Educ 322 Unit Plan Revised

Ashley Folden
03/02/16
EDUC 322 MWF 11:00
Unit Plan
I am an Elementary Education K-6 Major. I have chosen the topic of winter for the third grade level. The major
concept of my unit plan is for the students to have a better understanding of certain aspects of winter such as
snow and other winter features while having fun learning in every subject. I have planned the instruction to
make the idea of winter more exciting and enjoyable for the students, while at the same time instructing them
with the knowledge they need to further their education. Students will be doing a variety activities to learn a
number of topics. They will be learning about the first photographed snowflakes, and will be writing
informative essays and narratives to guide their audiences through fun adventures and instructions. The students
will also be learning how snowflakes are formed, as well as why the snowmen they make outside melt. Students
will be exploring other human life styles in the winter, along with how various animals survive in the winter.
The class will also be reaching out, planning, and learning how we can help others stay warm in the community.
The students will practice their math skills, while at the same time participating in colorful winter activities. The
students will reach the intended goals of the lessons by completing and participating in a numerous amount of
activities. The students will practice their use of graphic organizers, writing capabilities, performing science
experiments, art projects, and quizzes to test their knowledge. I hope that through these lessons the students will
have learned a great deal about all the things that winter entails while meeting the academic standards they need
to improve their knowledge. I also hope that through these lessons students have fun learning and creating so
that they will want to continue learning
Bluefield State College
Daily Lesson Plan (Template)
Name: Ashley Folden Date: 02/11/16
Subject: English Language Arts Topic:

Snowflake Bentley
Grade: 3rd Length of

Lesson: 35 minutes
Introduction (Essential Question): Is it possible to take pictures of snowflakes?
Standard: Reading
Cluster: Key Ideas and Details
Objective: ELA.3.R.C1.3 describe characters in a literary story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
(CCSS RL.3.3)
Specific Objective: Students will be able to describe a character from the story Snowflake
Bentley, by listing and explaining Wilson Bentleys traits, motivations, and feelings
throughout the book. They will also be able to explain how these details contribute to the
sequence of events that happened to the character Wilson Bentley within the story. The
students will be demonstrating these specific objectives as measured by the assessment
rubric with 14/20 or 70% accuracy.
Method(s): The beginning of the lesson will take place in whole group instruction. The first part of the
whole group instruction will be the teacher introducing the informational text Snowflake Bentley to the
students. The teacher will first give a brief overview summarizing the meaning of the informational text,
and discuss how the class will have the book read to them aloud with a discussion to follow. As well as
watching an animation and reading of the book using the link https://www.youtube.com/watch?
v=04u59qSnJj4, so that all auditory and visual learners can enjoy and learn from the informational text.
Having both the informational text read aloud and the video will help the students grasp a better idea of
the traits, feelings, motivations, and actions of the character Wilson Bentley in the book. This will help
with their assignment given to them at the end of the lesson. After the listening of the information text,
the video, and the discussion before and in-between the students will be given the foldable assignment to
complete so they can demonstrate their understanding of the main character in the informational text.
Materials: The book Snowflake Bentley by author Jacqueline Briggs Martin, whiteboard, pictures
printed from the story, computer, smart board, the video https://www.youtube.com/watch?
v=04u59qSnJj4, premade Wilson Bentley foldable, pencils, and coloring utensils.
Direct Instruction: Direct instruction will begin in whole group instruction. The teacher will first
introduce the book Snowflake Bentley by author Jacqueline Briggs Martin to the students. The teacher
will give an overview of the books characters and the history behind the book to prepare the students
what the book is about before the book is read to them aloud by the teacher. After the teacher gives the
students an overview about the book, the teacher will read the book aloud to the students. After the story
is read aloud to the students, a classroom discussion. The discussion will take place while using the
whiteboard, and the teacher as well as the students will write on the board the important information
they need to remember from the story. The class will discuss the characters and which one is the main
character, the setting, and the sequence of events. To help the students understand the sequence of events
better, the teacher will have printed pictures of the book and will select students to come up and put the
pictures in order. After the classroom discussion, the teacher will direct the students attention to the
smart board where a computer with the video https://www.youtube.com/watch?v=04u59qSnJj4 will be
displayed. The teacher will then play the video for the students. Once the students have watched the
video, the teacher will go over the foldable activity the students will complete. The foldable will be in the
shape of Wilson Bentley and will have flaps for the students to put answers underneath. The questions on
the foldable will include who the main character was, traits about him, what was he wanting to do and
why, where the story took place, and then a list of main events in the story. The students will complete the
foldable activity and will receive assistance by the teacher if needed.
Guided Practice: The guided instruction will begin with the class listening to the overview of the book
Snowflake Bentley by author Jacqueline Briggs Martin which will be given by the teacher. The class will
then listen to the store read aloud by the teacher while the book and pictures are shown. Following the
reading of the book aloud, the class will participate in a discussion about the main character of the book
as well as the setting and other key details and sequence of events. The whiteboard will be used for the
class to participate in the discussion so the students will be able to see the key details while listening to the
discussion. There will also be an activity were the some of the students will be asked to come up and put
pictures of the story in the correct sequenced order. After the classroom discussion and whiteboard
activity, the book will be reviewed again by watching the video https://www.youtube.com/watch?
v=04u59qSnJj4 which will reach out to all learners auditory and visual since the words are displayed and
read during the video. Once the video has been watched, the students will be told they will have an
assignment to review the details in the informational text and the classroom discussions that has taken
place. The assignment will consist of a foldable which will resemble the main character Wilson Bentley.
There will be flaps with questions and the students will be answering the questions underneath the flaps.
The students will then be given the opportunity to color the front of the foldable for a fun ending activity.
Differentiation: For the differentiation the first differentiated aspect could be giving a copy of the book to
the students who need the extra visual and could read along with the teacher. Also, the students could
work on the foldable activity in groups reviewing with one another and answering the questions. That
way all the tiers could balance and each student would have a role helping and learning.
Lesson Closure: To close the lesson, the class will review the main character of the book Wilson Bentley.
The class will discuss Wilson Bentleys traits, motivations, feelings, and his actions which related to the
sequence of events within the story. The class will discuss how the book was presented to them in two
different ways and will review the discussion and classroom activities that took place in between. The
class will then go over the foldable activity that resembled Wilson Bentley. The class will go over the
answers they have put behind the flapped questions and the teacher will ask the students why they
answered what they did and will go over the correct answers and why.
Independent Practice: The independent practice consists of the foldable made to resemble Wilson
Bentley. The foldable will have flaps with questions where the students will write their answers behind
the flap. The questions will include: Who the main character is, where the setting is, what did the main
character want, did the main character have any problems and how did is make him feel, and a space
where the students will write at least four events that happened within the story that were also discussed
in class. The independent practice will demonstrate the attention and understanding that the students
had during the lesson.
Assessment: The students will be assessed on their participation during the whole group classroom
instruction as well as their completed work of the foldable activity during the independent practice.
Distinguished Above Mastery Mastery Partial Mastery Novice

10 points 7 Points 4 Points 1 Point 0 points
The student has The student has The student The student The student
paid full payed attention payed little payed very little was not
attention during during the attention attention present or did
the whole group whole group during the during the not pay any
instruction. They instruction. whole group whole group attention to
have fully They lost focus instruction. instruction and the reading
listened to both a few times They lost focus was disruptive aloud or the
the story read during either a numerous at times. The video. The
aloud and the the story being amount of times student was student was
video presented. read aloud or during either called on at also not
The student also during the the read aloud least twice from present or an
participated in video. The or the video. the teacher and active
the classroom student also The student had difficulty participant
discussion and payed attention payed some focusing during during the
helped the during the attention both the read classroom
teacher with the classroom during the aloud and the discussion.
activities asked of discussion and classroom video. The
them. was polite while discussion but student was
others were lost focus a few called on a
talking or times, and was numerous
helping. not willing to amount of times
participate. during the
classroom
discussion.
The student The student The student The student The student
completed the completed the completed the had difficulty was not
foldable activity. foldable foldable activity completing the present or did
The student put activity. The but missed at foldable activity not
effort and questions on the least one of the due to their participate in
thought into their foldable were questions and lack of the foldable
answers and answered had more attention and activity.
asked questions correctly but difficulty with participation. Therefore
when needing the student had the sequencing The student they were
help. All of the a little difficulty of events. The missed two or unable to
answers are answering the student needs more questions answer
correct on the sequence of more and had questions
foldable showing events. The instruction and difficulty with based on the
the student payed student will be guided help by the sequencing story or the
attention and had assisted by the the teacher for of events. The information
a willingness to teacher to better student needs that was
learn in the understand understanding help focusing given during
lesson. what they have with future and assistance the classroom
gotten wrong assignments. by the teacher discussion.
and will correct understanding
their answers so the answers to
they will have a the foldable.
better
understanding
for future
assignments.
Total Points: _____________
In order for the student to achieve a passing grade they must score at least a 14/20 points which will
demonstrate a mastery of the objective.
Time & Resources: It will take 35 minutes to complete the lesson. The resources used include:
Martin, J. B., & Azarian, M. (1998). Snowflake Bentley. Boston: Houghton Mifflin.
Youtube.com video https://www.youtube.com/watch?v=04u59qSnJj4.
Example of Foldable Activity

Subject: English Language Arts Topic: Snow

Globe Writing

Lesson: 2 class periods of 30 minutes
Introduction (Essential Question): What is a narrative?
Standard: Writing
Cluster: Text Types and Purposes
Objective: ELA.3.W.C9.3 write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
Establish a situation and introduce a narrator and/or characters; organize an event
sequence that unfolds naturally.
Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
Use transitional words and phrases to signal event order.
Provide a sense of closure.
Specific Objective: Students will be able to write an imagined experience explaining a time
they were trapped in a snow globe. The students will use effective techniques, descriptive
details and a clear even sequence. Their writings should also demonstrate an established
narrator that would be themselves, a use of dialogue and descriptions, a use of transitional
words to signal event order, and they should provide a sense of closure to tie in the entire
narrative. The students will be demonstrating these specific objectives as measured by the
assessment rubric with 40/50 points or 80% accuracy.
Method(s): The first part of the lesson begins in whole group instruction. The teacher will begin the whole
group instruction by going over definitions and examples with the class by use of the whiteboard. The
teacher will be discussing with the class what a narrative is and all the components that go a long with a
narrative. The students will be participating in the whole group instruction by helping the teacher fill out
parts of a chart that will be drawn on the whiteboard, and by filling out worksheets that go along with
the classroom discussion and later individual assignment. Topics that will be covered during the
discussion on the whiteboard activity include: what a narrative is, who a narrator and characters are,
what sequence of events mean, going over actions, thoughts and feelings for dialogues, what it means to
use transitional words and examples of transitional words, and lastly the correct way to end a narrative.
After understanding the parts of a narrative, the students will begin the process on writing their own
narrative. The topic of their narrative will be If I Were in a Snow Globe. The students will be given a
total of three worksheets as well as a rough draft and a final copy of their narrative. The three
worksheets will support the students in writing their narrative and organizes the process. The worksheets
as well as the rough and final draft will be the independent practice for the lesson. Once the final drafts
are complete the paragraphs will be cut out and glued to a piece of blue colored construction paper. The
teacher will then take a picture of each student and will tell the students to look as if their inside of a
snow globe or standing in the snow and cold. The pictures will then be glued to the top of the construction
paper and then a clear plastic bowl and Epsom salt will be placed over the picture to give the appearance
that the students are actually inside of a snow globe. Once all the students snow globes have been
constructed they will be hung in the hall for the school to see.
Materials: Whiteboard, premade worksheets for students as well as worksheets for the rough and final
drafts, camera, clear plastic bowls, blue construction paper, and Epsom salt for fake snow.
Direct Instruction: Direct instruction will begin by the teacher asking the students if they know what a
narrative is. After the students give answers, the teacher will give a definition of a narrative being a story
that is told or written. The teacher will then lead the class through a classroom and white board activity
that will cover all the elements to write a narrative and will tell the class that they will be writing a
narrative titled If I Were Trapped in a Snow Globe. The teacher will ask for the students to take notes
during this time with what will be written on the white board so that they will have something to look
back on while their writing theyre narrative. The topics that will be covered on the whiteboard about a
narrative include: who a narrator and characters are, what sequence of events mean, going over actions,
thoughts and feelings for dialogues, what it means to use transitional words and examples of transitional
words, and lastly the correct way to end a narrative. The teacher will use different color markers to show
a difference from topic to topic for the students to organize their notes. The teacher will then give the
students a serious of three worksheets and will tell the class they are going to be writing their own
narrative where they are the main character. The first worksheet will be a brainstorming worksheet
where the students will write out ideas that could happen if they were in a snow globe, and other thing
such as how they got there and will they be in there forever. The second worksheet will be a serious of
four blocks that will organize the students narrative. The four blocks will include: the beginning or how
they got in the snow globe, what it feels like inside, what they did inside the snow globe, and the closing
end to the narrative or how they escaped the snow globe. The students will use their brain storming ideas
to write in complete detail in the four boxes while using descriptive words that were discussed during the
whiteboard activity. The third worksheet will help the students frame their narratives or start and close
it. They will have a space to come up with their topic sentence and their closing sentences remembering to
use detail and transitional words like the example discussed during class. Once the students have
brainstormed, created the details of their narratives, and framed their narratives they will complete their
rough draft of their narrative entitled If I Were Trapped in a Snow Globe. As the students are working
and completing their rough drafts, the teacher will walk around and observe and correct the students
mistakes. Once the teacher has corrected a students mistakes they will move on to completing their final
draft. After every student has had their work checked and their final draft completed, the teacher will
then have the students glue their narrative to a blue piece of construction paper. The teacher will then
take a picture of each student as they are finishing of them acting as if they were trapped in a snow globe
or standing outside in the cold snow. The teacher will then take the pictures after they have been printed
and have the students cut them out being careful to make sure they keep themselves intact. The teacher
will then give the students a clear plastic bowl to put on top of their picture and will go around gluing
around the bowl and adding Epsom salt to give the appearance of snow and also to make the students
look as if they were trapped inside a snow globe.
Guided Practice: The guided practice will begin with the classroom discussion of what a narrative is as
well as the parts that a narrative includes. The class will be doing a white board activity where the
teacher will put up the definitions and examples of the parts of a narrative and the students will be taking
notes as a guide to write their own narrative titled If I Were Trapped in a Snow Globe during the
independent practice portion later in the lesson. The parts of a narrative the class will go over include:
who a narrator and characters are, what sequence of events mean, going over actions, thoughts and
feelings for dialogues, what it means to use transitional words and examples of transitional words, and
lastly the correct way to end a narrative. The class will then complete three worksheets that will organize
the students when writing their own narrative. The first worksheet will be a brainstorming worksheet for
the students to write out ideas that could happen if they were in a snow globe, and other thing such as
how they got there and will they be in there forever. The second worksheet will organize their
brainstorming ideas by having four blocks were they will put information in complete sentences and you
descriptive words. The four blocks will outline the beginning of the story or how they got in the snow
glow, what it feels like inside the snow globe, what they did while in the snow globe, and the end of the
narrative or how they escaped the snow globe. The third worksheet will frame the students narrative by
having them write a topic and closing sentence using details and transitional words such as the examples
during the classroom discussion. The students will then complete a rough draft while the teacher walks
around and observes and checks so students can move on to their final drafts. After all the final drafts are
completed, the class will transform themselves into their own snow globes. They will first glue their
narrative to a blue piece of construction paper cutting around the end of the narrative if needed. They
will then all get their pictures taken of them acting like they are in a snow globe or standing outside in the
cold and snow. They will then cut their pictures out and glue them to their blue piece of construction
paper, and place a clear plastic bowl around their picture gluing the majority of the edges down. The
teacher will then place Epsom salt inside the bowl on the construction paper and finish gluing the edges.
The classes snow globes and narratives will then be hung in the hall for the school to see.
Differentiation: The differentiation for this lesson would first include a handout for those who struggle
taking notes and for the visual learners who need assistance. Such as having the words and spaces
provided for the students to fill in where the definitions and examples go. Also the lengths of the
narratives will differ such as the approaching students having one sentence per block of the worksheet
whereas the on students will have two or three sentences per block and the beyond students having four
or five sentences per block.
Lesson Closure: To close the lesson, the class will go over what a narrative is as well as the elements that
are in a narrative. The class will go over the information that was written on the whiteboard, and will go
over the process of building the narrative through the three worksheets that were given. To conclude the
lesson, the teacher will give the students the opportunity to share with their classmates their narratives of
If I Were Trapped in a Snow Globe, and will also share their picture of them inside the snow globe
theyve made. The class will take turns sharing and comparing and viewing all the classmates snow
globes that will be hung in the hall or the whole school to appreciate.
Independent Practice: The first form of independent practice that will take place is the three worksheets
that organize the students narratives If I Were Trapped in a Snow Globe. The first worksheet will be a
brainstorming worksheet where the students will write out ideas that could happen if they were in a snow
globe, and other thing such as how they got there and will they be in there forever. The second worksheet
will be an organizer with four blocks that will organize the students narrative. The four blocks will
include: the beginning or how they got in the snow globe, what it feels like inside the snow globe, what
they did inside the snow globe, and the closing to the narrative or how they escaped the snow globe. The
students will use their brain storming ideas from the first worksheet to write in complete detail in the
four boxes in the second worksheet while using descriptive words that were discussed during the
whiteboard activity and that are in the students notes. The third worksheet will help the students frame
their narratives or start and close it. They will have a space to come up with their topic sentence and their
closing sentences remembering to use detail and transitional words like the example discussed during
class and also in the students notes. The second form of independent practice will be the students
completion of their rough draft and their final draft of their narrative If I Were Trapped in a Snow
Globe. The students will complete these on their own with the teachers assistance is correcting and
finalizing. Also, with the second independent practice the students will transform their final drafts to
pieces of artwork by putting themselves inside a snow globe to match the title of their narrative.
Assessment: The students will be assessed on their participation and completion of the worksheets during
the first independent practice and of their completion on their final narrative.

25 points 20 Points 15 Points 10 Points 0 points
the whole group whole group during the during the not pay any
instruction. They instruction. whole group whole group attention to
have taken notes They lost focus instruction. instruction and the classroom
that correlate to a few times They lost focus was disruptive whiteboard
the notes that during the a numerous a numerous activity. The
were given on the process of the amount of times amount of student did
whiteboard. They note taking and during the times. The not take any
have also classroom classroom student had notes or was
completed the discussion. The discussion and difficulty taking not present to
three worksheets student has note taking. notes due to a take any
that were given. completed the The student lack of notes. The
Their worksheets three completed the attention. The students
contain details worksheets but three student three
and shows only showed worksheets but completed the worksheets
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the notes and all in the notes and needed help complete because of
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and work to
be shown.
completed a well- completed a completed a had difficulty was not
developed narrative with narrative but completing the present or did
narrative. The complete not all of their narrative. The not
student has wrote sentences. The sentences were student needed participate in
in complete student needed complete and a lot of the
sentences and more needed more assistance completion of
used transitional transitional help from the during the a narrative.
words words to give teacher to rough draft, Therefore the
throughout the the piece a complete their which lead to assignment is
narrative to give better sequence final draft. The assistance considered
a sequence of of events. The student needed during the final incomplete.
events. The student more guidance draft. The
student has used included some to use student needed
a numerous details, actions, transitional reminded to
amount of detail and feelings in words and write in
describing their narrative. needed help complete
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feelings also included a actions, and needed extra
throughout their sense of closure feeling to their examples on
narrative. to their narrative. The what it means
Overall, the narrative. The student will to have detail,
student has student should need a review of actions and
demonstrated an have looked the whiteboard feelings. The
understanding of back more to discussion on a student needs a
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discussion, they worksheets and will need to transitional
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help, used their assistance. the future. were taught
worksheets, and during the
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narrative. discussion on
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and definition
on a narrative.
Time & Resources: This lesson will take place for 2 class periods of 30 minutes. Resource:
D. (2013, January 8). Primary Punch. Retrieved February 18, 2016, from
http://primarypunch.blogspot.com/2013/01/thank-you-pinterest.html?m=1
Example of First Worksheet

Name: ________________________________ Date:
___________
If I Were Trapped in a Snow Globe

In the box below brainstorm all the things you think could happen if
you were inside a snow globe. How did you get in there? What is it
like inside? How will you get out? Will you be stay inside forever?
Example of Second Worksheet

Name: __________________________________ Date: __________
Its all in the Details

Using the brainstorming ideas you created, complete these four squares. Be
sure to use complete sentences, and descriptive words.
A Great Beginning- How did I get What it feels like inside.

in there?
What I did inside the snow A Great Ending- How did I

globe. escape?
Example of Third Worksheet
Name: ________________________________ Date: ___________

Staying On Topic
Now that you have your details and explanations written, you need a topic and
closing sentence to frame your work. Your topic sentence is your opening
sentence to let the reader know what you are going to talk about without
giving away all the details. Your closing sentence ends your narrative or how
you escaped or stayed inside the snow globe. Remember to write in a complete
sentence and use transitional words.
Topic Sentence
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Closing Sentence
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Example of Rough Draft and Final Draft Paper

If I Were Trapped in a Snow Globe..
By: ____________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
__________________________________________________
Example of Final Draft Snow Globe Creation

Subject: English Language Arts Topic: Hot

Chocolate Writing

Lesson: 35 minutes
Introduction (Essential Question): How do we make a cup of hot cocoa?
Standard: Writing
Cluster: Text Types and Purposes
Objective: ELA.3.W.C9.2 write informative/explanatory texts to examine a topic and
convey ideas and information clearly
introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
develop the topic with facts, definitions, and details.
use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information.
provide a concluding statement or section.
Specific Objective: Through this lesson the students will be completing an informative
essay examining and describing the steps needed to create a cup of hot chocolate. The
students will be demonstrating these specific objective as measured by the assessment
rubric with 40/50 points or 80% accuracy.
Method(s): The lesson will begin in whole group instruction with the teacher asking the students how we
make a cup of hot cocoa. An in class activity will then take place where each student will get a cup of hot
cocoa. In order for the students to see how hot cocoa is made the teacher will call upon three volunteers
to come up and make the hot cocoa step by step with the class. After each students has a cup of hot cocoa,
and has seen the steps performed by the handy volunteers the class will focus on the classroom discussion.
The classroom discussion will take place with the use of a poster to write the steps and ingredients needed
to make the cup of hot cocoa. The students will learn some transition words, so that their paragraphs will
be in order. The students will also learn some vocabulary such as ingredients and the word informative.
The class will then go step by step on how to make a cup of hot cocoa writing the steps on the poster. The
poster will be used as a graphic organizer to help the students complete their paragraphs on how to tell
someone how to make a cup of hot cocoa. The teacher will then give the students the worksheet to write
their paragraphs on and will give the students the directions, as well as examples of how to begin their
paragraphs and an example on how to conclude their paragraphs on the whiteboard. The students will
then write the rough draft of their paragraphs, and once they have finished will give it to the teacher to
edit and mark through, and also explain what mistakes they made. Once the students paper has been
checked by the teacher, the teacher will give the students another worksheet to write their final drafts on
in their neatest hand writing. After every student has completed their final draft of their paragraph, the
students will be given a blank template of a mug for them to design and decorate and put marshmallows
on top to resemble a real cup of hot cocoa. They will then glue their mugs to the bottom of their final
drafts so that they can be used as displays in the classroom.
Materials: Styrofoam cups, boxes of hot chocolate mix, water, microwave, spoons, mini marshmallows,
poster paper, whiteboard, rough and final draft worksheet, template worksheet of a mug, markers,
crayons, colored pencils, glitter, marshmallow cut outs, and glue.
Direct Instruction: The direct instruction will begin with the teacher asking the students if they know
how to make a cup of hot cocoa. The teacher will wait for the students responses, and then will ask for
three volunteers to come to the front of the room. In the front of the room the teacher will have the
supplies needed to make a cup of hot cocoa. The teacher will then walk the three volunteers through the
steps to make their own cup of hot cocoa as the other students observe. The teacher will then give each
student a cup of hot cocoa to enjoy while the classroom discussion takes place. The classroom discussion
will include the ingredients and steps needed to make a cup of hot cocoa. The teacher will use a poster
paper to make a graphic organizer for the students to follow. The teacher will discuss all the ingredients
and steps with the students as well as the vocabulary ingredients and informative. The teacher will also
tell the students what it means to use transitional words, and will show the students examples on the
graphic organizer. The class will then walk through the ingredients and steps to making hot cocoa as the
teacher writes them on the graphic organizer. After the classroom discussion has taken place, the teacher
will give the students a worksheet which will be a rough draft for their paragraph. The teacher will then
give the students the directions to their paragraphs where they will be writing about telling someone how
to make a cup of hot cocoa. The teacher will tell the students to write in complete sentences beginning
with a capital letter and ending with the correct punctuation. The teacher will then tell the students that
they need a strong first sentence, and a concluding or ending sentence. The teacher will write examples of
beginning and ending sentences on the whiteboard. The students will then begin writing their rough
drafts. Once they have finished their rough drafts, one by one theyll come to the teacher to check them
and to mark and explain their mistakes. Once the students rough drafts have been checked by the
teacher, the students will fix their mistakes and begin writing their final draft in their best hand writing.
After the students have completed their rough drafts, they will be given a copy of a worksheet which will
have a mug template. The students will then decorate their mugs however they wish, they can include any
materials and will add marshmallows at the top to resemble a real mug of hot cocoa. The students will
then glue their mug to the bottom of their final drafts so they can be displayed in the classroom.
Guided Practice: The guided practice will start with the students being asked if they know how to make a
cup of hot cocoa. The students will respond, and then three of the students will be asked to be volunteers
for the rest of the class. The three volunteers will come to the front of the room where there will be three
stations set up for each student, and the supplies needed to make a cup of hot chocolate. The students will
then make their cups of hot chocolate with the directions and assistance from the teacher as the
volunteers fellow classmates observe. Each student will then get a cup of hot chocolate that was prepared
beforehand by the teacher. The students will begin enjoying their cups of hot cocoa, while the teacher
begins the classroom discussion. The students will then direct their attention to the front of the room
where the teacher will have a graphic organizer on a piece of poster paper. The students will participate
in the classroom discussion where the class will go over the ingredients and steps needed to make a cup of
hot cocoa. The students will also pay attention as the teacher gives them new vocabulary works and goes
over the transitional words on the graphic organizer that they will also use in their paragraphs. The
teacher will then give the students the directions to their paragraphs where they will be writing about
telling someone how to make a cup of hot cocoa. The teacher will tell the students to write in complete
sentences beginning with a capital letter and ending with the correct punctuation. The students will also
pay attention as the teacher goes over creating a strong first and concluding sentence on the whiteboard
with examples. The students will then begin writing their rough drafts. After each student has completed
their rough drafts, they will go up one by one as they are finishing to the teacher to check it. The students
will pay attention as the teacher checks their paragraphs and explains the where they made their
mistakes and how they can fix them. Once the students rough draft has been checked, they will be given
a final draft worksheet to correct their mistakes and write in their best handwriting. After each student
has completed their final draft, they will receive a worksheet with a mug template to decorate. The
students will decorate their mugs however they wish, whether it be with different colors or glitter their
imagination should be used. The students will also get cut out marshmallows to glue to the top of the mug
so that it will resemble a real cup of hot cocoa. The students will then glue their mugs to the bottom of
their final drafts so that they can be displayed in the classroom.
Differentiation: The first form of differentiation will be if there are any allergies with the students not
being able to have or be near hot chocolate. Also, for visual learners and kinesthetic learners they can
take notes of the graphic organizer that is on the board so they can retain and understand more
information. Also, the amount of sentences in the students paragraphs will vary depending on their
academic level. Approaching students will need at least four sentences, on students will need at least six
sentences, and beyond students will need to write seven to eight sentences.
Lesson Closure: The lesson will first close by asking to students again how they would make a cup of hot
cocoa. The class will then go over how the volunteers came up to make a cup of hot cocoa, and how
everyone in the class enjoyed a cup of hot cocoa. The class will then then read the graphic organizer and
the steps to make the hot cocoa as a review. The class will discuss the vocabulary that was learned, and
how we learned about transitional words and first and concluding sentences. The class will then discuss
how we used rough drafts to help us create our final drafts. Finally, the class will take a look at
everyones artwork on their mugs that they have created and glued to their final drafts.
Independent Practice: The independent practice will be the students paragraph essays explaining how to
make a cup of hot cocoa to someone. The students paragraphs will be based on the discussion and
graphic organizer that was used during the classroom discussion. The graphic organizer will be left up
for the students to use. The students will need to write in complete sentences, using capital letter and the
correct punctuation. The students will also need to use transitional words such as the ones on the graphic
organizer. The students paragraphs should also begin with a strong first sentence and a strong
concluding sentence such as the examples that are listed on the whiteboard. The students final draft
should also be written in their neatest handwriting. The second independent practice will be the students
mugs, which they will color and design however they wish. They will also add cut out marshmallows to
the top of their mugs to give the appearance of a real mug of hot cocoa.
Assessment: The students will be assessed on the completion of their informative paragraph essays
describing how to make a cup of hot cocoa to someone as well as the decoration of their mug of hot cocoa.

20 points 15 points 10 points 5 points 0 points
The students has The student has The student has The student has The student was
completed their completed their completed their completed their either not present
informative informative informative informative or did not
paragraph. They paragraph. The paragraph. The paragraph. The participate in the
have written in student has written student has some majority of the completion of an
complete sentences in complete of their sentences students sentences informative
and used correct sentences. The in complete are not complete paragraph.
punctuation. The student missed sentences. The sentences. The Therefore the
student has also fixing some of the student needs help student has not student the student
used transitional mistakes from with capitalizing or used transitional does not receive
words such as the their rough draft. punctuation. The words. The student any points for the
ones on the Such as using student has used only used a select independent
graphic organizer. transitional words some transitional few details from practice.
The student has or spelling and words but more the graphic
also used the punctuation. The could have been organizer. The
graphic organizer student did include added. The student student does not
for details for their the details from has included the have a strong first
paragraphs. The the graphic majority of the or concluding
student also has a organizer and a details from the sentence, and
strong first and first and graphic organizer. needs a view on the
concluding concluding The student needs topic and
sentence. sentence. help working on examples.
their first and
concluding
sentence.
The student has a The student has The student has a The student has a The student was
mug that is fully mug that is fully mug that is partially decorated either not present
decorated. The decorated. The decorated. The mug. The student for did not
students has used a student could have student could have only used a select participate in the
wide variety of used more used more few colors and creation of a mug.
colors and materials when attention to detail materials. The
materials. The decorating their and more student either used
student has also mug. The student materials. The very little mini
glued mini did include some student included a marshmallows or
marshmallows to mini few mini none at all to give
the top of the mug marshmallows to marshmallows but their mug a
to give it a realistic the top of their not enough to give realistic
appearance. mug to give it a their mug a appearance.
realistic realistic
appearance. appearance.
Time & Resources: This lesson will need 35 minutes to take place.
Resource:
Bright Concepts 4 Teachers: Lesson Plans and Teaching Strategies. (2013, January 28). Retrieved March
02, 2016, from http://brightconcepts4teachers.blogspot.com/2013/01/writing-maniacs.html
Example of Poster Paper Graphic Organizer
How to Make Hot Cocoa
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Example of Rough and Final Draft Worksheet

Example of Final Draft (Mugs Will Be
Decorated More)
Subject: Mathematics Topic: Rounding

Snowflakes

Lesson: 30 minutes
Introduction (Essential Question): How do we round whole numbers to the nearest tens or hundreds?
Standard: Number and Operations in Base Ten

Cluster: Use place value understanding and properties of operations to perform multi-digit
arithmetic.
Objective: M.3.NBT.1 use place value understanding to round whole numbers to the
nearest 10 or 100. (CCSS Math.3.NBT.1)
Specific Objective: At the end of this lesson students will be able to round whole numbers
to the nearest tens or hundreds with 80% accuracy.
Method(s): The lesson will first take place in whole group instruction. The instruction will start by the
teaching asking the students if they know how we round whole numbers to the nearest tens or hundreds.
The teacher will then use the smartboard to show the students the definition of rounding. The teacher will
tell the students the definition of rounding is when you find a number that tells you about how much or
about how many. With the definition of rounding, the teacher will also show the students a number line
and remind them how it is used. The teacher will then tell the students the rules of rounding. Such as if a
number is five or greater we round up, if a number is four or below we round down, and if the number is
already zero it is equal. The teacher will then draw a number line on the whiteboard for examples. The
teacher will then show the students examples of rounding numbers to the nearest ten by first looking at
the number line. After a few examples with the use of a number line, the teacher will have the students
start looking at the ones place to find their answer to round. The teacher will then move on to more
challenging problems by showing examples on the number line on how to round to the nearest hundred.
After a few examples on the number line the teacher will tell the students to look at the tens place in the
three digit numbers to find the correct way to round. After the explanation with the use of the
smartboard and whiteboard, the teacher will reinforce the instruction with the use of the video
http://www.dailymotion.com/video/x2ylllh. After the class has watched the video, the teacher will review
the content in the video as well as have extra examples to share with the class with the use of the
whiteboard. Next, the teacher will go over the instructions of a coloring rounding worksheet that the
students will be completing through independent practice.
Materials: Smartboard, computer, whiteboard, the video http://www.dailymotion.com/video/x2ylllh,

coloring rounding worksheet, and crayons or colored pencils.
Direct Instruction: The teacher will begin the direct instruction by asking the students if they know how
we round whole numbers to the tens or hundreds. After the students have responded, the teacher will
show the correct definition of rounding on the smartboard. The teacher will tell the students the
definition of rounding is when you find a number that tells you about how much or about how many. An
example of a number line will also be shown for the students to see and the teacher will remind them how
it is used. Once the teacher has discussed the definition of rounding and showed them the number line,
the teacher will explain to the students the rules of rounding which will also be displayed on the
smartboard. Such as if a number is five or greater we round up, if a number is four or below we round
down, and if the number is already zero it is equal. The teacher will then draw a number line on the
whiteboard to show the students some examples. The teacher will begin show the students how to round
to the nearest ten on the number line. After using the number line on the whiteboard for examples, the
teacher will show them how to round without the number line by looking at the number in the ones place.
The teacher will remind the students of the rounding rules when looking at the ones place. The teacher
will then further the instruction by moving to the harder material of rounding to the nearest hundred
which will have three digit numbers. The teacher will do examples as before on the number line on the
white board, and will then tell the students to look at the tens place in the three digit number to find if
they are going to round up or down to the nearest hundred. After the use of the smartboard and
whiteboard for the definition, rules, and examples the teacher will reinforce the instruction by showing
the students the video http://www.dailymotion.com/video/x2ylllh. The class will then watch the video, and
after the video is watched the teacher will review the content in the video that was also discussed in class
and do a view more example on the whiteboard before the independent practice. The teacher will then
give the instructions to the independent practice which will be a coloring rounding worksheet.
Guided Practice: The guided practice will begin with the students being asked if they know how to round
whole numbers to the nearest tens or hundreds. The students will then respond to the question, and will
then be shown the correct definition of rounding on the smartboard. They will be told that the definition
of rounding is when you find a number that tells you about how much or about how many. The students
will also see an example of a number line on the smartboard and will be reminded how it is used. The
students will then be shown the rules of rounding on the smartboard. Such as if a number is five or
greater we round up, if a number is four or below we round down, and if the number is already zero it is
equal. The students will then see a number line drawn on the whiteboard for examples. The first type of
numbers the students will see being rounded will be to the nearest ten. They will see examples on the
whiteboard number line first, and then will be shown how to look at the number in the ones place to find
out whether they should round up or down. The students will then see harder examples of rounding to the
nearest hundreds with three digit numbers. They will first see examples on the whiteboard, then they will
be told to look at the tens place in the three digit numbers to find where they are going to round up or
down to the nearest hundred. After the students have seen the definitions, rules, and example on the
smartboard and whiteboard they will watch the video http://www.dailymotion.com/video/x2ylllh to
reinforce the instruction. The students will then review what was in the video with the teacher and will
see more examples done by the teacher on the whiteboard before they begin their independent practice.
The students will then hear the instructions for the independent practice, which will be a coloring
rounding sheet to complete to show their new knowledge of rounding whole numbers to the tens or
hundreds place.
Differentiation: For differentiation the students who are visual learners could use individual whiteboards
to do the number line examples a long with the teacher, this will also help kinesthetic learners who need
to be hands on. Another form of differentiation will be to have number lines made up to help the visual
learners work the independent practice problems.
Lesson Closure: The lesson will first close by reviewing the definition of rounding. The class will then
review how we use the rounding rules to know which direction to go. The class will then go over the two
different ways of rounding which would include the number line, and then looking at the different place
values. The class will review how we rounded whole numbers to the nearest tens and then to the nearest
hundreds. The class will discuss the video and how it helped us remember ow to round and how to use the
number line. Then the class will discuss and go over the coloring review worksheet to see the knowledge
gained by the students on the topic.
Independent Practice: The independent practice will be a coloring rounding worksheet. The students will
be given a number in a box as well as four snowflakes that each have numbers inside. The students will
first look at the numbers inside each box. If the number in the one of the snowflakes is rounded to the
nearest ten the students will color that snowflake red. If the number is rounded to the nearest hundred
they will color that snowflake blue. If the number in the snowflake is not to the nearest ten or hundred
the students will color those snowflakes green. The students will be given three digit numbers in the boxes
such as the examples the teacher shown in on the whiteboard and that were shown in the video.
Assessment: The students will be assessed on the completion of the coloring rounding worksheet. This
will demonstrate if the students can differentiate between rounding whole numbers to the nearest tens or
hundreds. Each problem on the coloring rounding worksheet will be worth six points and there will be
five problems. The students will receive two points if they choose the snowflake that is rounded to the
nearest ten, two points if they choose the snowflake that is rounded to the nearest hundred, and then two
points for coloring the two snowflakes that are not rounded to the nearest ten or hundred. The students
will need to score 24/30 points from the five problems in order to show mastery or 80%.
Time & Resources: The lesson will need 30 minutes to take place.
Resource:
HSP Math Teacher Edition. 2009. Unit 1. Lesson 2.4 Round to the Nearest Ten and Hundred pg 36-37.
Harcourt School Publishers.
Example of Coloring
Rounding Worksheet
Student Name:
____________________________
Rounding!
Directions: Look at the number in each box! If the number in the snowflake is rounded to
the nearest 10, color it RED. If the number in the snowflake is rounded to the nearest
100, color it BLUE. If the number in the snowflake does not round to the nearest 10 or
100, color it GREEN.
1. 17 10 200 16
16 0 0 0 0
1
12 20 13 10
2. 0 0
12 0 0
8
3. 10 18 17 20
17 0 0 0 00
4
4. 19 10 200 18
18
0 0 0
3
5. 14 14 10 15 200
0 0 0
6

Subject: Mathematics Topic: Winter

Multiplication
Practice
Grade: 3rd
Length of Lesson: 40
minutes
Introduction (Essential
Question): What is
multiplication?
Standard: Operations and Algebraic Thinking (OA)

Cluster: Multiply and divide within 100.
Objective: M.3.OA.7 fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows
40 5 = 8) or properties of operations and by the end of Grade 3, know from memory all
products of two one-digit numbers. (CCSS Math.3.OA.7)
Specific Objective: By the end of the lesson students will be able to multiply within a 100
with 90% accuracy.
Method(s): The lesson will first take place in whole group instruction. The teacher will first discuss with
the students what it means to multiply and different techniques we can do to help us solve the problems.
Such as looking at the charts, doing arrays, and using a time line. The teacher will also tell the students
that multiplication deals with memorization and that it is something they will have to practice and study,
such as using songs and flash cards. The teacher will then tell the students that multiplication is an
extended form of addition. The teacher will show examples on the whiteboard to demonstrate this
concept, for example 2X3 is the same as 2+2+2. The teacher will also review on the whiteboard the
techniques they could use to solve the problems such as arrays and having two groups or two circles with
three dots in each circle. After the teacher reviews what it means to multiply, the class will practicing
saying the multiplication tables with a chant. The students will pat their legs twice when saying the
problem and will clap when saying the answer. The class will go all the way to the tens multiplication
problems. After the class has practiced reciting the multiplication tables through the tens, the teacher will
give the students an interactive multiplication sheet. The sheet has a large amount and variety for the
students to practice their multiplication problems. After the students have completed the problems there
is a guide they go by to color their answers. Once all the problems are colored the picture will resemble a
snowman.
Materials: Whiteboard, multiplication snowman worksheet, and crayons or colored.
Direct Instruction: The teacher will begin the instruction by asking the class what it means to multiply.
After the students responses, the teacher will tell the students that multiplication is an easier way to add
multiples and that there are many different techniques that can do to solve multiplication problems. Such
as using charts, creating arrays, or counting on the number line. The teacher will also tell the students its
a skill they will need to practice and learn to memorize just like how they did the ABCs when they were
little. The teacher will tell them they can memorize their times tables by singing songs or chants, using
flash cards and playing games. The teacher will then tell the students that multiplication is an extended
form of addition and will use the whiteboard to demonstrate the idea. The examples on the whiteboard
will include problems such as 2X3 is the same as 2+2+2. The teacher will also remind the students that
they can use arrays to solve multiplication problems, such as having two circles with three dots in each
circle representing 2X3. After the teacher reviews multiplication and shows examples of techniques on the
whiteboard, the class will practice their multiplication tables through a chant. The teacher will instruct
the student to pat their legs two times when saying the problem and clapping once with the answer. The
class will practice their multiplication tables through the tens. After chanting the multiplication tables
through the tens, the teacher will give the students their independent practice. The teacher will go over
the independent practice with the student. The independent practice will be multiplication worksheet, the
students will work all the problems and will then use a guide to color their answers. Once all the answers
have been colored the worksheet will resemble a snowman.
Guided Practice: The guided practice will begin with the students being asked if they know what it means
to multiply. The students will give responses, then will listen as the teacher tell them that multiplication is
an easier way to add multiples and that there are a lot of different techniques they can use to help them
multiply. The students will be told that they can use charts, create arrays, or count on a number line to
help them figure out a multiplication problem. The students will also learn that multiplication deals with
memorization and that they have to practice their multiplication tables in order to remember them in the
future. The students will be given suggestion to help them memorize them such as songs and flash cards
that they can practice at home. The students will then pay full attention as the teacher gives a discussion
about how multiplication is an extended form of addition, and as the teacher shows them examples on the
whiteboard. The students will also pay attention as the teacher demonstrates different techniques
students can do to figure out their math such as how it is like addition for example 2x3 is the same as
2+2+2. The students will also see an example of arrays on the board and how they can draw two circles
with three dots in each circle to show and count 2x3. After the students have payed attention to the
discussion and the whiteboard examples, they will participate in a classroom chant to practice their
multiplication tables. To do the multiplication chant the students will pat their legs two times when saying
the problem and clapping once with the answer. The class will practice their multiplication tables through
the tens. Once the class has done the multiplication chant, the students will be given their independent
practice by the teacher. The students will pay close attention as the teacher gives the instructions for the
independent practice. The independent practice will be multiplication worksheet, the students will work
all the problems and will then use a guide to color their answers. Once all the answers have been colored
the worksheet will resemble a snowman. The students will not be able to tell that it is a snowman till all of
their multiplication problems are complete. If the students answers are colored the right way and their
independent practice resembles a snowman then they have gotten all their problems correct.
Differentiation: The differentiation for this lesson will be letting the students complete the problems on
the worksheet but before they color in the boxes they can use a multiplication printed chart to check their
answers. Which will help with their memorization and will also help visual learners who need help seeing
the problems and answers.
Lesson Closure: The lesson will first close with a review of the students being asked what multiplication
is. The class will then review how multiplication is another easier way of doing addition. The class will
also review he different techniques we can do in order to practice our multiplication such as the examples
of arrays and number lines that were practiced on the whiteboard. The class will also discuss how we can
keep studying and memorizing out multiplication facts through the use of flashcards or songs and chants
such as what we did together as class. The class will also review multiplication as an extended form of
addition and will look back at the examples that were presented in class. The class will then review how
we can practice our multiplication problems while also practicing are art skills such as we did with the
independent practice and creating a snowman with our correct answers.
Independent Practice: The independent practice will be a multiplication coloring worksheet. The students
will be given a worksheet and will hear the directions from the teacher. The direction will be for the
students to complete the problems inside the little boxes. The problems will consist of the multiplication
facts through tens. Some of the problems are the same on the worksheet but reversed so students will see
how the different arrangement of number will have the same result. The students may use arrays or a
time line to work the problems if needed. The students will then be told to look at the key on the
worksheet, which is where they will know how to color the answers to their multiplication problems. If
the students answers are 0 they will color those boxes orange. If the students answers are 1-20 they will
color those boxes brown. If the students answers are 21-40 they will color those answers red. If the
students answers are 41-60 they will color those answers black. If the students answers are 61-100 they
will color those boxes blue. The students will also be instructed to leave the black squares white. Once the
students have colored all of their answers with either crayons or colored pencils, the colors and boxes will
resemble the appearance of a snowman.
Assessment: The students will be assessed on the completion of their snowman coloring worksheet. The
students will be graded on the percentage of the correct colored boxes of the worksheet. If the student has
colored all of the answer boxes correct they will receive 100%. If the student has colored the majority of
the boxes correct and missed four or less boxes will receive 90%. If the students have colored the
worksheet but missed seven or less boxes they will receive 80%. If the students has missed more than nine
boxes they will receive 70%. If the student has missed twelve or more boxes they will receive 50%. If the
student is not present or does not participate they will not receive credit for the assignment. In order for
the student to demonstrate mastery of the subject they will need to score 90% accuracy.
Resources:
Snowman- Holiday Multiplication - Coloring Squared. (n.d.). Retrieved February 27, 2016, from
http://www.coloringsquared.com/worksheet/snowman-holiday- multiplication/
Printable Multiplication Table. (n.d.). Retrieved February 27, 2016, from
https://www.mathsisfun.com/multiplication-table-bw.html
Examples of Multiplication Coloring Worksheet

Subject: Social Studies Topic: The Gift

of Staying Warm

Lesson: 30 minutes
Introduction (Essential Question): What is a community and a service project?
Standard: Social Studies

Cluster: Civics
Objective: SS.3.C.6 participate in a local service project and discover the importance of
working together and how participation leads to improvement in the lives of individuals, as
well as communities.
Specific Objective: As a result of this lesson students will have a better understanding of
what it means to work with one another to form a community. They will participate in
planning and preparing a school and community involved service project to help those in
need keep warm in the winter. The students will be demonstrating these specific objectives
as measured by the assessment rubric with 15/20 or 75% accuracy.
Method(s): The lesson will take place in whole group instruction. The lesson will begin by the teacher
asking the students what a community is. The teacher will then have the definition of community on the
smartboard for the students to see. The teacher will first read the definition aloud and then the class will
say it together. The teacher will then ask the students if they know what a service project is. After
students have given responses, the teacher will give the definition of a service project along with examples
of various service projects. The teacher will then ask the students how we should treat other, and will
have a discussion and examples with the students. The teacher will then further the discussion by asking
the students some of the things we need in order to keep warm outside in the winter. After some
examples, the teacher will ask the students how they would feel if they didnt have or couldnt get the
items they needed to stay outside. After the students responses, the teacher will ask the students their
opinion of what we as a class could do to help the people in need who dont have the things necessary to
keep warm outside in the winter. Once the students have gave suggestions, the teacher will instruct the
students that as a class or a classroom community will be planning and preparing a service project to
collect gloves, hats, scarves, ear muffs, and other items that are needed to keep warm in the winter. The
teacher will then divide the students into groups. Each group will be assigned to create a plan on how
they are going to get the school or community involved in the gift of keeping warm service project drive.
Each group will need to create a poster, decorate a drop off box, and come up with a presentation for the
class. The presentation will be a show and tell of their posters and boxes as well as where they are going
to display their creations and why.
Materials: Smartboard, poster boards, markers, stickers, glitter, print outs of winter weather
accessories, glue, large boxes, worksheet to help with the student plan and presentation.
Direct Instruction: Direct instruction will begin by the teacher asking the students if they know what a
community is. The teacher will then display and read the definition of a community to the students. The
teacher will then have the students read the definition out loud as a group. The teacher will then ask the
students if they know what a service project is. The teacher will give the students time to respond, and
will then read the definition of a service project aloud as well as give examples. The teacher will then
further the instruction by asking the students how we should treat others, and will give examples along
with their answers. The teacher will then ask the students what we need in order to keep warm when we
go outside in the winter weather. After examples are mentioned, the teacher will ask the students how
they would feel if they didnt have those things or could not get these items such as a person who was
homeless or needy. After hearing the students responses, the teacher will ask the students how we as a
classroom community can help those that are in need such as the service projects we mentioned. The
teacher will then inform the students that as a classroom community will be planning and preparing for
our own service project to collect the winter items we need to stay warm outside in the winter for people
who are in need. The teacher will then break the students into small groups. The small groups will be
assigned to make a poster, decorate a drop off box, and create a presentation. The presentation will be a
show and tell of their creations as well as a plan of where they are going to place their items and why that
location. The teacher will then call on each group to come up and give their presentations as the other
groups pay full attention.
Guided Practice: Guided practice start by the students listening to the teacher ask them if they know
what a community is. The students will then see the definition of a community on the smartboard, and
will hear it read to them by the teacher. The students will then read the definition of community out loud
as a class. The students will then listen as the teacher ask if they know what a service project is. The
students will respond to the teachers question, and will then listen as the teacher reads the definition of a
service project as well as give examples. The students will then be asked how we should treat others. The
students will then give responses and examples of how we should treat others. The students will then be
asked what we need in order to keep warm when we go outside in the winter. After the students have
named things we need, the students will be asked how they would feel if they didnt have those things or
couldnt get those things because of being homeless or needy. The students will then give responses, and
will then be asked to give suggestions of how we as a classroom community can help others get the things
they need in order to keep warm in the winter. The students will then be informed that they will be
planning and preparing a service project to get the school and the community involved helping the
homeless and needy keep warm in the winter. The students will then be broke into small groups. In the
small groups the students will be assigned to create a poster, decorate a drop off box, and plan a
presentation. The students presentation consist of displaying the creations theyve made as well as telling
their plan of where they are going to put their items and why. After each group has finished planning and
preparing, the groups will be called one by one to give their presentations. The small groups who are not
presenting will be asked to pay attention and be respectful to the fellow small groups of our classroom
community.
Differentiation: The differentiation for this lesson will be the sorting of the small groups. The small
groups will have students of all academic levels, so all the students will be learning and helping one
another. Another form of differentiation will be to have posters and boxes already made and decorated
for the students to go by as well as an example of a location to place the items.
Lesson Closure: The lesson will close by a review of the definitions of what a community and a service
project is. The class will also review how we are supposed to treat others, as well as ways we can help
others in our community. The class will also review the items we need to keep warm outside in the winter,
and how we would feel if we didnt or couldnt have those items. The class will then review how we as a
classroom community planned and prepared a service project to help others keep warm in the winter. We
will discuss the posters and boxes we made and decorated as well as our presentations to close the lesson.
Independent Practice: The independent practice will be in the form of small groups. The small groups
will first be creating a poster to catch peoples attention. The poster should have the name of our service
project as well as what we are wanting donated. The students should also decorate their poster with a lot
of colors and examples. The second activity for the small groups is for them to decorate the large box
where the items that are donated will be dropped off. The third activity in the small groups will be for
them to decide where they are going to place their poster and drop off box and why they are putting it in
that location. The final independent practice will be the groups presentation, where they will show their
fellow classmates their creations as well as tell where they will be putting them and why.
Assessment: The students will be assessed on their participation during the classroom instruction as well
as the small group activity and presentation.
Distinguished Mastery Novice
10 points 5 points 0 points
The student paid full attention The student paid attention The student was either absent for
during the classroom instruction. during the classroom instruction. the classroom instruction or was
The student responded to the The student may have lost focus called on a numerous amount of
teachers questions and gave at some times during the times by the teacher. The student
suggestions when asked. The instruction or the group was not respectful to their fellow
student was well behaved when presentations. The student was classmates during the group
others were talking and as the also quiet and did not answer or presentations or was not present
other small groups presented. give responses to the teacher. The to view and listen to the
student was overall behaved. presentations. Overall the
student does not receive any
points for participation.
The students small group has The students small group has The student did not participate in
took time creating and created a poster and a drop off a small group creations or
decorating their poster and drop box. The creations could have presentation. This was due to an
off box. They have used a wide used more detail and examples to absence of the student or the
variety of color and decorations express more creativity. The inability to participate due to
as well as put pictures for group has named a location and behavior or other circumstances.
examples. The groups gave reasoning to why they have Overall the student does not
presentation was thought out. picked that location. receive any points for this
They have named a specific activity.
location and gave great reasoning
of why they picked that location.
Time & Resources: One class period of 30 minutes.
Example of Presentation Worksheet

Group Names: _________________________________________________
Use the box provided to list ideas of what location to put your poster and drop
off box. Remember to choose a place where a lot of people will see them and
where it will be easy for them to drop off the items. Circle the location and
reason when you decide the perfect place, which will be the one your group
will share with the class.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

Subject: Social Studies Topic: Inuit

Winters

Lesson: 35 minutes
Introduction (Essential Question): Who are the Native American Inuit People?
Standard: Social Studies

Cluster: History
Objective: SS.3.H.CL1.3 explain how Native American groups adapted to geographic
factors of a given region.
Specific Objective: Through this lesson the students will demonstrate their knowledge of
the Native American Inuit people and how they adapted to their winter climate region with
80% accuracy.
Method(s): This lesson will take place in whole group instruction. The teacher will begin the instruction
by asking the students who the Native American Inuit People are. The class will then direct their
attention to the smartboard. The teacher will be using the smartboard to give the students key facts about
the Inuits and to show them examples. The class will be learning where the Inuit People lived, what kind
of homes they lived in, what their clothing was like, what they ate, what and how they hunted, their
transportation, as well as fun facts. The teacher will be showing the students these facts and example by a
PowerPoint shown on the smartboard. The teacher will then further the instruction by showing the
students the video https://www.youtube.com/watch?v=hcvPlRn5Ado which will show more examples and
information about the Inuit People. The class will then review the video and discuss the aspects of the
video as a group. Then students will then take a quiz on what they have learned about the Inuit People.
Following the quiz the students will also participate in a craft where they will create their own igloo and
become an Eskimo.
Materials: Smartboard, computer, PowerPoint on the Inuit People, the video

https://www.youtube.com/watch?v=hcvPlRn5Ado, printed quiz on Inuit People, paper plates, paper
bowls, mini marshmallows, cotton balls, glue, printout of Inuit Person suit, Popsicle sticks, camera, and
pictures of students, colored pencils, crayons, and markers.
Direct Instruction: Direct Instruction will begin with the teacher asking the students if they know or have
heard about the Native American Inuit People. After the students have responded, the teacher will direct
the students attention to the smartboard. On the smartboard there will be a PowerPoint displayed. In
the PowerPoint will be facts and picture examples about the Inuit People. The class will be learning
where the Inuit People lived, what kind of homes they lived in, what their clothing was like, what they ate,
what and how they hunted, their transportation, as well as fun facts through the PowerPoint
presentation. The teacher will then further the students knowledge about Inuit People by presenting the
students with the video https://www.youtube.com/watch?v=hcvPlRn5Ado. The video will discuss more
and review information about the Inuit People as well as show more picture examples to further the
students knowledge. The teacher will then lead the students through a discussion about the video
reviewing its contents. The teacher will then give the students a multiple choice quiz. The teacher will
instruct the students to choose the answer they feel answers the question best. After the quiz, the teacher
will lead the students through the crafts. The first craft will give the students the opportunity to create an
igloo using a paper plate for the base, a paper bowl for the dome, and mini marshmallows and cotton
balls for the snow. The students will also color and cut out an Eskimo suit, and will then glue their picture
as the face and add cotton around the dotted lines on the suit to create the appearance of fur. The teacher
will then have the student glue a Popsicle stick to the back of the suit and then have the students lay their
igloos and their Eskimo suits on a back table side by side for display.
Guided Practice: The guided practice will begin with the students being asked if they know or have heart
about Native American Inuit People. The students will respond, and will then focus their attention to the
smartboard. On the smartboard the students will see a PowerPoint which will be of facts and examples
about the Inuit People. The students will learn where the Inuit People lived, what kind of homes they
lived in, what their clothing was like, what they ate, what and how they hunted, their transportation, as
well as fun facts through the PowerPoint presentation. After the students have payed attention to the
PowerPoint presentation, they will watch the video https://www.youtube.com/watch?v=hcvPlRn5Ado to
increase their knowledge on the Inuit People. The students will then participate in a discussion about the
video reviewing what they saw and liked. The students will then be given a multiple choice quiz, and will
be told by the teacher to circle the answer they feel answers the questions best. After the quiz, the
students will be creating an igloo as well as a representation of them as an Eskimo. The students will be
using an igloo using a paper plate for the base, a paper bowl for the dome, and mini marshmallows and
cotton balls for the snow. The students will also color and cut out an Eskimo suit, and will then glue their
picture as the face and add cotton around the dotted lines on the suit to create the appearance of fur. The
students will also take their Eskimo figure and glue a Popsicle stick to the back of them to turn them into
a puppet. The students will then be instructed to place their igloos and puppets on a back table side by
side so that they can be displayed for viewing.
Differentiation: The differentiation for this lesson would include a change in the materials such as using
sugar cubes instead of mini marshmallows, and Styrofoam cups instead of paper bowels. Also, instead of
using the students pictures a cartoon Eskimo could be used, due to some families not liking their children
to be photographed. Also, the answer choices on the quiz could be differentiated, and the approaching
students could have fewer answer choices to choose from compared to the beyond students.
Lesson Closure: The lesson will close by asking the students again who the Inuit People are. The class will
then review and discuss the PowerPoint about the Inuit People, talking about the facts and the photo
examples. The class will also review the video
https://www.youtube.com/watch?v=hcvPlRn5Ado. The class will discuss the aspects in the video and the
extra information and examples the video game. The students will take a look back at the quiz and after
collecting them, will review the questions and answers. The class will then review the crafts that were
made, and will look at them displayed on the back table like an art exhibit.
Independent Practice: The first independent practice will be the quiz on the Inuit People. The quiz will
consist of ten questions and will be multiple choice. The second independent practice will be the crafts the
students will construct. The first craft will be an igloo. The students will use a paper plate as a base or the
ground for their igloo. They will then take a paper bowl and will cut a door out of one side of the bowl
and will glue it with the top down on the paper plate to make a dome. The student will then glue mini
marshmallows around the dome and plate to great the 3D igloo and snow effect. The students will then
color an Eskimo suit and cut it out. They will cut out the center of the hood and will glue their picture so
that it will appear that they are wearing the suit. The students will then use cotton balls to glue around
the dotted lines on the suit to give the appearance of fur.
Assessment: The students will be assessed on their participation of the classroom discussion as well as the
construction of their crafts. The students will receive a full participation grade for constructing their
crafts. The students quizzes will be graded based on the number of questions answered correctly out of
the ten questions. The will need to receive an 80% accuracy or 8/10 questions in order to achieve mastery
of the subject.
Resources:
Native Americans. (n.d.). Retrieved February 27, 2016, from
http://www.ducksters.com/history/native_americans/inuit_peoples.php
The Inuit Part 1. (n.d.). Retrieved February 27, 2016, from https://www.youtube.com/watch?
v=hcvPlRn5Ado
Example of the Inuit People Quiz.

Student Name: _________________________
Native American Inuit People
Chose the answer that you feel best answers the questions
1. Which of the below best describes the land where the Inuit lived?
Forest
Frozen tundra
Rainforest
Hot desert
Grasslands
2. What is the Inuit word for home?
Teepee
Chickee
Casa
Igloo
Mukluk
3. What types of animal skins and furs did the Inuit use to make their clothing?
Caribou
Seals
Polar bears
Foxes
All of the above
4. True or False: Keeping warm was an important aspect of life for the Inuit to survive
where they lived.
TRUE
FALSE
5. Which of the following was NOT a big part of the Inuit diet?
Whale meat
Seal meat
Corn, beans, and squash
Fish
Walrus meat
6. How did the Inuit travel long distances over land and ice?
Walking
Horses
Cross country skis
Dogsleds
They did not travel over land
7. What weapon did the Inuit traditionally use to hunt whales?
Sword
Harpoon
Rifle
Bow and arrow
Slingshot
8. What are the small one-person
boats that the Inuit used called?
Kayaks
Sloops
Catamarans
Canoes
Gondolas
9. True or False: The Inuit killed whales for sport with most of the whale going to
waste.
TRUE
FALSE
10. What is an inuksuk?
A pile of stones used to mark a path
Warm boots worn by the Inuit
A large boat that can seat twenty people
The name of an individual Inuit
The Inuit name for dogsled
Examples of Crafts
Subject: Science Topic:

Keeping Warm

Lesson: 35 minutes
Introduction (Essential Question): What do humans and animals need to keep warm?
Standard: Science
Cluster: Nature of Science and Content of Science
Objective:
SC.O.3.1.7 use scientific instruments, technology, and everyday materials to
investigate the natural world.
SC.O.3.2.3 compare physical characteristics and behaviors of living organisms and
explain how they are adapted to a specific environment (e.g., beaks and feet in birds,
seed dispersal, camouflage, or different types of flowers).
Specific Objective: By the end of the lesson the students will be able to write and orally
explain an animals specific characteristics to how they survive in winter environments.
They will also be able to compare their finding on animals to how human beings survive in
winter environments through use of a graphic organizer. A mastery of the specific objective
will be demonstrated by the assessment rubric with 30/40 points or 75% accuracy.
Method(s): The lesson will begin in whole group instruction. The teacher will begin the whole group
instruction by explaining to the students how all animals, including humans, have adaptations that help
them survive conditions of heat and cold. The teacher will then discuss with the class what happens in
colder climates and during winter, such as what conditions happen. For example: temperatures get
colder, it snows, and water freezes etc. The teacher will then discuss with the students what humans need
in order to survive winter environments, and a list will be generated on the white board. The teacher will
then have the students break into small groups of three or four. In the small groups, the teacher will have
the students plan an outfit in which they would wear to play outside on a cold winter day. Once the small
groups have planned an outfit, the class will go around the room asking the groups what outfit they have
planned and have them explain each article of clothing and why they would need it. The teacher will then
direct the class back to whole group instruction and will ask the class how it is different for animals to
survive in the winter environment compared to humans. The teacher will then give the class an example
of a bird sitting on a branch in the snow on the smartboard. The teacher will ask the students how it stays
warm. The teacher will then go into further instruction on how the bird stays warm pointing out the
features in the picture. The teacher will then have the students go back into their small groups. In the
small groups the teacher will assign each group an animal that they will fill a worksheet out about how
what winter environment it lives in or where it is located, how does it adapt for winter, and what does it
have to stay warm in the winter. The students may use iPads, computers, or various library books that
will be provided to do the research on the animal they have been assigned. The teacher will then bring the
students back to whole group instruction where the small groups will share their findings on their
assigned animals. The teacher will then lead the students through a discussion comparing what a human
needs to be warm in the winter to what an animal has or does in order to adapt for the winter. A list of
what an animal needs in order for it to adapt to a winter environment will be completed on the
whiteboard such as the one for what human beings need was done. The teacher will then give the students
a graphic organizer where they will compare and contrast what humans and animals need in order to
adapt to a winter environment.
Materials: Whiteboard, smartboard, picture of a bird sitting on a branch in the snow, group assignment
worksheet, computers, IPads, library books of the various animals, and comparing and contrasting
graphic organizer worksheet.
Direct Instruction: Direct instruction will begin by the teacher explaining to the students how all animals,
including humans, have adaptations that help them survive conditions of heat and cold. The teacher will
then go over what conditions happen in colder climates and during winter. For example: it snows, water
freezes, and the temperature gets colder. The teacher will then further the discussion by going over what
we as humans need or do in order to survive in winter environments. The teacher will also keep a list on
the students suggestions and his/her own examples for the students to see on the whiteboard. The teacher
will then break the students into small groups of three or four. In the small groups, the teacher will assign
the students to plan an outfit that they would need to play outside on a cold winter day. After giving time
for the small groups to create a plan, the teacher will ask each group to share their plan and to explain
why they chose each article of clothing. The teacher will then direct the class back to whole group
instruction and will ask the students how it is different for animals to survive in winter environments
compared to humans. The teacher will then pull up an example of a bird sitting on a branch in the snow
on the smartboard. The teacher will ask the students to look at the bird standing in the snow, and will ask
them how it stays warm. The teacher will then point to the bird and will tell the students to look closely at
the birds feathers and how they are fluffed. The teacher will then explain to the students how the fluffed
feathers trap air between them. The teacher will also tell the students that air is a good insulator, and that
the trapped air and the feathers help keep the bird warm. The teacher will then direct the students back
to their small groups. In the small groups the teacher will assign each group an animal that they will fill a
worksheet on to share with the other groups. The animals will include: a penguin, a polar bear, an
Alaskan malamute, musk ox, moose, and killer whale etc. The questions on the worksheet will include:
what animal they were assigned, where it lives, does it do anything to prepare or adapt for winter, and
does its body change for colder temperature, and also a fun fact the students want to provide to the class.
The teacher will allow the students to use IPads, computer, and various library books that were prepared
for the lesson. After the students have completed their investigation on their assigned animals, the teacher
will direct them back to whole group instruction. The groups will then take turns sharing what they have
found about their assigned animal with the help of their worksheet. The teacher with suggestions from
the students will keep a list of the common elements on the board next to the list of what a human needs.
The teacher will then compare and contrast the needs of both the humans and the animals and what their
common goal is with the students. The teacher will refer back to the bird example and will explain how
humans arent as lucky as birds, they do not have feather and must layer up and have an outfit plan to
survive in the cold winter days. The teacher will then give the students a worksheet where they will
compare and contrast the needs of humans and animals with the use of a graphic organizer.
Guided Practice: Whole group instruction begins with the students listening to the teacher explain how
all animals, including humans, have adaptations that help them survive conditions of heat and cold. The
students will also hear the teacher discuss the conditions that happen in colder climates and winters, and
will be asked to raise their hands and give examples. A classroom discussion will then take place going
over what a human being needs in order to survive a colder climate. The teacher will keep a list going on
the whiteboard while the students raise their hands and give responses. Such as: jackets, boots, gloves,
ear muffs etc. The students will then be broken into small groups of three or four. In the small groups
they will be assigned to plan an outfit an outfit that they would need to play outside on a cold winter day.
After each group has planned an outfit, the groups will take turns going around the room sharing their
outfits. They will be asked each piece of their outfit plan as well as why they picked each piece. The
students will then be asked how it is different for animals to survive out in the winter environments
compared to humans. The students will then see an example of a bird sitting on a branch in the snow on
the smartboard. The students will be asked to look at the bird sitting in the snow, and will be asked how
they think it stays warm. The students will then have an explanation by the teacher, by the teacher
pointing to the bird and telling the students to look closely at the birds feathers and how they are fluffed.
The students will then hear the teacher explain how the fluffed feathers trap air between them. The
students will also be told by the teacher how air is a good insulator, and that the trapped air and the
feathers help keep the bird warm. The students will then be instructed back into their small groups,
where they will be given an assigned animal and a worksheet to complete and later share with the class.
The animals the students will be assigned will include: a penguin, a polar bear, an Alaskan malamute,
musk ox, moose, and killer whale etc. The questions on the worksheet will include: what animal they were
assigned, where it lives, does it do anything to prepare or adapt for winter, and does its body change for
colder temperature, and also a fun fact the students want to provide to the class. The student will be given
the opportunity to use IPads, computers, and various library books that were preselected before the
lesson. Once every group has completed their worksheet, the groups will share their findings on the
investigation of their assigned animals. The students will help the teacher at this time complete another
list of common things the animals shared on the whiteboard. The class will then compare the needs of a
human to the animals and what their common goal is during the times of a winter environment. The
students will then be given a worksheet to complete with a graphic organizer for them to compare and
contrast the needs and goals of humans and animals during winter environments.
Differentiation: The first form of differentiation in this lesson will be the choosing of the small groups.
The teacher will pair students with a variety of academic levels so that they can help and grow from one
another. Another form of differentiation will be the resource items the students will use during their
investigations. The teacher will pick the animal and resources for the students based on their own reading
level. The resources used for the small group activity will also help with differentiation because visual
learners can look at books and pictures to help find what they are searching for, and auditory learners
could use IPads and computers to watch videos so they can hear and see the information they need.
Lesson Closure: The lesson will close by the class reviewing the needs of a human during a winter
environment and referring back to our small groups planned outfit. The class will also review the needs
and adaptations of animals during a winter environment and will look back at the example of the bird
sitting on a branch in the snow. The class will take a look at the lists that were made on the whiteboard as
well as our worksheets we completed with our assigned animals. We will compare how humans and
animals are different and alike once again, and how they have the same goal of keeping warm.
Independent Practice: The independent practice for this lesson will be at the end after the class has
completed the small group activities and the classroom discussions. The students will complete a graphic
organizer where they will compare and contrast humans and animals and how they adapt to winter
environments, and will also give what their common goal is such as what was discussed in class.
Assessment: The students will be assessed on their participation and cooperation during the classroom
discussion and small group activities. The students will also be assessed by the completion of a graphic
organizer to demonstrate their understanding of the comparisons and contrasts of humans and animals
in a winter environment.

the classroom classroom during the during the not pay any
discussions and discussion and whole whole attention to
instruction. instruction. The discussion and discussion and the classroom
During the small student did instruction. The instruction. The discussion or
group activities participate in student was student was activity. The
the student the small group called on at often called on student was
worked well with activities but some time by the teaching not present to
others. The was sometimes during the during the participate in
students also quiet and small group classroom the small
helped others in reserved with activity. The instruction and group
the group stay their fellow student helped the time during activities or
motivated and classmates. The their peers the small group chose not to
understand the students during the assignments. be an active
material. The completed the small group The student participant
student gave group work as assignments but was not polite during the
answers and asked and was very little. The to the fellow small group
suggestions polite and student needs students during assignments.
during the behaved during help with the small group Overall, the
whiteboard classroom attention and activities and student was
activities. discussion and working with did not help not present or
Overall, the instruction. others. answer or find secluded
student was an information. themselves
active participant The student from doing
in the classroom needs help the small
and a great role focusing, group work.
model for their behaving, and The student
fellow classmates. working with therefore
fellow does not
classmates. receive any
participation
points.
completed the has completed has semi had difficulty was not
graphic the graphic completed the completing the present or did
organizer with organizer with graphic graphic not
complete full sentences organizer. The organizer and participate in
sentences and but not as much student has had difficulty the
details such as detail. The wrote in writing in completion of
the examples that student complete complete the graphic
were given in included a few sentences with sentences. The organizer.
class and in the examples that at least three student has The student
small group were named comparisons wrote two or was unable to
activities. The during the and contrasts. less list any
student has given classroom They have at comparisons comparisons
at least five discussion. The least used one and contrasts. or contrasts,
comparisons or student has example that The student nor the
contrasts in their given at least was discussed had trouble common goal
graphic four in class. The remembering of keeping
organizer, and comparisons student did the common warm
has also and contrasts in answer the goal of keeping between
answered what their graphic common goal of warm between humans and
the common goal organizer, they keeping warm humans and animals
of keeping warm also have between animals during during a
between humans answered the humans and a winter winter
and during a common goal of animals during environment. environment.
winter keeping warm a winter The student Therefore the
environments is. between environment. also requested a assignment is
humans and numerous considered
animals during amount of help incomplete.
a winter from the
environments. teacher.

Time & Resources: The lesson will need 35 minutes to take place.
Resources include:
Discovery Works Teaching Guide / 3 (Vol. Unit C, Matter, Energy, and Force). (2000). Boston, MA:
Houghton Mifflin Science. Chapter 2 Page C50
Example of Small Group Worksheet
Name of people in group: __________________________________________________________
Keeping Warm!
1. What is the animal your group is assigned?
________________________________________________________________________
______________________________________________________________________
2. Where does your animal live? What kind of climate is it?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
3. Does it do anything to prepare for winter?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
4. Does its body change for colder temperatures?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
5. What resources did you use to find your information?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
6. List one fact that the group found interesting or unique about
your animal?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________
Example of Comparing and Contrasting Graphic Organizer
Student Name: _________________

Subject: Science Topic: Borax

Snowflakes

Lesson: 2 class periods 30 minutes
Introduction (Essential Question): What is the difference between a physical and chemical change?
Standard: Science
Cluster: Content of Science and Application of Science
Objective:
SC.O.3.2.6 identify physical and chemical properties.
SC.O.3.3.2 use models as representations of real things.
Specific Objective: By the end of the lesson students will be able to differentiate between
physical and chemical properties and changes by creating a borax snowflake to resemble a
natural snowflake. The students will demonstrate their knowledge of the specific object
with the use of a review worksheet. An assessment rubric will be used to assess the
students participation and knowledge of the topic with 40/50 points scored or 80%
accuracy.
Method(s): The instruction will take place in whole group instruction. The teacher will begin the
instruction by asking the students if they know the difference between a physical change and a chemical
change. The teacher will then give a definition of each a physical and chemical change as well as a
physical and chemical property. The teacher will then give the students examples with the use of poster
boards, which will illustrate what physical and chemical changes are. The examples for physical changes
will include: a pencil being broken, butter being melted, and ice in a glass melting. The examples for
chemical changes will include: burning a log in a fire, using ingredients to make a cake, and an egg being
cooked. The teacher will then instruct the students that the class will be completing a science experiment.
The science experiment will be the creation of a borax snowflake. The teacher will discuss with the
students the physical and chemical changes as the experiment is taking place. Once the snowflakes are
formed overnight, the students will complete a worksheet that will review the physical and chemical
changes and properties as well as the process of creating the snowflake.
Materials: Posters of physical and chemical changes, Borax, tablespoons, hot water, pipe cleaners, string
or yarn, pencils, masking tape, large containers to hold snowflakes, paper towels, and review worksheet.
Direct Instruction: Direct Instruction will begin by the teacher instructing the students in whole group
instruction. In whole group instruction, the teacher will ask the students if they know the difference
between a physical and chemical change. The teacher will then tell the students the definitions of a
physical and chemical change as well as the definitions for physical and chemical properties. The teacher
will then further the instruction by showing the students examples of physical and chemical changes with
the use of posters. The examples for physical changes will include: a pencil being broken, butter being
melted, and ice in a glass melting. The examples for chemical changes will include: burning a log in a fire,
using ingredients to make a cake, and an egg being cooked. The teacher will then tell the students that
they will be conducting a science experiment by creating their own snowflakes. The teacher will tell all
the students the ingredients needed to make the snowflakes as well as explaining some of the ingredients
such as the Borax. The teacher will then go over the instructions of the experiment with the students step
by step. The first step will be the teacher giving the students pipe cleaners to cut and twist into the shape
of a snowflake. The teacher will also have an example for the students to go by. The second step will be
the teacher adding the hot water that was heated before the experiment to the large container of water.
The teacher will remind the students that the water is hot and not meant to be touched. The third step
will be for the teacher to take the tablespoons and add three tablespoons of Borax for every cup of water
boiled. The teacher will then give each student a piece of string or yarn to tie to the end of their
snowflakes. The teacher will then instruct the students to get a partner and for them both to tie their
snowflakes around one pencil making sure to leave space between them. The teacher will also take a piece
of masking tape and write the students name on it and stick it the pencil so everyone will know whose
snowflake is whose. The teacher will then place the pencils in the large containers by balancing them
from one side to another with the snowflake submerged in the water. The teacher will then instruct the
students that the snowflakes will need to sit overnight. The following day, the class will observe as the
teacher takes the snowflakes from out of the tub of water. Each student will receive their snowflake back
so they can observe its shape and crystals. The teacher will then discuss the physical and chemical
changes and properties that happened in the experiment. Such as how the hot water which was boiled
was a physical change whereas the borax changed to crystals and stuck to our pipe cleaners to create the
snowflake or a chemical change. The teacher will then give the students the review worksheet where they
will list what they have learned about physical changes and properties and what they learned about
chemical changes and properties. There will also be a place on the worksheet for the students to describe
how their snowflakes were formed and what physical and chemical changes were made. The students will
also be told by the teacher that they may take their snowflakes home to use as decorations and show their
families what they have learned.
Guided Practice: Guided practice will begin by the students responding to the teachers question to
whether not they know the difference between a physical and chemical change. The students will then
listen to the teacher give the definitions of a physical and chemical change as well as the definitions for
physical and chemical properties. The students will then get to view examples of physical and chemical
changes by use of poster the teacher has made. The examples on the physical changes poster will include:
a pencil being broken, butter being melted, and ice in a glass melting. The examples of the chemical
changes poster will include: burning a log in a fire, using ingredients to make a cake, and an egg being
cooked. The students will then be told that the class will be conducting a science experience of creating
their own snowflake. The students will then listen to the teacher explain all the ingredients needed to
create to make their snowflakes as well explaining what some of the ingredients are such as Borax. The
students will then pay attention and follow along as all the instructions to making the snowflakes are told
and performed. In the first step the students will be given pipe cleaners where they will cut and twist
them to form their snowflakes. Then the teacher will add hot water to the large containers as the students
just watch so they will not burn themselves. The students will then help the teacher count the amount of
tablespoons of Borax that will be poured into the large containers. The teacher will tell the students that
they will need three tablespoons of Borax for every cup of water that was heated and put into the
containers. The students will then be given a string or piece of yarn and will be instructed to tie it to the
top of their snowflake. The students will then get a partner and tie their snowflakes to a pencil, leaving
space between them so their snowflakes wont grow together. The pairs will then give the teacher their
pencil, where the teacher will take a piece of masking tape and write the students name on it and place it
on the pencil so the class will know whose snowflakes are whose. The students will then watch the teacher
insert the pencils with the snowflakes into the large containers of water, leaving each end of the pencil on
the sides of the container. The students will watch the chemical reactions of the snowflakes in the water,
and then will be told they need to sit overnight and will be taken out of the solution the following day. The
following day, the students will observe the teacher take the snowflakes out of the tub of water. Each
student will receive their snowflake back so they can observe its shape and crystals. The students will
then listen as the teacher discusses the physical and chemical changes and properties that happened in
the experiment. Such as how the hot water which was boiled was a physical change whereas the borax
changed to crystals and stuck to our pipe cleaners to create the snowflake or a chemical change. The
students will then be given a review worksheet where they will list what they have learned about physical
changes and properties and what they learned about chemical changes and properties. Also on the
worksheet the students will have a place to for the students to describe how their snowflakes were
formed, and what physical and chemical changes were made. The students will then take their snowflakes
home to use as decoration and to show their families what they have learned.
Differentiation: The differentiation for this lesson will first be more examples if needed by the students if
they are not understanding the difference in physical and chemical changes and physical and chemical
properties. Also, for visual learners they will have a print out of the steps to follow and stay on track as
needed. Also, the supplies may be differentiated. For example, the pipe cleaners could be pre-cut and the
Borax already measured, and smaller or individual containers for each students snowflake.
Lesson Closure: The lesson will close by first going over the definitions for a physical and chemical
change as well as the definitions for physical and chemical properties. The class will then go over the
examples that were given on the posters made by the teacher. The class will also review the steps that
were made to create their Borax snowflakes that were made to resemble real snowflakes. The class will
then review what physical and chemical changes took place during the creating of the Borax snowflakes.
Lastly, the lesson will close by assessing the students knowledge of the lesson through the independent
practice of a review worksheet.
Independent Practice: The students will be completing a review worksheet for independent practice. The
students will have a section to list things they have learned about physical and chemical changes and
properties, and a place to provide examples. Also on the review worksheet there will be a space for the
students to write the steps that were completed to create their Borax snowflake, and what chemical and
physical changes happened in the creation of the snowflake.
Assessment: The students will be assessed on their participation during the in class assignment. The
students will also be assessed on the completion of the review worksheet. The students be assessed by the
following rubric:

the classroom classroom during the during the not pay any
discussions and discussion and whole whole attention to
experiment experiment discussion and discussion and the classroom
instructions. The instructions. the experiment experiment discussion
student has gave The student instructions. instructions. experiment
responses to the was polite to The student The student instructions.
teacher, and fellow was reminded was called The student
answered classmates but by the teacher a down on a did not
questions when was quiet and few times by the numerous participate in
asked. The reserved during teacher to stay amount of times the partner
student also the classroom on track and by the teacher. activity due
worked well with discussion and keep focus. The The student did to behavior
a partner in the partner student worked not work well in or absence.
completing steps activity. Overall well with their the partner Overall the
in the the student partner but activity and did student did
experiment. participated as needed help not remain not
Overall the asked and completing the focused. The participate as
student was a followed given partner student needs assigned.
great listener, directions. tasks. practice staying
payed full focused and
attention, and respecting
was respectful to fellow
the rest of the classmates.
class.
The student has The student The student The student The student
completed the has completed has completed had difficulty was not
review the review the review completing the present or did
worksheet. The worksheet. The worksheet. The review not
student has student has student has worksheet. The participate in
written in written mixed up some student wrote the
complete sentences to of the very few words completion of
sentences to answer what definitions and for definitions the review
explain their new they have examples and did not give worksheet.
knowledge on learned about between the any examples The student
physical and physical and physical and that were was unable to
chemical changes chemical chemical discussed in the list any
and properties. changes and changes and class. The definitions or
The student has properties. The properties. The student either examples of
also completed student did not student has also had all the steps physical and
the section of the include all the mixed up or to the chemical
steps of the things discussed missed some of experiment changes and
experiment and and did not the steps that mixed up or properties.
the physical and provide took place were missing The student
chemical changes examples. The during the more than half also did not
that have taken student did experiment but of the steps. The complete the
place. The however did understand student does science
students work complete the the physical not shoe experiment so
demonstrates a section and chemical knowledge of they were
great describing the changes that knowing the unable to feel
understanding of steps of the happened in the difference in in the portion
the topic, and experiment and experiment. physical and of the
proves their the chemical chemical worksheet
attention during and physical changes and naming the
the classroom changes that properties. This steps and the
instruction and happened may be a physical and
experiment. within the reflection based chemical
experiment. on the students changes.
inability to Overall the
remain focused student has
and follow not
directions completed the
during the assignment as
classroom assigned.
discussion and
experiment.
Time & Resources: This lesson will take place in two class periods of thirty minutes.
Resources:
Discovery Works Teaching Guide / 3 (Vol. Unit C, Matter, Energy, and Force). (2000). Boston, MA:
Houghton Mifflin Science. Chapter 1 Page C22
Moffatt, A. (2013, January 22). The Moffatt Girls. Retrieved February 24, 2016, from
http://moffattgirls.blogspot.com/2013/01/easy-borax-snowflakes.html
Pictures of the Process of Making Snowflakes

Example of Review Worksheet
Student Name: __________________
Physical and Chemical Properties and Changes

Review
What is a physical change and give What is a chemical change and give
an example? an example?
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
_______________________________________ ______________________________________
What is a physical property? What is a chemical property?
_______________________________________ __________________________________________
_______________________________________ __________________________________________
__________________________________________
_______________________________________
______________________________
_______________________________________
Write the steps to the snowflake experiment and tell one physical change
and one chemical change.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________
Subject: Science Topic:

Lifecycle of a Snowman

Lesson: 2 class periods of 30 minutes
Introduction (Essential Question): What are states of matter?
Standard: Science
Cluster: Content of Science
Objective: SC.O.3.2.7 relate changes in states of matter to changes in temperature.
Specific Objective: As a result of this lesson the students will be able to describe the life
cycle of a snowman, and describe how the changes in the states of matter of the snowman
was due to the changes in temperature with 80% accuracy.
Method(s): The lesson will take place in whole group instruction. The teacher will ask the students what
the states of matter are. After the students have responded, the teacher will show the students buckets of
snow that have been collected from outside. The teacher will then break the students into small groups
where each group will have a large bowl of snow, each group will then make their own baby snowmen.
Each group will name their baby snowman, and the class will then take a vote of which snowman will be
the classroom snowman. After the classroom snowman has been chosen, the teacher will sit that snowman
at the front of the room for the students to observe. The class will then check the temperature in the
room, by use of a thermostat or a classroom thermometer. The teacher will record the temperature on the
whiteboard for the students to see. The teacher will then instruct the students that the class will be
observing the changes of the snowman due to the warm temperatures in the classroom compared to the
cold temperatures outside. The teacher will then sit the snowman to the side or back of the classroom so
that it wont become a distraction during the lesson, and will remind the students to keep their focus to
the front of the room and will tell them we will keep track of the snowman throughout the day. The
teacher will then have the classroom discussion with the students about states of matter and how they can
change with temperature, the definitions as well as examples mentioned in the discussion will be wrote on
the whiteboard. The classroom discussion will first start by how the temperature outside turned water
into snow, or being so cold that the water transformed into a solid. The class will then further the
discussion, by the teacher asking the students what they think will happen to the matter of the snowman
if the temperature in the classroom is different than outside. The teacher will then remind the students
what happens to snow when it gets warm outside just like how it is warm in the classroom. Which would
be that the snow would melt because it is not cold enough to remain a solid and turns into a liquid. The
teacher will then ask the students what happens with liquids get really warm, such as when water is
boiling. The teacher will then discuss evaporation with the students, and how if water sits to long and the
temperature is warm enough the water will evaporate or steam. After the classroom discussion the class
will look back at the state of the snowman. The snowman should have begun to melt. Some other
instruction will need to take place in order for the snowman to completely melt. Once the snowman has
melted, the teacher will poor the snowman and all of its content into a measuring cup, where the students
will measure how much water was used to create the snow that created the snowman. The following class
period, the students will measure the water again to see if any evaporation took place. The students will
then complete a worksheet writing about the life cycle of the snowman and will include the states of
matter that changed in the snowman and how temperature helped create the changes.
Materials: Buckets of snow, large bowls, different colored pipe cleaners, plastic bowls, thermostat or
thermometer, whiteboard, measuring cup, and lifecycle of a snowman worksheet.
Direct Instruction: Direct instruction will begin with the teacher asking the students the states of matter.
After the students have responded, the teacher will ask the students what temperature is. The students
will give responses, and the teacher will ask the students if they think if the changes in the states of matter
could be because sometimes the temperature changes. The teacher will let the students respond, and will
then show the students buckets of snow that were collected from outside. The teacher will then break the
students into small groups. In the small groups the teacher will instruct the students to construct a baby
snowman as a group in the bowls provided, telling them to use different color pipe cleaners as the
snowmans features and to also give their groups snowman a name. After every group has constructed
and names their snowman, the teacher will have each group present their snowman to the class telling its
name and describing its details. The class will then take a vote to which groups snowman will be named
the classroom snowman. Once the snowman has been decided, the teacher will sit that snowman at the
front of the room, while the class will then be instructed to figure of the temperature in the room. The
temperature in the room could be determined by a thermostat in the classroom or a classroom
thermometer. After the class has decided the temperature in the room, the teacher will write that
temperature as a recording on the board. The teacher will then instruct the students that they are going
to observe the changes in the states of matter of the snowman from the temperatures inside compared to
the temperature that are outside. The teacher will also write the temperature outside on the whiteboard
for a comparison of the temperature inside. The teacher will then sit the snowman to the side or back of
the classroom so that it wont become a distraction during the lesson, and will remind the students to
keep their focus to the front of the room and will tell them we will keep track of the snowman throughout
the day. The teacher will then lead the students in a classroom discussion and whiteboard activity about
the states of matter and how they can change with temperature, the teacher will write the definitions and
examples of the board for students to see. The classroom discussion will first start by how the
temperature outside turned water into snow, or being so cold that the water transformed into a solid. The
class will then further the discussion, by the teacher asking the students what they think will happen to
the matter of the snowman if the temperature in the classroom is different than outside. The teacher will
then remind the students what happens to snow when it gets warm outside just like how it is warm in the
classroom. Which would be that the snow would melt because it is not cold enough to remain a solid and
turns into a liquid. The teacher will then ask the students what happens with liquids get really warm,
such as when water is boiling. The teacher will then discuss evaporation with the students, and how if
water sits to long and the temperature is warm enough the water will evaporate or steam. The teacher
will then instruct the students to look back at the classroom snowman, and to see if there are any changes.
The snowman should have begun to melt or has already melted inside the bowl. If the snowman has not
yet melted other instructions will take place and then the instruction will return back to the snowman
activity. Once the snowman is completely melted and its features are floating within the bowl, the teacher
will pour the snowman into a measuring cup where the students will measure the liquid from the
snowman. The liquid information will be recorded. The following class period the instruction will
continue with the liquid being measured again to see if any of the water has evaporated. After the water
has been measured and recorded again, the teacher will give the students the worksheet on the lifecycle of
the snowman. The teacher will go over the instructions to the activity and will remind students to include
the data and definitions that are recorded on the whiteboard.
Guided Practice: Guided practice will begin with the students being asked if they know the states of
matter. The students will respond, and will then be asked what they think temperature is. The students
will give responses, and the teacher will be asked if they think if the changes in the states of matter could
be because sometimes the temperature changes. The students will respond, and then will be shown
buckets of snow that were collected from outside. The students will then be broken into small groups,
where they will be instructed to construct a baby snowman in a bowl and add the features that the
snowman needs as well as create a name for their groups snowman. After each group has created a
snowman and named it, they will present their snowman to the other groups. Once every group has
presented their snowmens names and details, the class will take a vote to which snowman will become
the classroom snowman. The students will be reminded to be fair and not pick their own snowman, and
will also be reminded that the class needs to pick only one. After the classroom snowman has been
decided, the snowman will be brought to the front of the room for the students to observe. The class will
then need to determine the temperature of the classroom, they can do this by a thermostat in the class or
a classroom thermometer. After the class has decided the temperature in the room, it will be written on
the whiteboard for the students to reference later. The students will then be instructed that they are going
to observe the changes in the states of matter of the snowman from the temperatures inside compared to
the temperature that are outside. The students will observe as the teacher writes the degree outside on the
whiteboard for them to use later on. The students will be instructed to keep their attention to the front of
the room for the classroom discussion and examples as the classroom snowman is moved to the back of
the room so that it will not become a distraction, the snowman will be observed throughout the discussion
however to check its process. The students will then participate in the classroom discussion and
whiteboard activity about the states of matter and how they can change with temperature, they will see
the definitions of the states of matter and how they are affected by temperature written on the board. The
classroom discussion will first start by how the temperature outside turned water into snow, or being so
cold that the water transformed into a solid. The class will then further the discussion, by the students
being asked what they think will happen to the matter of the snowman if the temperature in the
classroom is different than outside. Which would be that the snow would melt because it is not cold
enough to remain a solid and turns into a liquid. The students will then be asked what happens when
liquids get really warm, such as when water is boiling. The students will then discuss evaporation with
the teacher and how if water sits to long and the temperature is warm enough the water will evaporate or
steam. The students will then be instructed to look back the snowman to see if there are any changes. The
snowman should have begun to melt or has already melted inside the bowl. The students will observe as
the teacher pours the snowman and its features into a measuring cup to measure how much liquid was
made up of the snowman. The students will then measure how much water is in the measuring cup and
the teacher will record it for the students on the board. The following class period the instruction will
continue with the students measuring the liquid again to see if any of the water has evaporated. After the
water has been measured and recorded again, the students will be given a worksheet about the lifecycle of
the snowman. The students will pay attention as the directions are read to them by the teacher, and will
be reminded to use the information such as recordings and definitions that are written on the whiteboard.
Differentiation: The first form of differentiation will be how the small groups are contrasted, they will be
a mixture of academic levels so all students are learning and helping. The second form of differentiation
will be providing visual and kinesthetic learners with a note taking sheet to go along with the classroom
discussion so that they will stay on track and will retain more information.
Lesson Closure: The lesson will first close by reviewing the small groups snowman creations and
presentations, and how one of the snowmen were picked to be the classroom snowman. The class will then
review how the temperature of the classroom was decided and recorded. The class will also observe the
difference of the temperature outside as it is recorded. The class will then review the classroom discussion
where the definitions of the states of matter and how they are related to temperature changes, and how
the definitions and examples were recorded on the whiteboard. The students will review how the
classroom snowman was observed, and how the snowman changed due to the temperature in the
classroom compared to what would happen outside. The class will also review how the snowman was
transported into a measuring cup to see how much water made up the snowman. The class will then
review the following class time how more water evaporated from the snowman after being left in the
room. The class will then review the lifecycle of a snowman worksheet, and will go over the correct
answers after it has been collected.
Independent Practice: The independent practice will be a lifecycle of a snowman worksheet. The
worksheet will resemble a flowchart. In the four boxes provided the students will list the lifecycle of the
snowman, and will include the recording and definitions that are written on the whiteboard. The students
will need to write in complete sentences in the boxes, and make sure the steps follow the lifecycle of the
snowman such as what was discussed and reviewed in class.
Assessment: The students will be assessed on the completion of their lifecycle of a snowman worksheet. If
the student has completed all four boxes, and has wrote in complete sentences using details that were
discussed in class and wrote on the whiteboard they will receive 100%. If the student has completed the
four boxes but forgot some of the details from the discussion and the whiteboard and all of their
sentences are not complete sentences they will receive a 90%. If the student has three of the boxes
completed and correct with full sentences including details from the discussion and whiteboard they will
receive an 80%. If the student has three of the boxes completed but did not write in full sentences and
has forgotten some of the details from the discussion and whiteboard they will receive a 70%. If the
student has two or less of the boxes completed with details from the discussion and whiteboard activity,
and without any complete sentences the student will receive a 50%. If the student has not completed the
assignment as assigned or did not participate in the assignment the student will not receive any credit for
the assignment.
Time & Resources: This lesson will take place in two class periods of thirty minutes.
Resource:
Young, D. (2012, March 7). Third Grade Thinkers: The Life Cycle of a Snowman: A Water Cycle
Review. Retrieved February 29, 2016, from http://thirdgradethinkers8.blogspot.com/2012/03/life-
cycle-of-snowman-water-cycle.html?utm_source=feedburner
Example of the Experiment Lifecycle of
a Snowman
Self-Evaluation Rubric
Unit Plan Rubric : K-6 Elementary Education TOTAL SCORE: ___194__/200 points
Accomplished (17 13 points) Emerging ( 12 9 points) Unsatisfactory (8 -0 points)
Lesson Candidate knows, understands, and Candidate demonstrates some Candidate demonstrates minimal
Evaluation
uses the major concepts, knowledge, understanding, and knowledge, understanding, and
(ACEI 1.0)
principles, theories, and research ability to use the major concepts, ability to use the major concepts,
17 related to development of children principles, theories, and research principles, theories, and research
and young adolescents to construct related to development of children related to development of children
learning opportunities that support and young adolescents to construct and young adolescents to construct
individual candidates learning opportunities that support learning opportunities that may or
development and acquisition of individual candidates development may not support individual
knowledge, and motivation. and acquisition of knowledge, and candidates development and
motivation. acquisition of knowledge, and
motivation.
ELA Candidate demonstrates a high Candidate demonstrates a moderate Candidate demonstrates a low level
(ACEI 2.1)
level of competence in use of level of competence in use of of competence in use of English
English language arts and they English language arts and they know, language arts and they know,
17 know, understand, and use understand, and use some concepts, understand, and use few concepts,
concepts, from reading, language from reading, language and child from reading, language and child
and child development, to teach development, to teach reading, development, to teach reading,
reading, writing, speaking, writing, speaking, viewing, listening, writing, speaking, viewing, listening,
viewing, listening, and thinking and thinking skills and to help and thinking skills that may or may
skills and to help candidates candidates successfully apply their not help candidates successfully
successfully apply their developing developing skills to many different apply their developing skills to many
skills to many different situations, situations, materials, and ideas. different situations, materials, and
materials, and ideas. ideas.
Science Candidate knows, understands, and Candidate demonstrates some Candidate demonstrates little
(ACEI 2.2)
uses fundamental concepts of knowledge, understanding, and use knowledge, understanding, and use
physical, life, and earth/space of fundamental concepts of physical, of fundamental concepts of physical,
17 sciences. The candidate can life, and earth/space sciences. The life, and earth/space sciences. The
design age-appropriate inquiry candidate did design at least 6 age- candidate did design at least 3 age-
lessons to teach science, to build appropriate inquiry lessons to teach appropriate inquiry lessons to teach
candidate understanding for science, to build candidate science, to build candidate
personal and social applications, understanding for personal and social understanding for personal and social
and to convey the nature of applications, and to convey the applications, and to convey the
science. nature of science. nature of science.
Mathematics Candidate knows, understands, and Candidate demonstrates some Candidate demonstrates little
(ACEI 2.3)
uses the major concepts and knowledge, understanding, and use knowledge, understanding, and use
procedures that define number and of the major concepts and procedures of the major concepts and procedures
17 operations, algebra, geometry, that define number and operations, that define number and operations,
measurement, and data analysis algebra, geometry, measurement, and algebra, geometry, measurement, and
and probability. In doing so, they data analysis and probability. In data analysis and probability. In
consistently engage problem doing so, they engage problem doing so, they may or may not
solving, reasoning and proof, solving, reasoning and proof, engage problem solving, reasoning
communication, connections and communication, connections and and proof, communication,
representation. representation. connections and representation.
Social Studies Candidate knows, understands, and Candidate demonstrates some Candidate demonstrates little
(ACEI 2.4)
uses the major concepts and modes knowledge, understanding, and use knowledge, understanding, and use
of inquiry from the social studies- of major concepts and modes of of major concepts and modes of
the integrated study of history, inquiry from the social studies- the inquiry from the social studies- the
17 geography, the social sciences, and integrated study of history, integrated study of history,
other related areas- to promote geography, the social sciences, and geography, the social sciences, and
elementary candidates abilities to other related areas- to promote other related areas- that may or may
make informed decisions as elementary candidates abilities to not promote elementary candidates
citizens of a culturally diverse make informed decisions as citizens abilities to make informed decisions
democratic society and of a culturally diverse democratic as citizens of a culturally diverse
interdependent world. society and interdependent world. democratic society and
interdependent world.
Integrating and Candidate plans and implements Candidate plans and implements Candidate plans and implements
Applying
instruction based on knowledge of most instruction based on knowledge some instruction based on knowledge
Knowledge for
Instruction candidates, learning theory, of candidates, learning theory, of candidates, learning theory,
(ACEI 3.1) connections across the curriculum, connections across the curriculum, connections across the curriculum,
curricular goals, and community. curricular goals, and community. curricular goals, and community.
17
Adaptation to Candidate understands how Candidate demonstrates some Candidate demonstrates little
Diverse
elementary candidates differ in understanding of how elementary understanding of how elementary
Candidates
(ACEI 3.2) their development and approaches candidates differ in their candidates differ in their
to learning, and creates development and approaches to development and approaches to
15 instructional opportunities that are learning, and creates instructional learning, and may or may not create
adapted to diverse candidates. opportunities that are adapted to instructional opportunities that are
diverse candidates. adapted to diverse candidates.
Development of Candidate understands and uses a Candidate understands and uses Candidate understands and uses little
Critical Thinking
variety of teaching strategies that some variance of teaching strategies variance of teaching strategies that
and Problem
Solving encourage elementary candidates that encourage elementary encourage elementary candidates
(ACEI 3.3) development of critical thinking candidates development of critical development of critical thinking and
and problem solving. thinking and problem solving. problem solving.
17
Active Candidate uses their knowledge Candidate uses their knowledge and Candidate may or may not use their
Engagement in
and understanding of individual understanding of individual and knowledge and understanding of
Learning
(ACEI 3.4) and group motivation and behavior group motivation and behavior individual and group motivation and
among candidates at the K-6 level among candidates at the K-6 level to behavior among candidates at the K-
to foster active engagement in foster moderate levels of active 6 level to foster minimal levels of
16
learning, self-motivation, and engagement in learning, self- active engagement in learning, self-
positive social interaction. motivation, or positive social motivation, or positive social
interaction. interaction.
Communication Candidate uses their knowledge Candidate uses their knowledge and Candidate may or may not use their
to Foster
and understanding of effective understanding of effective verbal, knowledge and understanding of
Collaboration
(ACEI 3.5) verbal, nonverbal, and media nonverbal, and media effective verbal, nonverbal, and
communication techniques to communication techniques to foster media communication techniques to
17 foster activity inquiry, some opportunities for activity foster few opportunities for activity
collaboration, and supportive inquiry, collaboration, and supportive inquiry, collaboration, and supportive
interaction in the elementary interaction in the elementary interaction in the elementary
classroom. classroom. classroom.
Assessment for Candidate knows, understands, and Candidate demonstrates some Candidate demonstrates little
Instruction
uses formal and informal knowledge, understanding, and knowledge, understanding, and
(ACEI 4.0)
assessment strategies to plan, ability to use formal and informal ability to use formal and informal
evaluate, and strengthen assessment strategies to plan, assessment strategies to plan,
17 instruction that will promote evaluate, and strengthen instruction evaluate, and strengthen instruction
continuous intellectual, social, that will promote continuous that will may or may not promote
emotional, and physical intellectual, social, emotional, and continuous intellectual, social,
development of each elementary physical development of each emotional, and physical development
candidate. elementary candidate. of each elementary candidate.
Organization/ The plan is very well organized. The plan is well organized. There are The plan is lacking organization.
Clarity
There are no only a few grammatical/mechanical There are several
5 grammatical/mechanical errors. errors that do not detract from the grammatical/mechanical errors that
plan. do detract from the plan.

Additional The overview contains the The overview contains most of the The overview contains some of the
Evaluation
required information and is required information and is included required information and is included
7 included with the plan. The self- with the plan. The self-evaluation with the plan. The self-evaluation
evaluation rubric is completed and rubric is completed and included rubric is completed and included
included with the plan. with the plan. with the plan.
Adapted from 2007 ACEI Standards.

Educ 322 Unit Plan Revised

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Educ 322 Unit Plan Revised

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Ashley Folden

Name: Ashley Folden Date: 02/11/16

Subject: English Language Arts Topic:

Grade: 3rd Length of

Introduction (Essential Question): Is it possible to take pictures of snowflakes?

Distinguished Above Mastery Mastery Partial Mastery Novice

Total Points: _____________

Bluefield State College

Subject: English Language Arts Topic: Snow

Grade: 3rd Length of

Introduction (Essential Question): What is a narrative?

Distinguished Above Mastery Mastery Partial Mastery Novice

Total Points: _____________

Example of First Worksheet

If I Were Trapped in a Snow Globe

Example of Second Worksheet

Its all in the Details

A Great Beginning- How did I get What it feels like inside.

What I did inside the snow A Great Ending- How did I

Example of Third Worksheet

Name: ________________________________ Date: ___________

Example of Rough Draft and Final Draft Paper

Example of Final Draft Snow Globe Creation

Name: Ashley Folden Date: 03/02/15

Subject: English Language Arts Topic: Hot

Grade: 3rd Length of

Introduction (Essential Question): How do we make a cup of hot cocoa?

Distinguished Above Mastery Mastery Partial Mastery Novice

Example of Rough and Final Draft Worksheet

Name: Ashley Folden Date: 02/27/15

Subject: Mathematics Topic: Rounding

Grade: 3rd Length of

Standard: Number and Operations in Base Ten

Materials: Smartboard, computer, whiteboard, the video http://www.dailymotion.com/video/x2ylllh,

Bluefield State College

Name: Ashley Folden Date: 02/27/15

Subject: Mathematics Topic: Winter

Standard: Operations and Algebraic Thinking (OA)

Materials: Whiteboard, multiplication snowman worksheet, and crayons or colored.

Examples of Multiplication Coloring Worksheet

Subject: Social Studies Topic: The Gift

Grade: 3rd Length of

Introduction (Essential Question): What is a community and a service project?

Standard: Social Studies

Time & Resources: One class period of 30 minutes.

Example of Presentation Worksheet

Bluefield State College

Subject: Social Studies Topic: Inuit

Grade: 3rd Length of

Standard: Social Studies

Materials: Smartboard, computer, PowerPoint on the Inuit People, the video

Example of the Inuit People Quiz.

Name: Ashley Folden Date: 2/23/16

Subject: Science Topic:

Grade: 3rd Length of

Distinguished Above Mastery Mastery Partial Mastery Novice

Total Points: _____________

Example of Small Group Worksheet

Name of people in group: __________________________________________________________

1. What is the animal your group is assigned?

2. Where does your animal live? What kind of climate is it?

3. Does it do anything to prepare for winter?

4. Does its body change for colder temperatures?

Name: ______________________ Date: _