Third Grade Lesson Plans



| |Third Grade Lesson Plans |

| |Subject: Science |

| |February 18-22, 2013 |

| |Science 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 Earth’s 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. |

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| |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. |

| |SCIENCE |MATERIALS |

| |Pre-Assessment: Students will complete Anticipation Guide. (Resource 2) | |

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| |Misconceptions: The difference between a mold and cast fossil is difficult for students. | |

|Day |Engagement Activity: The teacher will read aloud Down to Earth by Melissa Stewart. The teacher will read the|Science Kit Materials |

|One |book, stopping to ask questions and pointing out the photos, diagrams, etc. |Science Notebooks |

| |After p. 7 – What type of rocks would you find in Hawaii? |Read Aloud |

| |After p. 9 – Where have you seen rocks before? |Pencils |

| |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.) | |

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| |Humus | |

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| |Illustration Written | |

| |of Soil Observation | |

| |of Soil | |

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| |Partners will discuss observations using scientific vocabulary (texture, color, etc.). | |

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| |Evaluation/Assessment: The students will review all observations recorded during the Exploration& Explanation| |

| |activity and write a conclusion about the different types of soil. | |

|Day |Engagement Activity: “Name That Soil” – The students will read observations about types of soil from |Science Kit Materials |

|Two |notebooks. Other students will identify the type of soil described. |Science Notebooks |

| | |Read Aloud |

| |Exploration: The teacher will pass 4 soils and hand lenses back out to each student. The students and |Pencils |

| |teacher will discuss their observations from the previous day. The students will take notes on each soil on | |

| |the bottom ½ 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 | |

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| |2nd Support | |

| |Illustration Document | |

| |of Soil Notes | |

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| |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) | |

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| |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? | |

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| |The students will respond to the Reflective Question in their science notebook. | |

|Day |Engagement Activity: The teacher will read aloud Dave’s Down to Earth Rock Shop by Stuart J. Murphy. The |Science Kit Materials |

|Three |teacher will read aloud, stopping along the way to ask the following questions: |Science Notebooks |

| |After p. 5 - Predict what Nick’s uncle sent him. While reading act out pp. 5-6. |Read Aloud |

| |After p. 9 - Where have you seen rocks before? |Pencils |

| |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? | |

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| |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). | |

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| |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). | |

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| |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). | |

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| |Each member of the group will share their notebook entry about the 3 rocks. | |

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.

➢ This makes clay soil sticky when wet, but when it dries, it forms hard clumps.

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