By Anna Folke Angela Hutchinson Johnathon Jackson Chelsea Schroer

Chapter 2
Learning, Cognition, and Memory
Learning Strategy Meaningful Learning Conceptual Understanding

Science
Learning Strategy

3rd Grade - Experience Gravity Free Water

Rational: Put the cardboard over the mouth of the

glass, making sure that no air bubbles enter the glass as you hold onto the cardboard. Next, turn the glass upside down (over a sink or outside until you get good). Finally, take away your hand holding the cardboard.
Reflection: Since there is no air inside the glass, the air

pressure from outside the glass is greater than the pressure of the water inside the glass. The extra air pressure manages to hold the cardboard in place. This activity helps to promote cognitive processes to help the students learn and remember.

Math
Meaningful Learning 3rd Grade Friction is a Force
Rational: Cover a ramp with different materials such as:

sandpaper, glass, wood, plastic, and cardboard. Next, measured how far a wooden block slid on each of the surfaces before coming to a halt. Record the data in a chart. Finally, determine what time of surfaces the wooden block slides the farthest and least and why.
Reflection: The students will learn that when two surfaces come in

contact with one another, there is a frictional force. The amount of friction depends on a number of factors. Rougher surfaces create more friction than smooth surfaces. By engaging the students in a physical activity, they will actually see how the different surfaces affect the outcome of the final analysis. http://www.greatschools.org/worksheets-activities/6296-friction-is-a-

Writing
Conceptual Understanding 3rd Grade Tug-of-War Explanatory Writing
Rational: Begin with the students play a game of tug-of-

war. Then have the students write an explanation on how to play the game. In the explanation the following words must be used: motion, forces, and friction.
Reflection: This approach will use the connection

between the science vocabulary words and a common activity that children play. The students will gain a conceptual understanding of how the words fit into an

Chapter 3
Learning in Context
Meditated Learning Experience Distributed Cognition Community of Learners

Science
Meditated Learning Experience 3rd Grade Critical Thinking Forces
Rational: Give the students the following scenario. Four

people are pushing very hard on a large cardboard box. However, the box is not moving. Give them time to focus on the question and write a short synopsis then have the students explain how this can happen.
Reflection: This give the students time to meditate and try to

figure out how this might be possible. They are reflecting on what they have previously learned. This may help with retrieving information in the future, if the situation arises. When students figure out that what they are learning does apply to real-life situations, the easier it is for them to retain

Math
Distributed Cognition 3rd Grade- What Causes a Change in Motion?
Rational: Pair the students up into 3-4 student groups. Have them

take two pieces of string that are slightly shorter than the width of the desk then knot the string together. Lay the string on the desk with the knot at the center of the desk. Next, tie paper clip hooks to both ends of the strings. While holding the knot down in the middle place two washers on one of the paper clip hooks. Finally, continue trying different ways of hanging the washers on the string then record the data. Finally, have each group discuss the final analysis with the class.
Reflection: The students will predict, test, record, and draw a

conclusion as a group using a graph to show their work. By placing the students into individual groups will allocate distributed cognition. The students will collaborate on the on the experiment and come up with a conclusion together. Communication and discussions

Writing
Community of Learners 3rd Grade Class Science Book
Rational: Publish a class book on Forces. During the course

of studying forces work with the students in writing and compiling information about gravity. Set-up committees to help plan out the steps for publishing their book. Make sure that everyone is involved. The completion for this activity will take some time, thus allowing the students to collaborate to promote meaningful learning.
Reflection: A community of learners working together to

publish a class book is a way to encourage the students to work together. The teacher and the students are both learning, while communicating in groups and doing research. A fun thing that could be added to this project could be taking a field trip to a publishing company then possibly setting up a

Chapter 4
Complex Cognitive Processes
Metacognition Problem Solving and Creativity Critical Thinking

Science
Metacognition

3rd Grade Experiment Pushing the Limits

Rational: Figuring out the different ways an object

could be put into the rack to fit in appropriately. Having the children come up with own ideas of the many solutions.
Reflection: Relating the object to the students brain

so the children are not over thinking. They are pushing their learning to the max and finding out their limits on learning, but understanding what is enough and how some things maybe too much.

Math
Problem Solving and Creativity 3rd Grade Read a Bar Graph
Rational: Play a game where the students have to

problem solve different questions to have many answers. Then have the students graph the answers using a bar graph. Have the students use different colors and have them create their own problems to be their own.
Reflection: The students will learn how to problem

solve, how to make a bar graph, and use their imagination to create a new graph. The students will learn how to make their own bar graph using their own solutions as well.

Writing
Critical Thinking 3rd Grade Why is Gravity Important
Rational: Have the students experiment with multiple

things and then write a paper on gravity. In this paper should explain why gravity is important and what would happen if we lost gravity.
Reflection: Having the students write about gravity they

will understand why Earth is the way it is. They will see why gravity is important and also they will learn what will happen if we didnt have gravity. Writing this will also be

Chapter 5
Cognitive Development
Developmental Processes (Assimilation) Addressing Students Developmental

Needs
Intelligence

Science
Developmental Processes (Assimilation) 3rd Grade What is Weight?
Rational: Have the students guess the weight of objects

by feeling and holding them compared to objects they know. Then have them write down and actually weigh the object to see how close they are to the actual weight.
Reflection: This helps the students by using knowledge

they already know and are used to. The students can then use this knowledge for other objects in real life scenarios. The students will learn how they might not always have a weight, but they need to guess an appropriate guess when purchasing or building

Math
Addressing Students Developmental Needs 3rd Grade- Weight
Rational: Since not all students are the same they all cant

learn the same. This is a great way to help all students some students can understand numbers while others can understand in words. You can change the directions around for certain students to accommodate their needs.
Reflection: All the students will still learn how to weigh, but

not all are at the same spot as others. Every child will understand the idea of weight even if they learn in different ways they could say lighter or heavier, give a number, this is bigger or small. All the students will learn the same concept

Writing
Intelligence 3rd Grade Creative Writing
Rational: Have the students create their own story on

everything they have learned on forces. Let the students be as creative as they wish. Since every student is different, so is intelligence.
Reflection: By letting the students write a creative story,

reading the story us as the instructor will learn how much they learned and how they interpret what we thought they learned. By giving them a few guidelines to follow by the students will be able to be creative and show their intelligence in many different forms.

Chapter 6
Motivation and Effect

Value Intrinsic motivation

Writing
Value: belief that an activity has direct or indirect benefits
Activity: The students are going to write a paragraph

explaining the importance of gravity as well as what life would be like without it. Rationale: For an activity to have value, students must be able to relate it to their everyday lives. Gravity is something that effects us everyday, and we rarely think about it. This will give the students a chance to be creative. It also ties in writing with our unit.

Math
Intrinsic motivation: Motivation resulting from personal characteristics or inherent in the task being performed.
Activity: The students will find three objects at home

that they want to bring to the classroom and weigh. After they weigh the objects, they will record the weight then predict the weight on Jupiter, assuming it will weigh 2 times the amount. They will also record the predicted weight on Mars assuming it is half the amount. Rationale: I am hoping that the students will be motivated because they are excited about this activity, but to add a little motivation I will offer the students 2 bonus points if they remember to bring their items from home the next day. This activity also ties in math

Chapter 7
Personal, Social, and Moral Development

Social Cognition Goodness of Fit

Writing
Social Cognition: Process of thinking about how other people are likely to think, act, and react
Activity: I will put the students in groups of 3, and

they are going to write 10 forces that they use in a regular day. Then, they are going to write whether it is a push or a pull force. An example would be opening a door, and that would be a pull force. Rationale: The best way for students to improve their social cognition is to work with a group. Students need to learn how to work and collaborate with one another. This activity ties in

Math
Goodness of Fit: Situation in which classroom conditions and expectations are compatible with students temperaments and personality characteristics
Activity: I will have blocks of different weights for the

students to put on the balance scale. I will call up a volunteer to put to blocks on the balance scale. First they will record the weight of each block on the board. Then, they will use the balance scale to tell them which block is greater. They will make the greater than sign on the board toward the number that is greater. Students in their seats will record the data. Rationale: To make the classroom goodness of fit I will only call up students who feel comfortable coming up in front of the class. I am sure some of the students will be uncomfortable with doing that. I may try to encourage them

Chapter 8
Instructional Strategies
Higher-level Questions Cooperative Learning

Peer Tutoring

Science
Higher-level Questions 3rd Grade- Forces in Action

Rational: This online activity requires students to do

something new with the information they have learned about force and motion. The website allows students to experiment the effects that slope and weight have on a trucks distance down a path.
Reflection: The website gives students the opportunity to

speculate and record their observations. It also includes follow-up questions that go along with the experiment to enhance students learning.
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forc

Math
Peer Tutoring 3rd Grade- Moon Pie Fractions
Rational: During a tutoring session have the

teachers use moon pies to show fractions to their partner, use plastic knives to cut the moon pies in different fractions, make drawings, and answering math problems.

Reflection: Having students provide instruction

to other students is often an effective learnerdirected approach to teaching fundamental

Writing
Cooperative Learning 3rd Grade-Forces: Push and Pull
Rational: This group worksheet has pages of inquiry

questions to get students talking and thinking about the forces, push and pull. It also provides spaces where students can explain their reasoning to each problem. Working together in small groups builds greater comprehension of subject matter.
Reflection: Research studies indicate that cooperative

learning activities, when designed and structured appropriately, are effective in many ways. Cooperative learning has personal and social benefits as well as academic ones.

Chapter 9
Strategies for Creating an Effective Classroom Environment
Expanding the Sense of Community Beyond

the Classroom
Plan for Transitions Teach Self- Regulation Strategies

Science
Expanding the Sense of Community Beyond the Classroom

3rd Grade Science- Raceway to Science

Rational: This lab is a great hands-on activity to use

when teaching 3rd grade students how movement depends on the amount of force applied to an object. Teachers and students can work together as they race their way through this science activity.
community in the classroom, where students share common goals and are respectful and supportive of one another. Creating a sense of community in the classroom prompts feelings of belongingness. Students see themselves as important and valued members of the classroom.

Reflection: Teachers should create a sense of

Math
Planning for Transitions 3rd Grade Math- What do you weigh on other planets?
Rational: As effective classroom managers it is important

that teachers ensure that transitions run smoothly. Having an activity planned when students enter the classroom keeps them busy and on task as you move into your next lesson. On this website you can type in your weight and find out how much you weigh on different planets. This can be a great transition activity into a science lesson.
Reflection: Misbehaviors most frequently occur during

transition times as students end one activity and begin a second. Having a task for students to complete as soon as they enter the room keeps them busy and reduces problem behaviors.

Writing
Teach Self- Regulation Strategies 3rd Grade- Science Journal Questions
Rational: Keeping a science journal is an excellent way to

check up on students understanding of material, it also lets you see if your kids are paying attention in class. A journal gives students the opportunity to reflect on lab activities and review what they learned.
Reflection: This journal is a great self-regulation tool, it

gives students the freedom to express how they feel. It can also give a child the ability to control and direct ones own feelings, thoughts, and actions.

Chapter 10
Assessment Strategies
Using Performance Assessments Planning Formal Paper-Pencil Assessment

Making Informal Assessments

Science
Using Performance Assessments 3rd Grade- Egg Drop Project

Rational: Group projects enable a number of students to

work together on a complex problem that requires planning, research, discussion, and group presentation. Students need to create something that can absorb the energy the egg gathers as it accelerates towards the ground.
Reflection: Performance assessment, also known as

alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made test. Performance assessments help teachers recognize that children can

Math
Planning Formal Paper-Pencil Assessments 3rd Grade- Addition of Fractions
Rational: Testing students on math can been

done using a paper-pencil test. Students work through the problems themselves, and are scored on their overall knowledge of the material. For example: moon pie fractions
Reflection: Formal assessments are planned

in advance and used to determine what students have learned. It`s a test intended to

Writing
Making Informal Assessments 3rd Grade- 5 Minute Quiz
Rational: At the beginning of class, give

students one or two questions over material covered in the previous class session. Discuss answers that they wrote down and do a show of hands to see how many understand the concepts.
Reflection: Teachers can use this simple quiz

to make sure students are understanding a