Embed Size (px)
Citation preview
Third Grade Lesson Plan Week of: June 1st – June 5th
Subject: Literacy Standard: 3.RI.9 Compare and contrast the most important points and key details
presented in two texts on the same topic.
Learning Target:
Success Criteria: • I can explain how the two texts are the same.
• I can explain how the two texts are different.
• I can support my answers with evidence from the text.
Materials: • Passages: “The Volcano that Keeps Erupting” (Source 1) and “Eruption!” (Source 2)I
included them at the end of this lesson plan if you need them again. We will use these articles again next week. If you print it, you’ll want to save it.
• Venn diagram (after lesson plan)
• KWL chart and question sheets from the last two weeks • Question page using both articles (after this lesson plan). Save your answers, we will
refer to them again • If you are unable to print the pages, no worries…you can read them on the screen
and write the answers to the questions on any paper you have available. • Pencil or pen
Lesson: Time: this lesson should take 1-1.5 hours to complete, broken up into 2 or more work sessions. The lessons from last week and the next few weeks will be connected. We will be working on comparing two texts and then writing an opinion paper. All work and anything you print from this lesson should be saved to use in future lessons.
• Reread both articles and review your KWL chart and questions
• After you review ▪ Complete the Venn Diagram (see anchor chart), include 2 ways the
articles are the same and 2 ways they are different ▪ answer the questions that follow, using both articles
Questions for “The Volcano that Keeps Erupting” and “Eruption!”
1. Check the boxes to match each source with the idea or ideas that
it supports. Some ideas may have more than one source selected.
Source 1: The Volcano that Keeps Erupting
Source 2: Eruption!
The Colima Volcano is an active volcano in Mexico.
Volcanoes can be destructive.
Most volcanoes are found in the “Ring of Fire”.
2. Explain how volcanoes can be dangerous. Give two reasons, one form
Source 1 and one form source 2. For each reason, include the source title or
number.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Explain how scientists are gathering information about volcanoes. Give one
reason from each source. Include the source title or number.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Source 1
Source 2
Third Grade Lesson Plan
Week of: June 1-5, 2020 Subject: Math Standard in this lesson:
CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size,
or the same point on a number line.
Learning Target:
• I can define /explain equivalent fractions.
Lesson: • Do the attached worksheets.
• Day 15 and 16 in the packet. (Pages 66- multiplication, division, addition and subtraction practice, and 68 – dividing circle sets into groups.
• Practice multiplication and division facts. You should know your facts by heart now! Do you? Challenge yourself!
Numerator: the top number of a fraction
Denominator: the bottom number of a fraction
Understanding Equivalent Fractions
Set A
Use the number lines to identify equivalent fractions in problems 1–3.
1 𝟏
𝟒= 2
𝟒
𝟖= 3
𝟑
𝟒=
Set B
4 Look at the fractions shown by the shaded circles. Write equivalent
fractions for the shaded parts.
=
5 Shade 1
3 of rectangle A. Then shade rectangle B to show a fraction
equivalent to 1
3.
Write the equivalent fraction:
Set C
6 Look at the fractions shown by the shaded fraction strips. Write
equivalent fractions for the shaded parts.
1
8
1
8
1
8
1
8
1
8
1
8
1
8
1
8
1
2
1
2 =
7 Shade the fraction strips below to show a fraction that is equivalent to 1
2.
Write the equivalent fraction.
8 Draw a model to show that 2
3 and
2
6 are not equivalent fractions.
Third Grade Science Lesson Plan Week of: June 1st-5th
Subject: Science Power of Flowers- Plant Life Cycle & Heredity Mystery Science: Lesson 3 Trait Variation, Inheritance, and Artificial Selection (Use this student link for the Mystery Science video, lesson, and activity sheets.) https://mysteryscience.com/flowers/mystery-3/trait-variation-inheritance-artificial-selection/90?code=NDE1MTI0ODE&t=student Priority Standard: LS3-1 Inheritance, Traits, & Selection Apples, like all living things, inherit their characteristics from their parents.
Supporting Standards: LS3.A, LS3.B Carry out an investigation to determine the sweetness of different apple varieties. Identify the similarities and differences shared between offspring and their parents, or among siblings as a pattern.
Essential Question: Why are some apples red and some green?
Learning Target: I can learn how the food we eat is a result of selection.
Success Criteria:
• I can watch the exploration video for this mystery.
• I can do the “Stop and Discuss” activities throughout the video.
• I can learn what the word siblings mean. • I can learn what the word selection means.
• I can learn what the word variety means. • I can learn what the word traits means.
• I can taste a variety of apples and compare their tastes by writing down my observations.
Materials:
• Cutting Board
• Knife • Apple Variety 1 (ex: Granny Smith)
• Apple Variety 2 (ex: Red Delicious)
• Apple Variety 3 (ex: Golden Delicious) • Apple Variety 4 (ex: Honeycrisp)
• Paper Towels • Plastic Plates
• Toothpicks • Apple Taste Test printout (If you use different apple
varieties than the ones we used, you can change the apple names in the first column of the worksheet.)
Lesson: In the activity called, “Apple Taste Test,” I can taste four different varieties of apples to learn about the traits (color, texture, and flavor) of apples and why people select certain traits. Time: 60+
• I can follow the instructions from the video for the investigation
• I can follow the directions on the Apple Taste Test handout
• After tasting each apple, I can fill out my Apple Taste Test sheet
• During and after the investigation, I can make observations, record my results, and discuss my conclusions with my partner.
• Finally, I can vote which apple was my favorite and why.
Exit Ticket Activity: After you have completed your investigation, please write a summary of this activity on a separate sheet of paper. Your summary should include what you learned in this investigation, how teamwork and communication were important, and how might you apply what you learning during this activity to other subject areas. In addition, you can take a picture of your Apple Taste Test too.
Mrs. Miller: [email protected] Ms. Edwards- [email protected] Mrs. Tinder- [email protected] * For additional enrichment activities, please see the online extension activities and ELA and Math connections below. http://www2.dcn.org/orgs/willettgarden/sfiles/apple_seeds.pdf http://www.applejournal.com/use001.htm http://www.orangepippin.com/orchards https://mysteryscience.com/flowers/mystery-3/trait-variation-inheritance-artificial-selection/90?r=41512481#slide-id-1590 https://mysteryscience.com/flowers/mystery-3/trait-variation-inheritance-artificial-selection/90?r=41512481#slide-id-1591 https://mysteryscience.com/print/preview/g/186pNQ40PrcReOY2kPatvnxwuQbwaCKiDmc-Vxh31fuQ/document
Additional Science Activities for 3rd Grade On Saturday, May 30th, 2020, our country celebrated the first launch of NASA astronauts on the American made Dragon SpaceX rocket from American soil to the International Space Station!! It was an historic day to see what is possible when we work together toward a common goal. I have attached a couple of links for you and your child to check out. Please share any activities you do with us too. Have fun!
Social Studies Week of June 1
What is my Culture? How is it similar/different to those around me?
SSS2.3.1 Use a graphic organizer to organize main ideas and supporting
details.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Learning Target: I can define culture and describe my own unique
culture.
Success Criteria: I can describe my own culture using a graphic
organizer.
Materials: • What is my Culture? Reading passage from the May 2020
packet on page 193 or k12reader.com
• Culture graphic organizer…found on page 194
Tasks: 1. Read the short informational passage about culture and
answer questions using key ideas and details from the text.
a. Read the passage the first time.
b. Read the passage a second time before you answer the questions.
c. Answer the questions: What is culture? (also on page 193)
2. Complete the graphic organizer about your own culture. As a third
grader, you should be able to list at least 3 ideas for each box.
We will do more on this lesson next week, so I want you to continue to
think about your culture. What is happening at this point in history that
is a conflict of cultures? Don’t forget to email your work to your
teachers. Be Safe! Be Kind! 3rd Grade Team with Mrs. Goodrich
