Weekly Lesson Plan - February 17-21
- What
- Weekly Lesson Plan - February 17-21
- When
- 2/17/2025
Week of: February 17-21, 2025 MATH SOCIAL STUDIES Science and Social Studies instruction alternates between weeks Monday Lesson Sterling 7: Standard(s): 3.GSR.7.1 Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space). 3.GSR.7.3 Discover and explain how area can be found by multiplying the dimensions of a rectangle. LT: We are showing what we know about how to find area with multiplication using composite shapes. SC: I can use the correct units for area. I can use multiplication to find the area of a composite shape. Lesson/Activity: Module 4 End of Module Assessment Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. Lesson/Activity: Introduce heat with the PPT. Tuesday Lesson Quest Day Sterling 7 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. LT: We are learning to compare two unit fractions. SC: I can use a variety of strategies to compare unit fractions. I can compare unit fractions with the symbols <, >, and =. I can reason that two fractions can only be compared when they are comparing the same whole. (Supplies: Graham Crackers/4X2 rectangles) Lesson/Activity: Module 5 Lesson 1 Students explore partitioning a whole into equal parts with equal-sharing situations. They equally share multiple objects, and then they equally share 1 object among multiple people and use a fractional unit to name the size of each shape. (Vocabulary: fractional unit, halves, thirds, fourths & sixths). Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. Lesson/Activity: Mystery Science - Why does it get cold in winter? (See Prep instructions.) Wednesday Lesson Sterling 7: 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. LT: We are learning to compare two unit fractions. SC: I can use a variety of strategies to compare unit fractions. I can reason that two fractions can only be compared when they are comparing the same whole. Supplies: Paper strips 1x6 Lesson/Activity: Module 5 Lesson 3 Students use relationships between fractional units to create paper fraction strips. They estimate and fold to make equal parrots, and they describe the relationships between the fractional units and the whole. (LONG LESSON-Modify Problem Set if needed) (SAVE FRACTION STRIPS for L.6) Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. Lesson/Activity: Mystery Science - Why does it get cold in winter? (See Prep instructions.) Thursday Lesson Sterling 7: 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. LT: We are learning to compare two unit fractions. SC: I can use a variety of strategies to compare unit fractions. I can compare unit fractions with the symbols <, >, and =. I can reason that two fractions can only be compared when they are comparing the same whole. Lesson/Activity: Module 5 Lesson 4 Students identify the fractional unit and the shaded fraction in equally partitioned wholes in pictorial fraction models. They partition pictorial wholes and shade and label fractions. (Vocabulary: unit fraction). TOPIC A QUIZ after lesson Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. Lesson/Activity: Heat Production - (scissors and glue) Friday Lesson Sterling 7: TOPIC A QUIZ 3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models. LT: We are learning to compare two unit fractions. SC: I can use a variety of strategies to compare unit fractions. I can compare unit fractions with the symbols <, >, and =. I can reason that two fractions can only be compared when they are comparing the same whole. Lesson/Activity: Module 5 Lesson 5 Students partition a whole into equal parts and name the unit fraction in fraction form. They see that there are multiple ways to partition the same whole into a given number of equal parts. (Vocabulary: fractional form). TOPIC A QUIZ Standard(s): S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.) LT: We are learning to identify sources of heat energy. SC: I can observe and ask questions about different sources of heat. Lesson/Activity: Heat Production - (scissors and glue)