Weekly Lesson Plan - October 16-20
- What
- Weekly Lesson Plan - October 16-20
- When
- 10/18/2023
Week of: October 16-20, 2023 MATH SCIENCE Science and Social Studies instruction alternates between weeks SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday Module 2 Lesson 12 Standard(s):.3.NR.1.3 Use place value understanding to round whole numbers up to 1000 to the nearest 10 or 100. LT: We are learning to round numbers within 1,000. SC: I can identify my rules for rounding up. I can identify my rules for rounding down. I can round a number to the nearest 100. I can use a number line to support rounding. Lesson/Activity: Module 2 Lesson 12 Students round to the nearest ten or hundred to estimate sums and differences. They analyze the precision of an estimate resulting from rounding to the nearest ten compared to an estimate resulting from rounding to the nearest hundred. TOPIC B QUIZ Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. 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. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: How do we know what dinosaurs looked like? Animals Through Time Unit | Lesson 2 of 3 Go over the vocabulary: https://mysteryscience.com/animals/mystery-2/fossil-evidence-dinosaurs/967?vocab=true#slide-id-16425 Watch and discuss the EXPLORATION section of the video (10 min). Mystery Science VIDEO Tuesday Module 2 Lesson 13 Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to solve everyday problems by asking questions and gathering information. SC: I can ask a question that requires data collection. I can gather data and/or information to answer my question. I can make observations to answer my question. I can use graphical displays to represent my gathered information. I can solve everyday questions based on my gathered data. Lesson/Activity: Module 2 Lesson 13 Students read data from scaled bar graphs with a variety of scales. They collect data, determine an appropriate scale, and create a scaled bar graph to represent the data. They solve problems based on the data represented in their graphs. Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. 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. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: How do we know what dinosaurs looked like? Animals Through Time Unit | Lesson 2 of 3 Review vocabulary: https://mysteryscience.com/animals/mystery-2/fossil-evidence-dinosaurs/967?vocab=true#slide-id-16425 Watch and discuss the EXPLORATION section of the video (10 min). Mystery Science VIDEO Discuss: How do you think scientists figure out what dinosaurs looked like? Wednesday Module 2 Lesson 14 Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: Module 2 Lesson 14 Students use place value understanding to add and subtract mentally. Unit form is used to support composing and decomposing like units. Students record and explain their thinking with models, (number bonds & the arrow way). Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. 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. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: How do we know what dinosaurs looked like? Animals Through Time Unit | Lesson 2 of 3 Review vocabulary: https://mysteryscience.com/animals/mystery-2/fossil-evidence-dinosaurs/967?vocab=true#slide-id-16425 Activity: Modern Animal Bone Cards Mystery Science VIDEO Write similarities and differences you notice on the cards. Thursday Module 2 Lesson 15 Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: Module 2 Lesson 15 Students simplify addition problems by using the make the next ten strategy or the make the next hundred strategy to build capacity for mental addition. Students study the digits in problems and evaluate when this strategy is useful. (Associative property) Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. 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. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: How do we know what dinosaurs looked like? Animals Through Time Unit | Lesson 2 of 3 Review vocabulary: https://mysteryscience.com/animals/mystery-2/fossil-evidence-dinosaurs/967?vocab=true#slide-id-16425 Activity: Modern Animal Bone Cards Mystery Science VIDEO Sort cards as directed. Friday Module 2 Lesson 16 Standard(s): 3.PAR.2.1 Fluently add and subtract within 1000 to solve problems. LT: We are learning to fluently add and subtract within 1,000. SC: I can use more than one strategy to solve addition and subtraction problems accurately and efficiently. Lesson/Activity: Module 2 Lesson 16 Students use the compensation as a strategy for adding more efficiently. Students intentionally select an addition strategy and explain their reasoning. Standard:S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms. a. 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. b. Develop a model to describe the sequence and conditions required for an organism to become fossilized. LT: We are learning how fossils are evidence of past organisms and their environments. SC: I will know I’m successful when I can… Observe fossils to gather evidence of past organisms. I can make predictions of an organism's environment based on other fossils present. I can describe past environments by observing fossils from that time and place. Lesson/Activity: How do we know what dinosaurs looked like? Animals Through Time Unit | Lesson 2 of 3 Review vocabulary: https://mysteryscience.com/animals/mystery-2/fossil-evidence-dinosaurs/967?vocab=true#slide-id-16425 Activity: Modern Animal Bone Cards Mystery Science VIDEO Finish activity: Discuss what the found dinosaur looked like and how you figured it. Complete “Dinosaur Decision” activity.
3.MDR.5.1 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.