inside the cacao pod are white, mushy seeds.

Step 2: Make The seeds are put in boxes so they get very hot. This stops the seeds from growing. They turn from white to brown. Next, the seeds are spread out and dried. At this point, we call them cocoa beans. Then, the beans are roasted at a high heat. They are taken from the shells, ground into a powder that will be heated and cooled to make a “mass” that will be turned into chocolate.

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Step 3: Send It is shipped to factories all over the world to make it into chocolate. Think of all the people who help make chocolate, from the people who load and unload the ships, to the people in the factories!

Step 4: Use Then we buy and eat it!

OPTIONAL Pulling it all together: Watch this video to learn more about the people and places behind the chocolate so many people enjoy! “My Fairtrade Adventure” video from Fairtrade Foundation (youtu.be/VeUGvhINwHw) Look! Take another look around you and notice all the objects you use.

● How do these connect you to people and places far away? ● Are there connections you already knew about? ● Are there connections that surprised you? ● Are there any objects or items you’d like to add to the list of items you created?

Take a moment to do that. C. DO Your challenge this week: Create a “My Global Connections Infographic” showing the way you are connected to people and places through the items you use. Today, you will use the information you’ve collected about your items to start creating your infographic.

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ New Word infographic: a visual that uses images and words to communicate information quickly and clearly

Today, you will only create a sketch of your infographic using a pencil. Your infographic will show how the everyday items you consume connect you to distant people and places. Let’s look at another student’s draft to give us ideas.

● Notice how this infographic shows everyday items that a student consumes.

● Notice how this infographic shows the places in the world where those items came from.

Get Ready! Now it’s your turn to create a sketch of your “My Global Connections Infographic.” Get Set! Review your goals:

● I will represent my items using symbols and words. ● I will create a chart describing which items come from which continent. ● I will write statements that demonstrate my learning about global connections.

Go! On a piece of paper, create a sketch in pencil of your “My Global Connections Infographic” (or use the “Infographic Template” handout if you like). Once you've created your sketch, write down your thoughts and ideas after reading the sentence starters below:

● My items connect me to people and places because… ● Learning about these connections makes me wonder… ● I noticed some similar things about my items, like...

For example: Do you notice that certain types of items come from certain places? Do you notice that certain continents provide more items than others? Are there any other patterns you notice in the information you found? Remember to save your sketch! You’ll use it to create your final “My Global Connections Infographic.” DIG DEEPER OPTIONAL: “The Impact of Globalization on the Physical and Human Characteristics of Communities” article What are 2 ways that globalization can change a physical place or how people in a place live?

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https://newsela.com/read/natgeo-impact-globalization-place/id/53350/?collection_id=339&search_id=6d72506a-b870-4548-9332-62ae9bfb043e

https://newsela.com/read/natgeo-impact-globalization-place/id/53350/?collection_id=339&search_id=6d72506a-b870-4548-9332-62ae9bfb043e


My Global Connections Infographic For each item you found, create a drawing or symbol above the continent where it came from.

Africa Asia Europe North America

Oceania/ Australia

South America

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ My items connect me to people and places because…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Do you notice that certain types of items come from certain places? Do you notice that certain

continents provide more items than others? Are there any other patterns you notice in the information

you found?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Learning about these connections makes me wonder…

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Day 3 (Activity 3): Evaluating the Work (15-20 min)



Today you will: ● Reflect on your progress ● Make a plan to improve your work

You will need: ● Your work from previous activities ● Paper or notebook ● Writing tool

Let’s Get Started! A. THINK You’ve already started creating your “My Global Connections Infographic.” When someone looks at your work, they should see:

● Items you use represented in symbols and words. ● A chart that represents which items came from each continent. ● Statements that demonstrate your learning about global connections.

B. EXPLORE

Look at this student’s “My Global Connections Infographic.”

● Does this work show items represented in symbols and words?

● Does this work show which continent each item came from?

● Does this student’s statements demonstrate their learning about global connections?

● How did this student use color to make their information clear?

Now imagine we have the chance to give another student feedback on their work to make it stronger and clearer.

● What advice would you give the student to make this work even stronger? ● The student could use color to… ● The student could add… ● The student could try… ● The student could change…

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ C. DO Your challenge this week: Create a “My Global Connections Infographic” that shows how the everyday items you consume connect you to distant people and places. Today, you will examine the sketch you created of your “My Global Connections Infographic” to see if you are meeting your goals.

1. Pencils down! This is a thinking exercise! 2. Look at your work and ask:

● Are items I use represented in symbols? ● Have I created a chart that shows which continent my items came from? ● Do my written statements demonstrate my learning about global connections?

3. Wait, still don’t touch your work! First, make a plan to add color in a way that makes your

information more clear to others. Choose an option for color-coding below. I will use color to… ● Show that items come from the same continent (ex. one color for everything from Asia,

a different color for everything from North America). ● Show how items are similar (ex. one color for all electronics, a different color for all

kitchen items). ● Show something else about my items like: ________________

Remember to save the plan you made to improve your work and the draft of your “My Global Connections Infographic.” You’ll use them both to create your final “My Global Connections Infographic.” Day 4 (Activity 4): Finalizing the Work (15-20 min)



Today you will: ● Finish creating your “My Global

Connections Infographic”

You will need: ● Pencil, pen, or other drawing tool ● Coloring materials ● Your work from previous activities

Let’s Get Started! A. THINK It’s time to take steps to finalize your work based on your work plan. Remember your work plan? That’s when you said:

● “I will use color to…” and ● “I will add…” or ● “I will try…” or ● “I will adjust…”

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Decide or discuss: What will you do next to finalize your work? B. EXPLORE Check out a “My Global Connections Infographics” made by another student. ● What changes did this student make to their work? ● How do these changes help you understand their “My Global Connections Infographic” more?

Rough Draft

Final Draft

C. DO Today, you will work to finish your “My Global Connections Infographic.”

● Get out your sketch and any other materials from previous activities. ● Think about the plan you made to improve your work. ● Get to work making your final draft!

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Day 5 (Activity 5): Reflecting and Sharing (15-20 min)



Today you will: ● Think about how your “My Global

Connections Infographic” shows how you are connected to faraway people and places

● Think about how your “My Global Connections Infographic” communicates information to others

● Find a way to share your final work

You will need: ● Your finished “My Global Connections

Infographic” ● “Sharing” handout (optional) ● “Reflection” handout (optional)

Let's Get Started! A. THINK Look around you right now. Notice the things in the room.

● How many people have helped to make the things around you? ● How far have these things traveled to get to you?

B. EXPLORE Look at your finished “My Global Connections Infographic.” Reflect on your work in writing. Write it out on a piece of paper (or use the “Reflection” handout if you like).

● How would you explain the choices you made in designing your infographic to someone else? ● How did you use color to communicate ideas? ● What findings surprised you?

C. DO Now it’s time to share your work with others! Here are some ideas for connecting with others:

● Share with a family member and… ○ Help them to create their own. ○ Ask them if they have comments, questions, or a connection to your work (or use the

“Sharing” handout to get a written response). ● Hang your “My Global Connections Infographic” in the window. ● Ask an adult to help you share your work online with the #inquirEDtogether hashtag. ● Keep your “My Global Connections Infographic” with your other work from this time. You can

look back on these later to remember this unique moment in history.

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Sharing Handout Please take a look at my work and fill this out. Thank you! I have a… (circle one)

comment: question: connection:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Day 5:

Reflection

How would you explain the choices you made in designing your infographic to someone else?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How did you use color to communicate ideas?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What findings surprised you?

__________________________________________________________________________________________

__________________________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Student Name: _______________________ School Name:_____________________ Teacher Name:_____________ Cross Content Connection: By examining everyday objects in your home, discovering where they came from, and by creating your own infographic you are using many social science skills, but also so much more! There are so many connections to language arts, math and science that you can continue to explore. Here are a few ways to extend your learning and make connections to other subjects. Math: Try finding out the price of each item you included in your infographic. If you found food items, ask someone in your household who grocery shops the approximate price. Compare the prices of each item. Why do you think some items cost much more than others? Science: Think about items you found that came from the same country, or continent. What do you know about the climate of that area? Can you make any inferences about the climate and landscape based on the products you found? How does the climate affect the items that are produced there?

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Documents

3rd Grade Independent Projects - Chicago Public Schools · 2020. 7. 13. · to green with white to yellow spots that mimic glass frog e ggs . Glass frogs have expanded digit tips