Weekly Lesson Plan - April 11 - 15
- What
- Weekly Lesson Plan - April 11 - 15
- When
- 4/11/2022
Teacher: Shattuck Week of: April 11- April 15 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math GSE 3.MD.4 3.MD.4 3.MD.4 3.MD.3 3.MD.4 3.MD.3 3.MD.4 EM Modules Module 6 Lesson 7 Module 6 Lesson 8 Module 6 Lesson 9 Module 6 Review Module 6 EOM Assessment LT We are learning to generate and analyze data about measurement. We are learning to generate and analyze data about measurement. We are learning to generate and analyze data about measurement. We are learning to generate and analyze categorical data and data about measurement. We are learning to generate and analyze categorical data and data about measurement. SC I am successful when I can represent measurement data with line plots. -I can draw a line plot representing measurement data. -I can plot data set on the line plot. I am successful when I can represent measurement data with line plots. -I can plot a large data set to the nearest half inch. -I can observe and interpret data on a line plot. I am successful when I can analyze data to solve problems. -I can solve problems with categorical data. -I can solve problems with measurement data. -I can create a picture graph using data from a chart. -I can make a line plot with data and explain my choice of scale. I can answer questions using a chart or graph. I am successful when I can show my understanding of generating and analyzing categorical data and data about measurement. I am successful when I can show my understanding of generating and analyzing categorical data and data about measurement. Differentiation Must Do: Problems: 1 a-c Can Do: Problems: Must Do: Problems: 1 a-c Can Do: Problems: Must Do: Problems: 1, 3 Can Do: Problems: Must Do: Problems: All Must Do: Problems: All Materials Fluency/Application Problem/Problem Set/Exit Ticket Fluency Practice: Group Counting - Multiply by 6 - Count by Halves and Fourths Application Problem: Learn Workbook pg. 233 Problem Set (You Do): Learn Workbook pg. 235 - 236 Exit Ticket - Learn Workbook pg. 237 Fluency Practice: Group Counting Multiply by 7 Count by Halves and Fourths Application Problem: Learn Workbook pg. 241 Problem Set (You Do): Learn Workbook pg. 243 - 244 Exit Ticket - Learn Workbook pg. 245 Fluency Practice: Pattern Sheet - Multiply by 7 Application Problem: Learn Workbook pg. Problem Set (You Do): Learn Workbook pg. Exit Ticket: Learn Workbook pg. Problem Set (You Do): Review for Module 6 EOM Problem Set (You Do): Assessment for Module 6 GSE SS3CG1: Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States). b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair). SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment. a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals. b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals. Soc. Stud. Resources For this element students need to describe the three branches of the national government. -Executive: For 3 rd grade standards, students need only to know that the head of the executive branch is the president. In addition to the president, you can explain that the executive branch also includes the vice-president, and the cabinet, all of whom provide advice to the president. The President is the head of the United States government and shares power with the other two branches. The President is also the commander in chief of the military. -Legislative: Here students need only to know that the legislative branch consists of the Congress. You can extend this to have them also understand that Congress is made up of two parts: the Senate and the House of Representatives, and that they too share power with the other two branches. The Senate consists of 100 members, two from each state, while the House of Representatives has 435 members, with the number of representatives per state determined by each state’s population. -Judicial: Students need to understand that the Judicial Branch is made up of the Supreme Court of the United States. The Judicial Branch also consists of other Federal Courts located throughout the United States. The Supreme Court is the highest court in the United States. Vocabulary: representative democracy/republic, branches, national, government, executive, legislative, judicial, courts, president, representative, senator, Congress, population Performance Expectations for Instruction: After examining pollution in their area, students will ● understand that changes in environments can happen naturally or be influenced by humans. ● give examples to support the idea that some environmental changes are good, some are bad, and some are neither good nor bad. ● explain that pollution is a change in the environment that can influence the health, survival, or activities of organisms (including humans), and give examples of pollution. ● understand that plants and animals live in a variety of habitats, and that change in those habitats affects the organisms living there. ● give examples of human activities in agriculture, industry and everyday life that have had major effects upon the habitats of organisms. ● explain ways that individuals (including themselves) and communities can do things to help protect the Earth’s resources and environments. Materials: For Air Pollution Activity: Construction paper, broken-down cardboard boxes, plastic wrap, wax paper, aluminum foil, scraps of fabric, coffee filters, index cards, paper plates, paper cups, petroleum jelly, corn syrup, tape, glue, coat hangers, string, rulers, scissors, 1 centimeter squares cut from transparency film cm grid paper template (1 per group),and hand lenses. For Water Pollution Activity: a 2-liter bottle cut in half for each group, and an assortment of small rocks, gravel, sand, cotton balls, paper towels, screens, fabric scraps, coffee filters or any items that you might have to filter water. and/or Plastic wrappers Empty containers Plastic lids or caps Strips of Paper Dirt Straws 1 Tablespoon of Oil LT I am learning to explain what the executive, legislative, and judicial branches of government do. I am learning to obtain, evaluate, and communicate information about pollution. I am learning to obtain, evaluate, and communicate information about pollution. I am learning to obtain, evaluate, and communicate information about pollution. SC I can describe the executive branch of government and the responsibilities of this branch. I can describe the legislative branch of government and the responsibilities of this branch. I can describe the judicial branch of government and the responsibilities of this branch. I can obtain information about water pollution. I can communicate information about water pollution. I can evaluate information about water pollution. I can obtain information about water pollution. I can communicate information about water pollution. I can evaluate information about water pollution. I can obtain information about water pollution. I can communicate information about water pollution. I can evaluate information about water pollution. I DO Teacher will read a book on water pollution. Show the Rubber Duck PPT WE DO Chorale read: Ducksters - Legislative branch Obtaining Possible questions to ask: “We only have a small percentage of water on the Earth that is safe to drink. If we get that water dirty, can we still use it? Can the animals live in it?” “Is there a way that we could clean up what we have dirtied? How might we clean up a mess like this (point to the last slide of the PowerPoint)?” As a class, brainstorm a list of questions about what types of pollution affects our earth’s water and how we can locate the sources of pollution. Students will research different types of water pollution. Pollution PPT (water) Communicating Students will design a pamphlet, poster, slide presentation, or product of their choice to illustrate sources of water pollution and possible solutions. Share products with the class as they are finished. YOU DO Refer to the previous week’s lesson and review the branches from the flip book. Before your children clean up a tub of water, they are going to need to pollute it with objects. Plastic wrappers Empty containers Plastic lids or caps Strips of Paper Dirt Straws 1 Tablespoon of Oil Next, you will give your children some tools for cleaning up the polluted tub. If you have tongs, a strainer, or colander, they would be great tools for the clean up. After all the objects have been picked out the tub, your children may think that the water is clean. The second of the water pollution experiments will help them see that it is still dirty. Looks like you will need to do another experiment to clean the water. Next, remove the filter and pour the water back into the pitcher or container. After you replace the first filter with a new one and pour the water through it. They may notice that there are still small items in the second filter. You will want to take time to talk about the color of the water that drains into the container. Finally, try filtering the water through the funnel with more than one filter. Your children will probably think more than one filter will make the remaining water very clear. We found it was still tan in color.Here are some objects that you can place in the tub of water:
Removing Objects That You Can See
Here are some objects that you can place in the tub of water:
