Weekly Lesson Plan - October 4 - 8
- What
- Weekly Lesson Plan - October 4 - 8
- When
- 10/6/2021
Teacher: Shattuck Week of: 10/4-10/8 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math No School GSE Education Standards Addressed: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Education Standards Addressed: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Education Standards Addressed: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Education Standards Addressed: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. EM Modules Module 2 Lesson 11 Module 2 Mid-Review Module 2 Mid-Review Mid-Module 2 Assessment LT We are learning to measure weight and liquid volume in metric units. We are learning to measure weight and liquid volume in metric units. We are learning to measure weight and liquid volume in metric units. We are learning to measure weight and liquid volume in metric units. SC I am successful when I can solve word problems involving all 4 operations with grams, kilograms, liters, and milliliters. I am successful when I can show my understanding of measurement of weight and liquid volume in metric units. I am successful when I can show my understanding of measurement of weight and liquid volume in metric units. I am successful when I can show my understanding of measurement of weight and liquid volume in metric units. Resources 7’s: https://www.youtube.com/watch?v=8gcX24F_U4c 8’s: https://www.youtube.com/watch?v=TdqAA9Ky2DY 9’s: 7’s: https://www.youtube.com/watch?v=8gcX24F_U4c 8’s: https://www.youtube.com/watch?v=TdqAA9Ky2DY 9’s: https://www.youtube.com/watch?v=4BLZKOjNKfk 7’s: https://www.youtube.com/watch?v=8gcX24F_U4c 8’s: https://www.youtube.com/watch?v=TdqAA9Ky2DY 9’s: GSE S3E2 S3E2 S3E2 S3E2 S3E2 Sci. Resources Modeling clay, fossils LT Learning Target/Teaching Point: I will construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. Learning Target/Teaching Point: I will construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. Learning Target/Teaching Point: I will construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. Learning Target/Teaching Point: I will construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived. SC Success Criteria: I can communicate, observe, and evaluate evidence of past organisms and their environments. Success Criteria: I can communicate, observe, and evaluate evidence of past organisms and their environments. Success Criteria: I can communicate, observe, and evaluate evidence of past organisms and their environments. Success Criteria: I can communicate, observe, and evaluate evidence of past organisms and their environments. I DO Engage: Draw a dinosaur activity from page 225 in Even More Picture-Perfect Science Lessons. Ask the higher level thinking questions. https://www.youtube.com/watch?v=xQBkawjFVIA Direct Instruction Read the book Fossil by Claire Ewart Ask the higher level thinking questions on page 226. Engage: Draw a dinosaur activity from page 225 in Even More Picture-Perfect Science Lessons. Ask the higher level thinking questions. https://www.youtube.com/watch?v=xQBkawjFVIA Direct Instruction Read the book Fossil by Claire Ewart Ask the higher level thinking questions on page 226. Introduction: Explain to the students they are going to play a game to further investigate the probability or likelihood of a plant or animal becoming fossilized. Direct Instruction Using the How to Make a Fossil Fortune Teller student page, have the students cut and fold the Fossil Fortune Tellers. Teacher will model for them first. Page 228. Introduction/ Connection https://www.amnh.org/explore/ology/paleontology/ask-a-scientist-about-t.-rex Direct Instruction Teacher will model how to make her own fossil. WE DO Active Engagement: Observing real fossils. Pass around some real fossils for students to explore. While students are examining the fossils, ask the guided questions on page 226. Active Engagement: Observing real fossils. Pass around some real fossils for students to explore. While students are examining the fossils, ask the guided questions on page 226. Active Engagement: Fossil Game page 228 - Fortune Teller YOU DO Students will create their own fossils using various items. WE CHECK Share Once the game has ended, add up the number of students who were fossilized in each round and then add up the number of students who played the game. See page 229. Share your personal fossil.