Professional Documents
Culture Documents
Teacher: E. Keyton
Subject: Mathematics
Further develop understandings of geometric figures by focusing on identification and descriptions of plane
figures based on geometric properties.
Understand that shapes in different categories may share attributes and those attributes can define a larger
category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).
Further develop understanding of partitioning shapes into parts with equal areas.
Partitions shapes in several different ways into equal parts of halves, thirds, fourths, sixths, and eighths and
recognizes the partitioned parts have the same area.
Find the perimeter of polygons; use addition to find perimeters; solve for an unknown length and recognize
the patterns that exist when finding the sum of the lengths and widths of rectangles.
Standards to Address in Unit:
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition
a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Represent and Interpret Data
MGSE3.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. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
MGSE3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
MGSE3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by
multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical
problems, and represent whole-number products as rectangular areas in mathematical reasoning.
Time:
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a
c. Use area models to represent the distributive property in mathematical reasoning.
MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and
different perimeters.
ASSESSMENTS
Diagnostic Unit 4 Common
Assessment, Georgia Milestone
Diagnostic Assessment
Major Unit concepts and
2-dimensional; 3dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular prisms
(as subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
right angle
vocabulary
2-dimensional; 3dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
2-dimensional; 3-
dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
2-dimensional; 3-
dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
2-dimensional; 3-
dimensional
area
acute angle
attributes
closed figure
congruent
cubes, cones, cylinders
and rectangular
prisms (as
subcategories of 3dimensional figures)
polygon
line plot
obtuse angle
open figure
parallel
parallelogram
partition
polygon
properties
quadrilateral
rectangle
rhombi, rectangles, and
squares (as
subcategories of
quadrilaterals)
rhombus/rhombi
RotationsGuided Math
Mini-lesson(15-20 min.)
Whole GroupNumber TalksWhole Group
square
three-sided
unit fraction
right angle
square
three-sided
unit fraction
MONDAY
Strategy:
Solve
TUESDAY
Focus Strategy:
750-423=
420-254=
Solve
MGSE3.NBT.3
Multiply
one-digit whole numbers by
multiples of 10 in the range
10-90 (e.g., 9 x 80, 5 x 60)
using strategies based on
place value and properties of
operations.
Multiply
one-digit whole numbers by
multiples of 10 in the range
10-90 (e.g., 9 x 80, 5 x 60)
THURSDAY
Focus Strategy:
Solve
360-119=
624 + 78=
FRIDAY
Focus Strategy:
Solve
208 - 27=
E.Q:
MGSE3.NBT.3
E.Q:
WEDNESDAY
Focus Strategy:
Solve
right angle
square
three-sided
unit fraction
Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.
right angle
square
three-sided
unit fraction
MGSE3.NBT.3
Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.
Mondays will be
used for Guided
Practice in a whole
group format (30
min.).
MGSE3.NBT.3
right angle
square
three-sided
unit fraction
Instructional Strategies:
(S) will complete the Ga DOE
Group 4RotationsGuided
Group
Math3Guided Math RotationsRotationsGuided Math
Teacher facilitates
& monitors Daily 5
Station Rotations
strategies based on
(30 using
min.).
place
value and
properties of
Teacher
facilitates
operations.
& monitors
Daily
5
Discuss
the Daily
5
Station
Rotations
stations
with
E.Q:
students.
Explain to a
(30
Whatmin.).
happens
the activities
in it is
number when
the
eachDiscuss
center
and
multiplied by Daily
ten? 5
stations
with
start
rotations.
How
can I model
students. Explain
multiplication by ten?
the
in
Math
by activities
Myself
each
How
iscenter
place value
and
Math with a
Teacher
facilitates &
start rotations.
Partner
monitors
Daily 5
Math Reading
Station
Rotations
by Myself (30
MathMath
Technology
min.).
with a
MathMath
Writing
Partner
Guided
Math
Discuss
the Daily 5
Math Reading
stations
with
Math Technology
students.
Explain the
Math Writing
activities
in each
Guided Math
center and start
rotations.
Math by Myself
Math with a Partner
Math Reading
Math Technology
Math Writing
Guided Math
MGSE3.NBT.3
Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.
E.Q:
MGSE3.NBT.3
Multiply
one-digit whole numbers by
multiples of 10 in the range 10-90
(e.g., 9 x 80, 5 x 60) using
strategies based on place value
and properties of operations.
E.Q:
E.Q:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
Instructional Strategies:
(S) will complete the Ga DOE
Instructional Strategies:
(S) will complete the Ga DOE
task Daily Schedule.
Instructional Strategies:
(S) will complete the Ga DOE
Math by Myself:
Students will work
individually on
Math by Myself:
Students will work individually
on
Math by Myself:
Students will work individually
on
Math by Myself:
Students will work
individually on
Math by Myself:
Students will work
individually on
GaDOE tasks:
GaDOE tasks:
GaDOE tasks:
GaDOE tasks:
GaDOE tasks:
Multiplication Dice
Or
Multiplication Dice
Or
Multiplication Dice
Or
Multiplication
Multiplication
Multiplication
Multiplication
Dice
Multiplication Dice
Or
Or
Multiplication
fluency
fluency
fluency
I HaveWho Has
Or
Task Cards: Clocks
( Minutes)
I HaveWho Has
Or
Task Cards: Clocks
( Minutes)
Task Cards
Or
Multiplication Scoot
Task Cards
Or
Multiplication Scoot
Math Technology:
Multiplication/ Time;
Elapsed Time
https://www.tenmarks.com/log
in
Math Technology:
Multiplication/ Time; Elapsed
Time
Math Technology:
Geometry
https://www.tenmarks.com/login
https://www.tenmarks.com/login
http://www.sheppardsoftware.com/
http://www.sheppardsoftware.
com/
http://www.sheppardsoftware.co
m/
http://mrnussbaum.com
http://mrnussbaum.com
https://www.ixl.com/math/gra
de-3
https://www.ixl.com/math/grade-3
https://fcs.redbirdschools.c
om/
Math Activity
Multiply numbers to
create multiples of
ten
Multiplication
practice
https://fcs.redbirdschools.com
/
Math Activity
Multiply numbers to
create multiples of ten
Multiplication practice
I HaveWho Has
Or
Task Cards: Clocks
( Minutes)
fluency
Multiplication fluency
Math Technology:
Geometry
https://www.tenmarks.com/lo
gin
Math Technology:
Geometry
https://www.tenmarks.com/logi
n
http://mrnussbaum.com
http://www.sheppardsoftware
.com/
http://www.sheppardsoftware.c
om/
https://www.ixl.com/math/grade-3
http://mrnussbaum.com
http://mrnussbaum.com
https://fcs.redbirdschools.com/
https://www.ixl.com/math/gra
de-3
https://www.ixl.com/math/grad
e-3
https://fcs.redbirdschools.
com/
https://fcs.redbirdschools.c
om/
Math Activity
Elapsed time
Math Activity
Telling time to the nearest 5
minutes; nearest minute
Elapsed time
Math Activity
Elapsed time
Math Reading:
Math Reading:
Math Reading:
Math Reading:
Math Reading:
SW annotate a passage
of text related to a math
topic using the following
steps:
SW annotate a passage of
text related to a math
topic using the following
steps:
SW annotate a passage of
text related to a math topic
using the following steps:
SW annotate a passage
of text related to a
math topic using the
following steps:
SW annotate a passage
of text related to a math
topic using the following
steps:
1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.
1.
Read each question
and underline key words.
2.
Write P1, P2, P3,
etc. at the start or at the
indention of each
paragraph
3.
Underline the
answer to each question
as you read writing Q1,
Q2, Q3, etc above the
answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not know.
1.
Read each
question and
underline key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words
and underline the
main idea (write MI
above main idea)
5.
Write a ? above
words you do not
know.
1.
Read each
question and underline
key words.
2.
Write P1, P2, P3,
etc. at the start or at
the indention of each
paragraph
3.
Underline the
answer to each
question as you read
writing Q1, Q2, Q3, etc
above the answer
4.
Circle key words
and underline the main
idea (write MI above
main idea)
5.
Write a ? above
words you do not
know.
Using
Using
1.
Read each question
and underline key words.
2.
Write P1, P2, P3, etc.
at the start or at the
indention of each
paragraph
3.
Underline the answer
to each question as you
read writing Q1, Q2, Q3,
etc above the answer
4.
Circle key words and
underline the main idea
(write MI above main idea)
5.
Write a ? above
words you do not know.
Time
Arrays
Arrays
Time
Time
Geometric shapes
shapes
shapes
Geometric
Geometric
shapes
Geometric
shapes
Geometric
SummarizingClosing &
Math Writing:
Math Writing:
Math Writing:
Math Writing:
Math Writing:
Exit Ticketsrecord in
math journals
Exit Tickets
record in math
journals
Reteach Standards
Math Groups_wk_2-1
thur 2-5.docx
Subject: Reading/ELA
ELACC3W1 Write Opinion writing Unit 3 Changing the World: persuasive, Speeches, Petitions, and Editorials. . Lucy
Calkins
Task:
Respond to assessment prompt
Characterization/personality study
Vocabulary study
Visualizing a story map
Essential Questions
ASSESSMENTS
Diagnostic: Pretest, Progress Monitoring
Weekly, Dibels, Running Records
Summative: Posttest
Guided
Guides
Guided
Shared or Modeled
Whole
(10-15 min.)
Phonics(18-22 min.) Reading
Group 2
Group 1
Reading Group
Reading
Reading
Group 3/4
review, recall. problem, highlight, silent, reading, self-monitoring, fluency, comprehension, prompts, decoding, expression,
chunk, vocabulary, read, respond, determine, questions, understanding
MONDAY
Standard:
ELAGSEL1.
Demonstrate
command of the
Standard:
ELAGSE3RF4
ELAGSE3RI1
(T) (S) will read a
reading selection
posted on edmodo
or classflow on
ipads. Students will
response to
literature on
classflow or edmodo
on ipads.
Standard:
ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4
TUESDAY
Standard: ELAGSEL1.
Demonstrate command
of the conventions of
standard English
Standard: ELAGSE3RF4
ELAGSE3RI1
WEDNESDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of
Standard: ELAGSE3RF4
ELAGSE3RI1
THURSDAY
Standard: ELAGSEL1
Demonstrate command
of the conventions of
standard English
Standard: ELAGSE3RF4
ELAGSE3RI1
Standard: ELAGSE3SL1,
Standard: ELAGSE3SL1,
Standard: ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard: ELAGSE3RF3,
ELAGSE3RF4
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard: ELAGSE3RF3,
ELAGSE3RF4
FRIDAY
Standard: ELAGSEL1
Demonstrate
command of the
conventions of
Standard:
ELAGSE3RF4
ELAGSE3RI1
ELAGSE3SL1,
ELAGSE3SL1.a,
ELAGSE3SL1.d,
ELAGSE3SL6,
ELAGSE3RF3,
ELAGSE3RF4
Standard:
ELAGSE3RF3,
ELAGSE3RF4
Text: Teacher
Selected leveled
reader
Standard: ELAGSE3R16
Text: Teacher
Selected leveled
reader
Standard: ELAGSE3R16
Work on Writing:
Students should:
Write the whole time
Stay in one spot
Work quietly
Choice of what to write
Get started quickly
Underline words they are
not sure how to spell and
move on...
Ex. Students will work on
informational writing.
Genres will change as the
lessons modeled and shared
change during direct writing
instruction. Students can use
prompts or free choice. Anchor
charts should be posted to
assist students with
incorporating skills/strategies
from previously taught
standards.
Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).
Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,Assig
ned IXL Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).
Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com
,Assigned IXL
Language Arts,
Grammar Jammer
(Pearson), Parts of
Speech PPT review,
Q&R app, Ten Marks
Assignment (Parts of
Speech and Point of
View).
Read By
Myself/Working on
Writing: Read Teacher
assigned leveled
reader. Complete
Graphic Organizer and
Paragraph. Place
Paragraph in your
Center Folder.
Complete assignment
off choice board. Take
AR test.
Read w/ a Buddy:
Read teacher assign
level readers and
answer questions on
graphic organizers.
Listening: QR Code
Stories and Mackinvia
eBooks. SW complete
comprehension graphic
organizer.
Technology: AR,
tumblebook.com,
Assigned IXL Language
Arts, Grammar
Jammer (Pearson),
Parts of Speech PPT
review, Q&R app, Ten
Marks Assignment
(Parts of Speech and
Point of View).
Listen to Reading:
Students should:
Get out materials
Listen to the whole story
Follow along with pictures
and/or words
Stay in one spot
Listen quietly
Get started quickly
Put materials away neatly
(listening station or at the
computer)
Suggestions:
Tumble Books, Pebble Go, iPads,
stories online)
Listen to Reading:
Tumblebooks.com
Listen to Reading:
Tumblebooks.com
Listen to Reading:
Tumblebooks.com
Listen to Reading:
Tumblebooks.com
Practicing Persuasion
Practicing Persuasion
Practicing Persuasion
Practicing Persuasion
Practicing Persuasion
Unit 3 Opinion
Unit 3 Opinion
Unit 3 Opinion
Unit 3 Opinion
Unit 3 Opinion
Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.
Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.
Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.
Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.
Writing an opinion
piece after the mini
lesson is complete.
Teacher will
conference and work
in small groups.
Guided &
Modeled or Shared
(20-30 min.)Independent
(7-10 min.)
Writing
Writing
CLOSING and
SHARING
(5 min.)
Students in groups of
up to five are
numbered sequentially.
As a group they create
a list of 3-5 things
learned in the lesson
and then the teacher
Geographic Understanding
The focus of this unit is Cesar Chavez and his contributions to expanding our rights and freedoms
Standards to Address in Unit:
SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Csar Chvez (workers rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.
a. Identify on a political map specific locations significant to the life and times of these historical figures.
b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures.
c. Describe how each of these historical figures adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historical figures and their ideas across time.
e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience
and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
E.Q. How did Cesar Chavez expand the rights and freedoms of people in our country? How did Cesar Chavez show
positive character traits? How did geography influence actions taken by Cesar Chavez? How did Cesar Chavez use
productive resources in his occupation? How did the actions of government impact Cesar Chavez? How were Cesar
Chavezs actions related to the actions of others?
Characters Traits: Justice, Freedom of conscience and expression and Diligence
ASSESSMENTS
Diagnostic:
Pre-assessment
Major Unit concepts and vocabulary
Formative:
3.
TUESDAY
5. Boycott
Citizen
Diligence
Fast
Freedom of
Expression
Justice
Labor Union
Legacy
March
Migrant Worker
Organizer
Protests
Strike
Citizen
Diligence
Fast
Freedom of Expression
Justice
Labor Union
Legacy
March
Migrant Worker
Organizer
Protests
Strike
Time: 9:30-10:30
WEDNESDAY
THURSDAY
FRIDAY
.
Teaching Strategies:
https://www.ixl.com/soci
al-studies/grade-3
Economics
Chavez use
productive resources
in his occupation?
How
Sticky did
Note-the
Listactions
2 things
Exit Ticket
Closing &
Summarizing
Instructional
Strategies
Resources &
Materials
MONDAY
4. Boycott
Subject: Science/Health
Time: 9:30-10:30
Unit Big Idea (Science): The purpose of this unit is to investigate how heat is produced and the effects of heating and cooling.
Students will also understand that a change in temperature indicates a change in heat. The duration of this unit is 17
instructional days, including the days for the performance assessment.
Standards to Address in Unit (Science):
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature
indicates a change in heat.
a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
Essential Questions:
How does heat move? How can you generate heat? How is a change in heat measured? How do you conserve heat?
ASSESSMENTS (Science)
Diagnostic:
Pre Assessment
Formative:
Summative:
Post Assessment
3.
4.
5.
Unit Title (Health): Personal Health and Wellness (Until March 16, 2016)
Unit Big Idea (Health): Diseases keeps the body from working normally.
Standards to Address in Unit (Health):
HE3.5: Students will demonstrate the ability to use decision-making skills to enhance health.
b. Discuss situations when support is needed when making a health-related decision.
Examples:
Discuss how adults can help an individual avoid tobacco.
Examine when it is appropriate to tell a teacher about a problem with another student.
E.Q.
How is sleep and rest important for growth and good health?
ASSESSMENTS (Health)
Diagnostic:
Pre Assessment
Major Unit concepts and vocabulary (Health)
Formative:
Summative:
Post Assessment
1.
2.
MONDAY
TUESDAY
3.
WEDNESDAY
4.
THURSDAY-Health
5.
FRIDAY-Health
Activating Strategy:
https://www.ixl.com/science/
grade-3
Activating Strategy:
https://www.ixl.com/science/gra
de-3
Fossils
Fossils
Differentiated Teaching
Strategies:
Persuasive Writing- SW think
about different sources of
thermal energy. SW write a
paragraph explaining three
ways that heat can be
produced. Then decide which
source of heat is most
important in your life. SW
write a second paragraph
explaining why they think it is
important.
TW review information
learned about heat in order to
get the students prepared to
take a post assessment.
Differentiated Teaching
Strategies:
Review for heat post
assessment
SW take a post assessment on
heat. Once the class has
completed the assessment the
teacher will go over the test to
clear up any misconceptions.
E.Q:
Teaching Strategies
Journal Entry
Exit Ticket