Weekly Lesson Plan - December 13 - 17
- What
- Weekly Lesson Plan - December 13 - 17
- When
- 12/13/2021
Teacher: Shattuck Week of: 12/13-12/17 Math, Sci, SS Grade Level: 3rd Monday Tuesday Wednesday Thursday Friday Sterling 7 Math GSE 3.OA.3, 3.OA.4,3.OA.5,3.OA.7,3.OA.8, 3.OA.9 3.OA.3, 3.OA.4,3.OA.5,3.OA.7,3.OA.8, 3.OA.9 3.OA.3, 3.OA.4,3.OA.5,3.OA.7,3.OA.8, 3.OA.9 3.OA.3, 3.OA.4,3.OA.5,3.OA.7,3.OA.8, 3.OA.9 EM Modules Review Review Review Review Movie LT We are learning multiplication and division with units of 0, 1, 6-9, and multiples of 10. We are learning multiplication and division with units of 0, 1, 6-9, and multiples of 10. We are learning multiplication and division with units of 0, 1, 6-9, and multiples of 10. SC I am successful when I can show an understanding of multiplication and division with units of 0, 1, 6-9, and multiples of 10. I am successful when I can show an understanding of multiplication and division with units of 0, 1, 6-9, and multiples of 10. I am successful when I can show an understanding of multiplication and division with units of 0, 1, 6-9, and multiples of 10. GSE S3L1a-c S3L1a-c S3L1a-c S3L1a-c Sci. Resources These activities may take up to 2 days each. Objectives 1-Learn that organisms are adapted to be well suited to survive in their environment. 2-Construct explanations about how external structures of marine animals might serve to help these marine animals survive in their habitats. 3-Infer the preferred habitat of marine organisms based on their physical characteristics. Objectives 1-Learn that organisms are adapted to be well suited to survive in their environment. 2-Construct explanations about how external structures of marine animals might serve to help these marine animals survive in their habitats. 3-Infer the preferred habitat of marine organisms based on their physical characteristics. Movie Day Materials & Teacher Prep -Habitat Worksheet (one for each student or group of three, plus an extra) -Animal Cards (one set for each student or group of three, plus an extra set) -Scissors (if working as individuals) -Colored pencils -Tape or glue sticks In this activity, each student makes and colors a paper butterfly and the flowers that this butterfly visits. By doing this, they’ll make a beautiful card that they can give to any special person in their life. You may want to use this as a Mother’s Day activity, but students write their own messages, so these cards can be for anyone special. Vocabulary -habitat: a place where plants and animals live -adaptation: what a plant or animal has or does that helps them live. LT I am learning to explain why some animals/organisms can thrive in one habitat but not another. I am learning to explain why some animals/organisms can thrive in one habitat but not another. I am learning to explain how the physical features of an animal/organism can help them survive. I am learning to explain how the physical features of an animal/organism can help them survive. SC I can explain adaptations of animals. I can explain the difference between camouflage and mimicry. I can explain migration. I can explain hibernation. I can explain adaptations of animals. I can explain the difference between camouflage and mimicry. I can explain migration. I can explain hibernation. I can explain how a butterfly ‘s color helps them survive. I can explain how some butterflies use camouflage to survive. I can explain how a butterfly ‘s color helps them survive. I can explain how some butterflies use camouflage to survive. I DO Introduce the idea of adaptations by asking your students “what about our bodies make us really good at living on land?” Answers may include things like feet and legs, hands and arms, standing upright, and breathing air. These are all examples of adaptations that humans have. Show students pictures of the three marine habitats you are focusing on: coral reefs, open ocean, and sandy bottom (if this activity is being done as a follow-up to visiting the Academy, you can have students try to recall what these habitats looked like). Discuss what adaptations animals would need to live in these habitats and write their ideas on the board. Teacher tip: Some of the habitats are home to multiple types of adaptive strategies; for example, the open ocean is home to strong swimmers and free floaters. Be sure to guide them to this conclusion so they are not completely stumped when doing the activity. Follow the lesson from Mystery Science. WE DO Introduce the activity. They will be making predictions on where different animals live based on their adaptations. Teacher tip: Depending on your classroom needs and time available, you may have them do this as individuals or groups. Instructions for individuals and groups are both outlined below. Follow the lesson from Mystery Science. YOU DO 1-Pass out one Habitat Worksheet to each student. Have them color their habitat for a few minutes. Be sure to have them write their name(s) at the top. (Working in groups: Arrange students in groups of 3. Pass out one Habitat Worksheet to each group. In each group, one student can color the sand, one student can color the reef, and one student can color the open ocean.) 2-Pass out one set of Animal Cards to each student. Review what color adaptations these animals have before students color them in. After coloring, students cut them out. (Working in groups: Pass out one set of pre-cut Animal Cards to each group. Each student will be responsible for coloring 4 animals. This may be assigned by the teacher or chosen by the students.) 3-With tape or glue, students will attach their animals to the correct section of the Habitat Worksheet. Encourage students to discuss their predictions with their neighbors. Remember – many of these animals are found in multiple habitats, so encourage students to place them where they think they are most often found or on the border between habitats. Each habitat should have multiple animals. (Working in groups: Students will work together to place their animals on the Habitat Worksheet.) 4-Once finished, have students put their Habitat Worksheets up on the board or around the room for others to see. Give students time to look at each other's predictions and discuss each other’s work. Follow the lesson from Mystery Science. WE CHECK Gather the students as a group and post an extra Habitat Worksheet on the board. They will need their own Habitat Worksheets as well. One at a time, take each animal picture and ask the students which habitat they placed it in. Discuss their answers and then model placing each animal in the appropriate habitat. Make sure to emphasize what enables these animals to survive in their specific environment. Between the discussions for each animal, you can give students the option to re-examine their choices and change their animal placements. Follow the lesson from Mystery Science.