Weekly Lesson Plans April 18 -22
- What
- Weekly Lesson Plans April 18 -22
- When
- 4/15/2022, 7:00 AM – 8:00 AM
Teacher: Shattuck Week of: April 18 - 22, 2022 Math, Sci, SS Grade Level: 3 Monday Tuesday Wednesday Thursday Friday Sterling 7 Math GSE 3.OA.8 3.OA.8 3.OA.8 3.G.1 3.G.1 EM Modules Module 7 Lesson 1 Module 7 Lesson 2 Module 7 Lesson 3 Module 7 Lesson 4 Module 7 Lesson 5 LT We are learning to solve word problems. We are learning to solve word problems. We are learning to solve word problems. We are learning to identify attributes of two-dimensional figures. We are learning to identify attributes of two-dimensional figures. SC I am successful when I can solve word problems with a letter that represents the unknown. -I can use the RDW process to solve word problems. -I can use a letter to represent the unknown when solving word problems. -I can identify the known and unknown in a word problem. I am successful when I can solve word problems with a letter that represents the unknown. -I can use the RDW process to solve word problems. -I can use a letter to represent the unknown in each problem. -I can work in a group to solve word problems. -I can work by myself to solve and present word problems. I am successful when I can solve word problems with a letter that represents the unknown. -I can use the RDW process to solve word problems. -I can use a letter to represent the unknown in each problem. -I can work in a group to solve word problems. -I can work by myself to solve and present word problems. I am successful when I can compare and classify quadrilaterals. -I can cut out polygons. -I can use the polygons to complete a chart. -I can write the letters of the polygons that are quadrilaterals. -I can identify a polygon. -I can identify a quadrilateral. -I can group attributes and describe what an attribute is. I am successful when I can compare and classify polygons. -I can cut out polygons. -I can use the polygons to complete a chart. Differentiation Must Do: Problems: 1-2 Can Do: Problems: 3-4 Must Do: Problems: 1-3 Can Do: Problems: 4-6 Must Do: Problems: 1-3 Can Do: Problems: 4-6 Must Do: Problems: 1-2 Can Do: Problems: 3-4 Must Do: Problems: 1-3 Can Do: Problems: 4 Materials SPRINT Workbook, Problem Set, White Board SPRINT Workbook, 1 piece of chart paper per group, colored markers SPRINT Workbook, Student Template, Problem Set, white board SPRINT Workbook, T-2 rulers, index card to use as right angle, polygon template (A-L) , problem set, scissors SPRINT Workbook, Right angle tool (Index card) Polygons (M-X) Template, ruler, problem set, scissors Fluency/Application Problem/Problem Set/Exit Ticket Fluency Practice: Name the Shape - Multiply by 3 Pattern Sheet Practice Workbook pg. 99 Application Problem: N/A Problem Set (You Do): Learn Workbook pg. 1 - 2 Exit Ticket - Learn Workbook pg. 3 Fluency Practice: Name the Shape - Multiply by 3 Pattern Sheet Practice Workbook pg. 101 Application Problem: N/A Problem Set (You Do): Learn Workbook pg. 5-6 Exit Ticket - Learn Workbook pg. 7 Fluency Practice: Name the Shape - Multiply by 3 Pattern Sheet Practice Workbook pg. 103 Application Problem: N/A Problem Set (You Do): Learn Workbook pg. 9 - 10 Exit Ticket - Learn Workbook pg. 11 Fluency Practice: Equivalent Counting with Units of 5 Multiply by 4 Pattern Sheet Practice Workbook pg. 105 Application Problem: Learn Workbook pg. 15 Problem Set (You Do): Learn Workbook pg. 17-18 Exit Ticket - Learn Workbook pg. 19 Fluency Practice:- Multiply by 5 Pattern Sheet Practice Workbook pg. 107 Classify the Polygon Equivalent Counting with Units of 6 Application Problem: N/A Problem Set (You Do): Learn Workbook pg. 21-22 Exit Ticket - Learn Workbook pg. 23 GSE 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. Sci. Resources Books on Epic!: Watch Over Our Water, Look Out for Litter, Greta and the Giants, One Plastic Bag, Halting Pollution, How Can We Reduce Transportation Pollution, Dirty Air, The Mess that We Made, Join the No Plastic Challenge, Earth Day Everyday 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. Slides 5-8 Pollution PPT LT I am learning about air pollution. I am learning about land pollution. I am learning about pollution. SC I can create records of sources and effects of air pollution. I can explore the effects of air pollution. I can communicate about what land pollution is (oils, garbage, etc.). I can find items that can be recycled. I can communicate about water pollution. I can communicate about air pollution. I can communicate about land pollution. I DO Slides 5-8 Pollution PPT Obtaining Show students a picture of factory smokestacks putting pollutants into the atmosphere. Ask, “What is happening here? This is a different type of pollution: air pollution. Do you think that we have this type of pollution here in our area? How can we check?” Land pollution Obtaining: Another type of pollution is the pollution that we find on land. Have you ever seen a garbage dump? Where does all that stuff come from? Read a book about garbage and recycling. See the Differentiated Lesson Plan for Recycling: Make a Map from BrainPop WE DO Lead students to decide that if they built something ‘sticky’ and hung it outside that it would catch particulates in the air. “Let’s be scientists and build an air monitor! We have all these materials (see materials section). Your job is to build something that will catch particles in the air, protect your pollution indicator from wind and rain, and attach it outside where it can catch air particles.” Evaluating Discuss with the students the types of items that people can recycle. In advance, ask fellow teachers if your students can come take their bag of trash out of their trash can. Send each group of students to a different room to obtain their trash sample. Give each student an old newspaper and a pair of gloves. Have the students spread out the garbage, put into piles of paper, plastic, metal and “other”. They should record their findings on the Garbage Assessment Sheet. YOU DO Have students work in groups of 3-4. Allow them to design their group pollution indicator. They may record their design on the Making an Air Pollution Indicator student sheet. Air Pollution Indicator-- Making and Data Sheet Explain that when numbers are too big for a scientist to count, such as with stars in the sky or ants in an ant mound, scientists take a “sample”. Give each group a 1-centimeter square of transparency film. Ask the students to take a “sample” from their air pollution indicator by dropping the square onto the indicator, tracing around the square, and examining and counting what is inside the square. Do that five times, recording the data on the Air Pollution Indicator Data Sheet. Note: Place magnified images of pollen, dust, dirt and any other items that were collected in the Air Pollution Indicator on a chart at the front of the room so that the students can match up images. Communicating: Each group should report out what they found. Discuss: ● What items could we use that are recyclable instead? For instance, a plastic water bottle was not thrown into the garbage if a non-disposable container was used. (Introduce the term ‘reduce.’) ● What items could have been recycled? ● What items could we use for a different purpose? (Introduce the term ‘reuse.’) WE CHECK Each group will share their design with the class. The class can point out good areas and problems with each design. Let the students evaluate their design, make changes, and then build their model. When the models are completed, hang them outside for about three days. Then, bring them in, examine what they caught, and record the data. Communicating Lead a Scientist’s Roundtable where students discuss the results of what they collected in the Air Pollution Indicator. Only one person may speak at a time. People may disagree but must be respectful about others work. Have students ask questions, such as: ● How did I revise my design after the class looked at your original design? ● What materials can I use to build my design? ● Did the Air Pollution Indicator work? What could I change to make it better? ● Grown-up scientists that build things are called engineers. Do engineers plans always work the first time? ● What makes a design work well? ● How can I share my results from the Air Pollution Indicator? ● What did I catch the most of? Why did I catch more of that item? ● How can I figure out what I caught on the Indicator? ● What items on your indicator are natural factors? Which items are caused by human factors? ● How does this pollution affect a plant or animal?
