LESSON PLAN FORMAT

Sidney Autry autry2dkf@mymail.tcc.fl.edu 1. Grade Level: 3rd 2. Subject: Science 3. Topic: Compare shapes, colors, sizes, texture and hardness of different types of Cookies (theme of unit). 4. Coded Common Core Standards (or Next Generation Standard) with written Grade Level Expectations: SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness. 5. Learning Goal: While divided into small groups, the third grade class will make verbal and written observations related to properties of six different types of cookies 6 out of 6 times using a Cookie Observation worksheet.

DETAILED PROCEDURES
1. Gain Attention Before the students enter the classroom, have their desks arranged in circle groups. There are to be 4 groups of 4 desks and 1 group of 5 desks (this totals 5 groups to accommodate to the 21 students). When the students enter, tell them to go sit down at their desks (Their desks have each students name at the top of it.) Have a sign in the middle of each group labeled with a color that names the group. Do not directly answer any questions they students have for you upon entering. Smile and simply say, Its all for todays project.

Have all of the different types of cookies that are going to be used in their student centered activity prepared and visibly available with 5 standard sized rulers and 22 safety goggles on your desk for the students to see. The cookies should be divided into individual zip-lock bags and labeled with each group color, one type of cookie per bag. Make sure there are enough bags of every type of cookie for every group. (Example, all groups should have one bag of Oreos, Animal Cookies, etc.)

REQUIRED MATERIALS Individually divided bags of Keebler M&M Cookies, Chips Ahoy (original), Oreo (original), Nilla Wafers, Keebler Fudge Stripes mini cookies, and Grandmas Homestyle Oatmeal Raisin Cookies and a small bag of Animal Cookies( for you to demonstrate with). 22 safety goggles, and 5 standard sized rulers (1 per group).

2. Check Prior Knowledge: Review the difference between the words compare and contrast by having students define them. Have various students give examples of their own. Review each of the following adjectives; color, texture, size, shapes, hardness by having various students define it in their own words and give examples. Review how to use the inches side of a ruler by drawing different sized lines on the board and having various students come up and measure them. (The reviews should take about 5-8 minutes total) REQUIRED MATERIALS Whiteboard, dry-erase marker, and a ruler

3. Present New Information with Examples: a) Teacher Led Activity 1

Using the Animal Cookies that are in the bag for you to demonstrate with, hold it up for the class to see. Ask various students the color, texture, hardness, size and shape of the cookies.

Smash up the Animal Cookies and ask the same questions to various students. Walk over to the class water fountain and open your bag of Animal Cookies. Add water. Now ask various students the same questions. The answers should now be significantly different as compared to the first time you asked them the questions.

Explain to the students that they are going to be doing the same thing in their projects with different types of cookies.

b) Teacher Led Activity 2 While handing out a copy of the Cookie Observations sheet to each group, explain to the class that they are going to make some scientific observations using cookies. Tell them to use strong adjectives (remind them adjectives are describing words) and be creative. Once that is complete, have a student from each group come up and grab the bags of cookies for their group (the bags will be labeled with the group color), the amount of safety goggles for their group, and a ruler from your desk. After all of the students are seated, read the directions that are at the top of the Cookie Observation sheet out loud to the class. Once you finish reading them, have the students read them again quietly in their groups. If the students have questions, answer them accordingly.

Tell the students to put their safety goggles on (as you put your goggles on), get a writing utensil, and get started. Tell the students they have about 20-25 minutes to complete the project. (This should take about 10-15 minutes total.)

REQUIRED MATERIALS Cookie Observation worksheet, rulers, goggles, and bags of cookies.

4. Provide Practice & Feedback a) Student Centered Activity 1 The students will be crushing, measuring and feeling the different bags of

cookies. Each students will have an opportunity to write, feel and measure the different cookie(s) at least once. While the students are working, walk around (with your safety goggles on) and

make sure things are going smoothly. Answer any questions that the students have. Remind the students to use inside voices when they get too loud. This is to be an

exciting activity, yet you must continue to have control. Make sure you multi-task and use with-it-ness to know what is going on in your entire class. Never put your back to the majority of the class. Make sure the students are being creative and using good adjectives for their

observations. (This should take about 20-25 minutes total.) REQUIRED MATERIALS Cookies, rulers, goggles, Cookie Observation worksheet and writing utensils.

5. Present Summary or Review

After all of the groups are finished, have one person from each group describe one thing they observed (they can read this from the Cookie Observation worksheet) and what they learned from the observation.

Have another student from each group describe the most challenging part of the observations.

Once this is done, collect the Cookie Observation worksheets for grading and begin cleaning up the cookie mess! (This should take about 10-15 minutes total.)

REQUIRED MATERIALS!! Completed Cookie Observation worksheet, and precious voices of students.

FORMAL ASSESSMENT
While divided into small groups, the third grade class will make verbal and written observations related to properties of six different types of cookies 6 out of 6 times using a Cookie Observation worksheet.

ESOL ACCOMMODATIONS
When dividing the desks into groups, the ESOL students will be placed in the groups with students who speak both the language they speak and English. This provides translation for the students to communicate. This also allows them to learn new English words they can use to describe things with.

REFERENCES FOR ALL COPYRIGHTED MATERIALS

http://www.cpalms.org/Public/PreviewStandard/Preview/1647 Grade Level Standards and Objectives