Long Range Plans for April-June 2014 Science, Social Studies, Issues-Based Health Education

Dates Modules (Plans for weekly lessons below.)

Option 1Module 1 Option 2Module 3* Options 1 and 2Module 5** Option 1Module 3* Option 2Module 4* Option 1Module 2 Option 2Module 1 or Module 3* Option 1Module 4* Option 2Modules 3 & 4* Options 1 and 2Module 6** Options 1 and 2Module 6** Options 1 and 2Module 6**

Option 1

Option 2

April 22-25 April 28May 2 May 5--9 May 12-16

#1 MatterJust the Facts Communities: Focus on Baltimore My Healthy World #2 Moving Mountains

#3 My Healthy World (more time to explore) Communities: Focus on Baltimore Independent Research and Writing through CiteLighter #1 MatterJust the Facts #3 My Healthy World (more time to explore) My Healthy World and Independent Writing through CiteLighter Economics: Caines Arcade Economics: Caines Arcade Playing Caines Arcade and Finishing Projects

or

May 19-23 May 27--30 June 2--6 June 9--13

Independent Research and Writing through CiteLighter Economics: Caines Arcade Economics: Caines Arcade Playing Caines Arcade and Finishing Projects

Grade 3 teachers will teach Modules 1 and 2 on their own (MatterJust the Facts and Moving Mountains.) *Clare will co-teach with Modules 3 and 4 (My Healthy World and CiteLighter Writing.) **Clare will rotate to help grade 3 teachers with Modules 5 and 6 (Communities: Focus on Baltimore and Economics: Caines Arcade.)

Lesson Plan Skeletons for Modules 1-6

Module 1Matter: Just the Facts http://www.superteacherworksheets.com/matter.html http://edu.symbaloo.com/mix/stream1 Day 1 Activities and Assessments 1. Play 20 Questions (with the bag holding a piece of white marble) to introduce the idea of matter, then complete the preassessment in student science books. (Activity 1 from guide.) 2. Do Activity 2 from guide on classifying matter. This includes a focus on categorizing with items in a baggie for small groupsthere are 6 baggies in the kit, so divide class into 6 teams. 1. Activity 3 from guide on defining matter (matter and non-matter with solid, liquid, gas). This begins by showing the powerpoint by Dr. Matter (on the shared drive in grade 3 folder for Matter: Just the Facts.) Then there are BrainPop videos, readings, and questions in Activity 3 of the student books to clarify types of matter. You could also use the two websites/symbaloos from Darrielle: http://www.superteacherworksheets.com/matter.html http://edu.symbaloo.com/mix/stream1 1. Activity 4 from the guide referring to analyzing physical properties of matter. This includes comparing a penny, wood, and a napkin for each group (from the kit) to focus on physical properties of matter. 2. Activity 5 from the guide has students using hand lenses (in the kit) to analyze salt and sand with and without a hand lens. There are foam trays to use to spread out the sand and salt samples to examine each (try to save and reuse the salt, sand, and foam trays for another class!) 1. Activity 6 from guide referring to the effects on physical properties of heating matter. Start with physical changes kids can think to make with paper, then heat the mini-chocolate chips with the coffee/teapot for heating water to provide a melting place for the chips and the thermometers to measure temp changes. 2. Activity 7 from the guide refers to cooling changes by showing the orange juice as a solid and having students think about how this happens. Theyll also watch a BrainPop about changing states of matter through processes like heating and cooling. Materials to Gather 1. Matter: Just the Facts! Student Lab Books and Teachers Guide. 2. Sets of objects to classify for each student team (from science kits). 1. Science kits. 2. Computersif using tech links

1. Science kits.

1. Science kits.

Module 2Moving Mountainsrecommendation (use Darrielles digital learning plan and maybe combine with clay building below!) http://sarnovsky.weebly.com/moving-mountains.html Day 1 Activities and Assessments Preassessment 1. Paper pretest in student booklets. 2. Students build with clay what they think will be landforms. 3. Read about land features to see what theyre really like and compare to their models. 1. Create models of water features to explore what theyre like. 2. Read about water features to see what theyre really like and compare to their models. 1. Understand the different regions of Maryland by making a layered map. Materials to Gather Preassessment (in student book) Green clay Construction paper

1. Readings and interactive websites to understand how the landforms change: weathering and erosion 1. Students take a walk around Norwood to note landforms, weathering, and other erosive features.

Green clay Blue clay Plastic tubs to hold landforms and water Cardboard bottom layer Clay and other layering items (sticks, toothpicks, etc.) Good websites (like ones Darrielle has found on her digital learning site for Moving Mountians Note cards to write Mrs. Goldys recommendations about preserving landforms after the walk at Norwood

Module 3My Healthy World Day 1 Activities and Assessments 1.Take preassessments and begin Eat Healthy activities (with Clare and teacher). Materials to Gather Enter student demographic data on the My Healthy World (MHW) platform

2 3

4 5 6 (Optional) 7 (Optional) 8 (Optional)

1. Do Eat Healthy favorite food pantry activity. 2. Then compare to the Harvard Plate. 1. Work in teams to do the build-a-sandwich activity. 2. Teams research and create powerpoint slides in the MHW program to be the judges of nutrition for the sandwich activity. 1. Continue judging sandwich activity to reinforce nutrition concepts. 2. 1. Do Snack Attack with real food choices and students use their powerpoints of macro and micronutrients to help judge the nutrition portion of the contest. 1. Introduce the Be Healthy portion on exercise of the MHW platform. 2. Work with Matt in gym class to do the exercise stations in the Be Healthy portion of lessons. 1. Create storyboards in MHW platform to create cartoon books to summarize the key nutrition and exercise tips they are applying. 1. Teacher choicebased on other features we havent addressed from MHW (confer for Clare for ideas)

MHW Platform MHW Platform

9 (Optional) 10 (Optional)

MHW Platform MHW Platform 1. Real healthy snack food items 2. MHW Platform MHW Platform 1. MHW Platform 2. Matt will have some activities in gym class MHW Platform MHW Platform

Module 4Writing Project in CiteLighter ??? (until we get more training!) Day 1 2 3 4 5 6 (Optional) 7 (Optional) 8 (Optional) 9 (Optional) 10(Optional) Activities and Assessments Materials to Gather

Module 5Communities: Focus on Baltimore Day 1 Activities and Assessments 1. Introduce that we will learn about an important concept of grade 3how communities work togetherby studying our neighboring community: Baltimore City. 2. Introduce the virtual field trip project that students will get to research exciting parts of this community and present them to their classmates. 3. Brainstorm presentation possibilities teams could use for the field trip to share what they have found with their classmates (see Assessment on Day 5 for ideas.) 1. Adaptation of lessons 8-9 from the Unit 3 guide to focus on settling Baltimore and the changes in the map of Baltimore over time. 1. Adaptation of lesson 10 from the Unit 3 guide to focus on the people and cultural heritage found in Baltimore 1. Addition from Unit 4-5 of examples of the foundations of government in Baltimore Citylaws, symbols, branches of government, landmarksnatural and manmade. AssessmentStudents (or teams) will create a product to share about their part of the virtual field trip to Baltimore City. Their product could include video clips, powerpoint slides, posters, brochures, etc. Materials to Gather 1. Introductory materials about the Baltimore City virtual field trip (developed by Clare and the grade 3 team). 2. Decide on choices for student products for the virtual field trip and develop a rubric content and production of those choices. 1. Clare will adapt the lessons from the guide. 1. Clare will adapt the lessons from the guide. 1. Clare will adapt the lessons from the guide.

2 3 4

Module 6Economics: Caines Arcade Day 1 Activities and Assessments 1. Introduce the Economics Unit by giving students the project-based learning description of Caines Arcade. When all of the key concepts are understood, students will start applying them as they build and play their games. Materials to Gather 1. Intro materials about Caines Arcade. 2. Key concepts to understand in Economics.

4 5 6

8 (Optional) 9 (Optional)

1. Use content from Economics Unit lessons 1 and 9 (scarcity, natural resources, capital resources, human resources, limited resources) to apply to the plan to create the Caines Arcade games. 1. Use content from Economics Unit lessons 3 and 11 (opportunity cost, consumer, goods/services, advertisements, interdependence) to apply to the plan to create the Caines Arcade games. 1. Use the engineering process to create, plan, reimagine, etc. the Caines Arcade games. 1. Continue engineering the Caines Arcade games for each team. 1. Field-test the Caines Arcade creations within the class with teams playing each others games. 2. Make notes in the science journals about key economic concepts they see at work in the games. Post-AssessmentClare will adapt the Classroom Marketplace Performance Assessment from the Economics unit to match the project the students have done in Caines Arcade Open up playing Caines Arcade to other grade 3 students (switch classes to play). Open up playing Caines Arcade to grade 2 students who will also hear about some of the key economic principals they will be learning as they do this project next year.

1. Adapted lessons from Economics guide #1 and #9 (adapted by Clare.) 1. Adapted lessons from Economics guide #3 and #11 (adapted by Clare.) 1. Building materials. 2. Engineering process posters. Finished prototypes of games from each team

1. Unit assessment (revised by Clare)

Caines Arcade Games Caines Arcade Games