ࡱ> mpl{ #bjbjzz .J4.l(UiiiTTTTTTT$WYT)@iTT TT%NlmR0H RO*TT0(UOTZK.TZTmRmRTZkS(i} XiiiTTy.iii(UTZiiiiiiiii : Third Grade Lesson Plans Subject: Science February 18-22, 2013Science Content Indicators: 3-3.1 Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. 3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. 3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). 3-3.4 Infer ideas about Earths early environments from fossils of plants and animals that lived long ago. 3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Science Inquiry Indicators: 3-1.1 Classify objects by two of their properties (attributes). 3-1.2 Classify objects or events in sequential order. 3-1.3 Generate questions such as what if? or how? about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. 3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction. 3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. 3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams. 3-1.7 Explain why similar investigations might produce different results. 3-1.8 Use appropriate safety procedures when conducting investigations. ELA Indicators (CCSS): 3.RI-2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI-7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.W-2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W-3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3.L-1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Mathematics Indicators: 3.MD-3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. SCIENCEMATERIALSPre-Assessment: Students will complete Anticipation Guide. (Resource 2) Misconceptions: The difference between a mold and cast fossil is difficult for students.Day OneEngagement Activity: The teacher will read aloud Down to Earth by Melissa Stewart. The teacher will read the book, stopping to ask questions and pointing out the photos, diagrams, etc. After p. 7 What type of rocks would you find in Hawaii? After p. 9 Where have you seen rocks before? After p. 20 How did Dave group the rocks now? What are the types? Exploration: STC Soils Lesson 3 The teacher will to introduce and discuss the differences between each soil. The students will use a hand lens to observe soil samples and compare particle sizes. The teacher will provide samples of four types of soil in stations (silt station, sand station, humus station, and clay station). The students will rotate through each station feeling each type of soil, observing using other senses, and illustrating in their science notebooks. The students will designate one page per soil type in their science notebook. (See diagram below.)  Humus Illustration Written of Soil Observation of Soil Partners will discuss observations using scientific vocabulary (texture, color, etc.). Evaluation/Assessment: The students will review all observations recorded during the Exploration& Explanation activity and write a conclusion about the different types of soil.Science Kit Materials Science Notebooks Read Aloud Pencils Day TwoEngagement Activity: Name That Soil The students will read observations about types of soil from notebooks. Other students will identify the type of soil described. Exploration: The teacher will pass 4 soils and hand lenses back out to each student. The students and teacher will discuss their observations from the previous day. The students will take notes on each soil on the bottom of each page. Note to Teacher: Refer to Science Standards Support Document to define humus, sand, silt, and clay.  Humus Illustration Written of Soil Observation of Soil 2nd Support Illustration Document of Soil Notes STC Soils Lesson 4. The students will describe/observe wet soil samples and compare their properties. The students will write/draw observations in science notebooks. Use wet sand feels . . ., wet clay feels . . ., wet humus feels . . . The teacher will read MacMillan/McGraw-Hill South Carolina Science, pp. 206-213. The students complete Inquiry Lesson Can Soil Hold Water? (Resource 3) Evaluation/Assessment: Reflective Question Two geraniums are planted in two different types of soil humus and clay. Tell how the geraniums will change after two weeks in each soil. Which will have a better chance of survival? The students will respond to the Reflective Question in their science notebook. Science Kit Materials Science Notebooks Read Aloud Pencils Day Three Engagement Activity: The teacher will read aloud Daves Down to Earth Rock Shop by Stuart J. Murphy. The teacher will read aloud, stopping along the way to ask the following questions: After p. 5 - Predict what Nicks uncle sent him. While reading act out pp. 5-6. After p. 9 - Where have you seen rocks before? After p. 11 - What is another word for organize? (classify, sort) How else could Dave organize his rocks? After p. 20 - How did Dave group the rocks now? What are the types? Project Exploration: STC Rocks & Minerals Lesson 1: The students will make observations of 3 rocks and describe them by two or more physical characteristics (color, shape, size, mass, and luster). STC Rocks & Minerals Lesson 2: The students will observe physical properties of 12 rocks and sort and classify them by two, or more, properties (attributes). Evaluation/Assessment: The students will work in groups of 4. Each member of the group will draw or write to describe the physical properties of 3 rocks (assigned by teacher). Each member of the group will share their notebook entry about the 3 rocks. Science Kit Materials Science Notebooks Read Aloud Pencils  Information for Notes Classifying Soils Humus Humus is soil that is made up of decayed parts of once-living organisms. It is dark, soft and very crumbly. Sand Sand has large grains with large spaces between the grains. This lets water leave it quickly. Sand feels gritty. Silt Silt soil has pieces that are smaller than sand. It feels like powder. Clay Clay soil has very small grains, much smaller than sand or silt, and holds water easily. 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