Science

Math

Reading & Writing

Water Cycle

Grade: 3

How the Water Cycle works and all its different parts

Lesson Objective:

The student will be able to complete the quiz on TurtleDairy.com in pairs using the information they each copied from water.usgs.gov, they will also turn in their own completed worksheet from water.usgs.gov to the teacher.

Instructional Technique:

• Group (pairs) work

Instructional Materials:

• Handout
• Pencils
• Computers

Theoretical Perspective:

This information is important for the students to learn because it helps them understand how the world works around them. The water cycle is all around us and affects our everyday life.

Procedure:

A.     Introduction

·        Have the students brainstorm what they already know about the water cycle

·        Teacher will write those ideas on the board

B.     Step-by-step

·        Students will be given a handout with a link to a website on it

·        Students will go to the website and wait for further instruction

·        Teacher will explain that this website is going through the phases of the water cycle

·        Teacher will read the instructions on the worksheet to the whole class

o   Move around the website to fill in the blanks on your worksheet with partners

·        Students will move to work with their in-class buddy

·        Each students will complete the worksheet but they will work together to complete it

·        Teacher will be walking around the classroom to answer any questions the students may have

·        Once the students are done filling out their worksheets, they will raise their hands for the teacher to come check and make sure they filled out their worksheet

C.     Closure

·        Teacher will write the URL to a website on the board to the quiz website

o   Once the student is finished filling out their handout, they will visit this website

·        Students will use their handouts to complete the quiz on the website

·        They can work in pairs to find the answers

·        At the end of class, each student will hand in their own handout to the teacher

Adaptations:

• Students will be paired up by their abilities-- students who are at a higher level will be paired up with struggling students to make sure everyone is at the same ability level

Evaluation:

• Objective: “The student will be able to complete the quiz on TurtleDairy.com in pairs using the information they each copied from water.usgs.gov, they will also turn in their own completed worksheet from water.usgs.gov to the teacher.”
• The teacher will be able to know that a student has met the objective by having them complete the quiz online and the handout that they will fill out during the lesson and pass into the teacher at the end of the class time.

Concerns:

One concern is the fact that not all students might stay on task while using the computers in the classroom. Only having one teacher to watch over all the students and their productivity could get stressful and almost impossible. Also, making sure that the students who are at a higher level are actively helping struggling students, could be difficult for the teacher. Another concern could be that students are focusing so much on filling in the blanks that they may not be absorbing the information.

Candy Multiplication
Grade: 3
Understanding Multiplication

Lesson Objective:

Students will use equal groups and repeated addition to understand the concept of multiplication.

Procedure:

A.    Introduction

·       Tell students that today they will begin learning about multiplication.

·       Tell students that multiplication can be thought of as repeated addition of equal groups.

B.    Step-by-Step

·       Teacher will write an example multiplication problem on the board. For example: 4 x 3

·       Teacher tells students that the x (multiplication sign) means the same thing as groups of. Explain this in the context of the example: This problem can be read as 4 groups of 3.

·       Teacher will explain that in this equation, the numbers 4 and 3 are each known as a factor. Define factors as the numbers that can be multiplied together to get another number.

·       Students will draw 4 circles and put 3 dots in each circle, to illustrate 4 groups of 3.

·       Count each of the dots as a class. Once students finish, teacher will write the entire equation on the board: 4 x 3 = 12

·       Teacher will tell students that the answer to a multiplication problem is known as the product.

·       Teacher will explain to the class that multiplication problems can be represented as repeated addition of the same number.

·       Teacher will discuss the benefits of multiplication (as opposed to addition) with the students.

·       Teacher will tell students that they will be using candy to figure out multiplication problems.

·       Using an interactive whiteboard, document camera, or projector, the teacher will display the Candy Math Recording Sheet to the class.

·       Teacher will discuss the example on the Recording sheet.

C.    Guided practice/Interactive modeling

·       Teacher will pass out a copy of Equal Groups and a copy of Candy Math Recording to each student, along with a bag of candy.

·       Teacher will write an example multiplication problem on the board, such as 4 x 5.

·       Students will make 4 groups of 5 by putting 5 candies each into 4 circles.

·       Teacher will ask students to solve the equation by counting how many total candies they used.

·       Once students have the answer, teacher will challenge them to solve this multiplication problem using repeated addition.

·       Teacher will guide students to write this information on their worksheet.

·       Teacher will check to make sure students understand the relationship between multiplication, equal groups, and repeated addition by asking questions such as: How are multiplication and addition related? How can we use equal groups to solve a multiplication problem?

D.    Independent working time

·       On the board, teacher will write five more multiplication problems that students can work on at their own pace. For example: 3 x 6, 7 x 2, 2 x 4, 6 x 3, 8 x 3.

·       Teacher will circulate around the classroom as students are working to monitor accuracy.

Assessment:

·       Teacher will pass out a blank sheet of paper to each student.

·       Teacher will write a multiplication problem on the board.

·       Teacher will ask students to solve the equation by drawing a picture to represent equal groups.

·       Teacher will check each student's work to ensure understanding.

Review and Closing:

·       Teacher will tell students that they learned two strategies that they can use to solve multiplication problems.

All About Nouns
Grade: 3
Understanding what nouns are and recognizing them in sentences

Lesson Objective

Students will be able to explain the role of a noun and be able to identify nouns in sentences.

Procedure

A.    Introduction

·       Teacher will share with the students the purpose of learning grammar: so that we can become better speakers and writers.

·       Teacher will tell students that today they will be learning about what a noun is and how to find them in a sentence.

·       Teacher will ask students to look around the room and look for objects. Teacher will call on a few students to share their item.

·       Teacher will explain that all of those objects are nouns, which are the words we use for people, places, and things.

B.    Step-by-step

·       Teacher will ask students to define a noun. After teacher takes a few students' ideas, teacher will explain that a noun is a person, place, or thing.

·       Teacher will tell students that nouns found in sentences can explain who or what the sentence is about, where an event took place, and many other things relevant to the sentence.

·       Teacher will write "walks through the hallway." on the board and ask students to identify what is wrong with the sentence.

·       Teacher will call on one student. After the student shares his/her idea, teacher will say that we don’t know who or what walked through the hallway. Teacher will explain that this is because the sentence is missing a noun. Teacher will ask students what noun could be placed in the sentence to make it complete. Teacher will call on a few volunteers.

·       Teacher will share one more example with the class.

C.    Guided practice/Interactive modeling

·       Teacher will explain to the class that they are going to complete a noun storm.

·       Teacher will draw 3 columns on the board. Teacher and students will label the columns "people," "places," and "things."

·       Teacher will explain to the students that the teacher needs help thinking of as many nouns for people as they can.

·       Teacher will record student answers while they share.

·       Teacher will pair students up and copy the teacher’s graph. Teacher will tell students that they are to work on columns 2 and 3 and list as many nouns for places and things as they can think of together.

D.    Independent working time

·       Teacher will tell students that during independent working time they are to write out a short story about what happened at recess, lunch, or PE today.

·       Teacher will tell students that the teachers is going to set a timer for 2 minutes, and that they are meant to go through their stories and circle as many nouns as they can.

·       Teacher will remind students that nouns are people, places, and things.

Assessment

·       Teacher will write "1. Brandon found a cute, green turtle by the side of the road." and "2. Did you know that Jamari wants to travel to New York?" on the board.

·       Teacher will give students sticky notes and ask them to write the nouns found in each sentence.

·       Teacher will check each student’s work to ensure understanding.

Review and closing

·       Teacher will ask students to define what a noun is again.

·       Teacher will ask students if they have anymore questions.