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Here is an alignment for your files. (or administrators!) Third Grade Lessons Weekly Alignment to NGSS ** NEW ** Student Links Bookmark http://thrilling3rdgraders.weebly.com/ Bookmark the above link on students' computers to simplify your students getting on the student links and make it more efficient. You can also send the link home for the students to have more time to explore. ** NEW ** Thematic Playlists for Listening Centers or to develop a unit with. Students love these stories. These are great for ESL or to expand background knowledge for poverty at risk students, as well. They can be used as an anticipatory set for close reads. (Students look closely at the picture clues to make predictions. or go back and look and see if there were hints or signs.) Or, they are great to start writing prompts. Bullying Stories - Great for "Back to School" - Setting a Friendly-Working Climate for students- Setting expectations There Was an Old Lady Who Swallowed a.....Stories- Fun and engaging for students. Develop a "buy-in" for reading
** You will notice routines in place as you teach. Tips for teaching these lessons are noted at the bottom of this page. **If it says to read about something together, click the highlighted part and the reading will pop up. **To print Quizlet cards 1) make sure you are under "flashcards"; 2) click "tools" (top right); 3) click "print" (right side); 4) on Step 1- click layout preferred; 5) on Step 2-open PDF. 6) print as usual. (Recommend: Send home flashcards for homework on Mondays to study throughout the week.) **Take out supplies at the beginning of the week and work your way through. For subs, it is pretty user-friendly. If there is an activity, I might switch around some days so that I can be there. Week 1 Supplies: Handouts Student Objective: Students will gather data and create tables and graphs to describe conditions expected during a season. 3.ESS2.1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Essential Question: How can you show data in tables and graphical displays to describe typical weather conditions expected during a particular season? Why do people track weather with data? Monday- Play Franklin and the Four Seasons Video. (23 min..) Pass out handouts pages. 1 & 2. Assign groups and topics. Students will plan, create, and present about one of the four seasons. (if you many groups you can do weather, as well.) Give students 5 minutes to get started. They can finish planning and preparing on Tuesday. This will give them time to come up with more ideas. This will be self-evaluated to take off the pressure of creating and performing so students feel "safe" to perform. If you have a student that is really introverted, you can suggest for them to make background sound effects. However, make that a last resort for participation. If you make that an option up front, some students will withdraw into that option, instead of venturing. Collect handouts for tomorrow. If time, students can explore collecting things in Franklin and Friends Nature Nuts or choose an alternative nature game. (If the Franklin game isn't work go to settings, then advanced, then content settings, then flash, then add link by clicking the + sign and copying and pasting. Then, you will have to refresh and the link will work. No links will work if the flash isn't enabled.) Tuesday- Pass out handouts and let the students plan and practice for 15 minutes. Start presentations. Pass out page 3. After students finish, collect papers. If time, students can explore the Weather Wiz Kids online activities. Wednesday- Finish presentations if there wasn't enough time. Pass out handout page 4. Play video. Students will fill out handout while watching video. (Note: the standard says to graph "typical" weather conditions. Therefore, students need to be able to differentiate between typical and severe weather.) Pass out page 5. Model going to Farmer’s lookup. Model scrolling down to "Weather History", enter your zip code, last year's date, and enter. Fill in the temperature on the first line. Look up 5 years ago for the same date. Fill in the temperature on the first line. Students will finish collecting the rest of their data on their own. Let them compare their data with a partner and they can discuss and note any patterns that they see. Explain that the Farmer's Almanac has collected and predicted weather (more than just temperatures) since 1792. Ask students why people collect data on weather. (to make predictions so that we can prepare for bad weather) Collect. If time, students can explore create tally or bar graphs using Data Bank. Thursday- Pass back page 5. Ask students what they think they should do after they've collected data. (They should graph it.) Play video 1, video 2, and video 3. Give out handout 6. Students will go to Rapid Tables. Ask them which table would be best to show just last year's data. (The line graph) Students will use pages 5 and 6 to input data and create an online graphing tool. Hand out pages 7 and 8. Print or have students copy their graph to page 7. Students will use the rubric to check their work. Collect pages 5-8 and grade. If time, students can practice graph making on The Jelly Bean Tree. (push "play"/Also, you can change the style of graph) Friday- Play video 1. Pass back page 5, and 9-11. Students will go to Rapid Tables. Ask them which table would be best to show 2 years of data. (bar graph) Students will use pages 5 and 9 to input data and create an online graphing. Print or have students copy their graph to page 10, using the rubric on page 11. Students will use the rubric to check their work. Collect pages 5-8 and grade. Pass out written test. Collect. If time, students can practice online with graphs on Create a Graph.
Week 2 **Supplies: Handouts; (Put out supplies on Monday, so that students can mentally plan their projects by viewing the supplies they have on hand to work with.) shoe boxes; butcher paper (different colors), construction paper (different colors) scissors, glue, markers; craft supplies (pipe cleaners, cotton, pom poms, tissue paper, glitter, etc. Whatever you usually use or have on hand) Student Objective: Students will be able to describe climates in different regions of the world. 3.ESS2.2 Obtain and combine information to describe climates in different regions of the world. Essential Question: Can you describe different climates in different regions of the world? Monday- Play video to introduce climate. Hang up the "Types of Climate" Anchor Chart for students to refer to. Do a close read together on climates of the world. Have students come up to point out on the map where the different climates are on the map. (map skills/using the key) Pass out pages 1 & 2. Students will select and research a climate using this site and use page 1 to guide them. Students should have time to click through and select a climate, research, and plan. Students can get ideas by going to diorama Idea links for their projects. Students will do page 2 for homework. Remind students to get permission to bring in some things they have on their page 2 list. Tuesday- Have students guess the climate. Play entire clips so that students can take in the entire setting. Optional: You can point out characteristics that would make it more memorable. Adding a name to the climate with clips/cartoons that they may be familiar with will be more memorable for students. Play video 1. Guess the climate. (Road Runner) Dry and Semiarid; Play video 2. Guess the climate. (The Jungle Book) Tropical Wet; Play video 3. Guess the climate. (Happy Feet) Polar and Ice Cap; Play video 4. Guess the climate. (Rio) Tropical and Tropical Wet; Play video 5. Guess the climate. (The Lion King semi arid-desert or tropical wet dry-grassland depending on what evidence the students claim.) Play video 6 Guess the climate. (Heidi) Highlands; Play video 7. Guess the climate. (Bambi) Continental and Humid Continental; Play video 8. Guess the climate. (The Rescuers) Moderate and Humid Subtropical. Students can go to diorama Idea links. Pass out page 3. Students will design a 2-D model of their plan. Collect. Wednesday- Pass out plans from pages 1-3 & page 5 for students to use while creating their dioramas. They will have the entire period to design and create. Go over the rubric, so they will know what they are being graded on and can keep it in mind, as they design. For students that say they are finished too soon, ask them questions like, "What else can you add?" and "What kind of animals (or plants) does your climate have?" They should take them home to finish and to practice presenting with the rubric. If they finish early they can explore Climate Kids. Thursday- Give the students a partner to practice with. Pass out page 4. Each student will fill out a feedback form for their partner to give their partner feedback on their presentation. Start presentations. Use the rubric to grade their climate 3-D diorama model. If time, students can play online ELA weather game. Friday- Finish climate 3-D diorama model presentations. Students can explore any of these online games if they finish early. ELA tornado game; ELA weather game; Climate Kids; ELA Sun and Heat; Hurricane Typing Speed; Snow and Ice.
Week 3 **Supplies: Handouts/booklet; Quizlet printed flashcards (send home on Monday/Test is on Friday); mini-marshmallows and toothpicks. The materials are for show this week. The class will use them next week. Teacher preparation: Watch engineer experiment. (short) The students will watch video and start planning this on Thursday, then finish next week. Teacher viewing only. Video 1 & Video 2. (together about 4 minutes) I didn't add this testing to the unit, but I wanted to share it for teachers that want to use the Jell-O. It adds an extra element of excitement, though it is another supply to prepare. I wouldn't recommend sharing the videos with the class. The structures that this class built were very similar. I think it may stifle their creativity to show it. Student Objective: Students will define a simple design problem reflecting a need that includes specified criteria for success and constraints on materials. Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3.ETS1.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.. Essential Question: How can we define a simple design problem? How do we determine specified criteria, for success and constraints on materials? Can we generate multiple possible solutions to a problem? Monday- Give pretest. Grade and save for Friday. (the answer key is after page 11 in the handout) Tell students that we are going to learn what engineers do and practice being engineers this week. Pass out the Engineering Inquiry Booklets for each student. Go over the engineer design steps on page 1. Let students copy the engineer design process on page 2. Tell students to write down thoughts and ideas throughout the video. Play Video. Stop at 9:28. Let students get into small groups to share what they discovered. (Sometimes student discussions take training. I use a timer and set it for small increments and facilitate when students don't talk by asking things like "Talk about what you noticed." etc. Let the students that didn't write ideas learn from their groups. Collect booklets. Introduce Quizlet Practice, (Sometimes I introduce the 1st one on the board and do the flash cards in teams. They find that even though they don't know them the first time, they quickly pick them up. It's a good way to teach good study habits that carry over into other subjects. Students work with a partner using the online flashcards. About Engineering. Send homeprinted flashcards for students to study for test in two weeks. Tuesday- Pass out the Engineering Inquiry Booklets for each student. Tell students to continue writing down their thoughts and profound ideas throughout the video. Play Video from 9:28-20:26. Let them get into small groups to share what they discovered. Let the students that didn't have ideas learn from their groups. Students can work on Quizlet's Match. About Engineering. Encourage them to try to beat each other's scores. This gives them an objective and they will throw themselves into it more. Wednesday- Pass out the Engineering Inquiry Booklets for each student. Tell students to continue writing down their thoughts and profound ideas throughout the video. Play Video from 20:27. Stop at 27:36 to let students design a model of a robot and to label the variables. Have students get with a partner to compare solutions and discuss "other ideas" to modify. Play the video to the end. Give the students time to design a model of a tree house and to label the variables. Let them get into small groups to compare how their models are similar and how they are different. Afterwards, debrief the class and ask them to share any ideas that they just loved. Students can work on Quizlet's Match. About Engineering. There won't be as much time today. Encourage students to play Quizlet's Match at home. Thursday- Explain that a Rube Goldberg Machine is a machine that makes a "chain reaction". Tell students that you want them to watch the short video and will be able to explain to a partner what the chain reaction is in the video. Play video. Ask students what a "chain reaction" is. Discuss the "Failing Forward" handout. Pass out Engineering Inquiry Booklets. Read page 10. Watch video. Put out mini marshmallows and toothpicks so that the class will be able to determine the constants on materials. Do page 11. Quizlet Test Practice. (only matching and multiple choice should be check marked. Remind the class to study flashcards for test tomorrow. Friday- Show video. Tell the class that not all problems are like designing and constructing a bridge to get in and out of San Francisco. What was the problem that the little girl had in this video? How did her brother solve her problem? Describe to your partner about a problem where you think that you used the engineer designing process. Give the class time to study the flashcards, Match, or practice test on Quizlet. Give post-test. Give written test. Pass out the pretests and go over with the post tests after grading. Collect and save Engineering Inquiry Booklets for next week.
Week 4 **Supplies: Handouts/booklet; from last week. Marshmallows and toothpicks. Enough for all the prototypes on Monday-Wednesday. (tray of jello optional, video 1 & video 2 for teacher viewing); colored pencils. (Print extra pages of p. 17 for Friday) Student Objective: Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Students will make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3.ETS1.3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 3.ESS3.1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Essential Question: How can we test and improve prototypes. Can we make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard? Monday- Pass out Engineer Inquiry Booklets. Play video again. Students will do page 13. They will draw, label, and write about their 1st prototype. They should describe the variables. They can look back in their engineering booklets to recall examples of variables and what they are. Students will test their prototypes (test with the Jell-O tray or by jiggling or pounding the table) and record their findings and ways they can improve their prototype. Collect booklets. If time, play an engineering game, Bride-a-rama. Tuesday- Pass out Engineer Inquiry Booklets. Students will do page 14. They will draw, label, and write about their 2nd prototype. They should describe the variables. Students will test their prototypes and record their findings and ways they can improve their prototype. Collect booklets. If time, play Treehouse Trouble. Wednesday- Pass out Engineer Inquiry Booklets. This prototype will be a group prototype. Students will get together to do page 15. They will draw, label, and write about their 3rd prototype. They should describe the variables. Students will test their prototypes and record their findings and ways they can improve their prototype. Collect booklets. If time, play Chicken Blastoff. Thursday- Pass out Engineer Inquiry Booklets. With a partner, students will use the top of page 17 (Best Design Solution Content) to describe each part. Partners should help give suggestions, if they get stuck. Next, they should discuss the parts of a letter section on the bottom to make sure they understand all the parts. Students will write a letter on pages 18 & 19 to Lamareon, using the rubric on page 17. If they don't finish, assign it for homework. If time, play Invention Engine. Friday- Pass out an extra rubric (p. 17) and students will need a colored pencil for grading. With a partner, students will grade each other's letters. They will score, trade, and discuss their letters. Be prepared to be the referee when students question the scoring. Students will rewrite their letters and turn them in. Collect their engineering booklets for weeks 8 & 9. If time, play Sydney's Astro Tracker Game.
Week 5 Supplies: Handouts/booklet; plates, hard-boiled eggs, raw eggs (The teacher needs two of each egg. Students need one for each group of 3-4. The teacher will need two plates. The students will need two for each group.); balloons; scissors; tape; drinking straws (not bendy); string; square baking pan; 4 plastic cups with water (about 3/4 cup). Student Objective: Students will plan, investigate, and collect evidence of the effects of balanced and unbalanced forces on the motion of an object. Students will investigate the first law of motion. 3.PS2.1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Essential Question: What evidence shows the effects of forces on the motion of an object? Monday- Hand out page 1. Do close read on the First Law of Motion. Do not down scroll past the First Law of Motion. Students write this and make an anchor chart on page 1. Tell them to think about what it means, while they are designing their anchor charts. Tell them NOT to do the second part until the class discusses it as a group. Give them 10 minutes. Scroll down to "What does this mean?" Discuss possible answers. Read and discuss the rest of the webpage with students. Tell students to look at page 2 and try to decide what the first video clip demonstrates. Play video 1. Ask students what did this demonstrate? Inertia. Play video 2. What did this video show? Inertia, motion, push, and "an object in motion stays in motion". Finish the bottom of page 1. Collect booklets. If time, play push game or push or pull game. Tuesday- Pass out booklets. Do activity on page 3. Play video 1. Stop at 1:05. Ask, "What is a balanced force?" It is when there is equal force on both sides. (two equal pulls or two equal pushes). On page 2, fill in the first two circles under balanced forces. Play video 2. What kind of force did we see here? Magnetic force. Add "magnetic" to two places on page 2. Discuss. Play video 3. What kind of force did we see here? Gravity. Add "gravity" to two places on page 2. Play video 4. What kind of force did we see here? Push and Pull. Add "push" and "pull" to two places on page 2. Collect booklets. If time play Mindy's Moonball game. Wednesday- Pass out booklets. Do page 4 questions 1 & 2. Use teacher page in handout to do the demonstration. Students will do page 5 and do the investigation. When you get to "Step 4", play video. When page 5 is complete, go back and do question 1 on inertia on page 4. Collect booklets. If time explore interactive Inertia study. Thursday- Pass out booklets. Play video 1. Turn to a partner and describe the kinds of force that you saw in the video. (3 minutes) (watch 2 minute video for teacher for preparation) Teacher demonstrate a balloon using force from the table. Ask students what they think will happen. (The balloon will use unbalanced force. The air will "push" it.) Put students into groups with at least 3 students. They will gather supplies and do investigation on page 6 and write their inquiry notes on page 7. Discuss results. Collect booklets. If time, students can explore about magnets. Friday- Pass out booklets. Play Magic School Bus Plays Ball to understand friction. Students find fill in the blank answers while they watch video. Ask students to talk to a partner about what "friction" is. 3 minutes. How does friction help you? Students will do the exit ticket on page 9. Collect booklets. If time play Motion game. Week 6 Supplies- Handouts; one for each group: balls (your choice.... playground balls would work well); jump ropes; and playground equipment. Student Objective: Students observe, measure, and collect evidence of patterns to predict an object's motion. 3.PS2.2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Essential Question: How can we predict an object's motion? What evidence provides a pattern for us to predict motion? Monday- Hand out page 1. Do close read on the Second Law of Motion. Do not scroll down past the Second Law of Motion. (you can use "control + " to make screen bigger) Students write this law and make an anchor chart on page 1. Tell them to think about what it means, while they are designing their anchor charts. Tell them NOT to do the second part until the class discusses it as a group. Give them 10 minutes. Scroll down to "What does this mean?" Discuss possible answers. Read and discuss the rest of the webpage with students. Tell students to look at page 1 and try to decide what the first video clip demonstrates. Play video 1. Ask students what did this demonstrate? Force and its relationship with acceleration and mass. Play video 2. What did this video show? With Tae Quan Do training, one can use the 2nd law of physics to break bricks. What would happen if you tried to do this without training to use acceleration and mass first? A: You could shatter the bones in your fist. Finish the bottom of page 1. If time, explore acceleration on online activity force/motion. (explore with a partner and talk about it.) Tuesday- Handout page 2. Do close read on the Third Law of Motion. Do not scroll down past the Third Law of Motion. (you can use "control + " to make screen bigger) Students write this law and make an anchor chart on page 1. Tell them to think about what it means, while they are designing their anchor charts. Tell them NOT to do the second part until the class discusses it as a group. Give them 10 minutes. Scroll down to "What does this mean?" Discuss possible answers. Read and discuss the rest of the webpage with students. Tell students to look at page 2 and try to decide what the first video clip demonstrates. Play video 1. Ask students what did this demonstrate? There was an action and reaction of the silver balls. Play video 2. What did this video show? It demonstrated the action of the force on the pedals of the bike caused the reaction of force from the wheels pushing the bike forward. Do online quiz together. (Click "answer" on the bottom to check.) If time, explore Newton's 1st Law, Newton's 2nd Law, and Newton's 3rd Law. Wednesday- Playground Activity- Handouts pages 3-5. Have students individually brainstorm as many ways they can think of to move a ball where it will make a predictable pattern. Break the students into small groups and give each group a ball to explore with. Tell them your expectations before you go out. (i.e. We won't be outside long, so you'll want to get started right away, etc.) Take students to the playground. They'll need pages 3-5 to record their data. When you are finished, do student debrief. (inside or outside, your choice) Try to make a connection between Newton's Laws of Motion. examples: "Did knowing Newton's Laws of Motion help you predict the patterns of motion in any way? How?" A more leading question if they can't make a connection would be, "What kind of balanced force did you use to kick the ball?" or "What was the reaction when you used force to bounce the ball downward?" If time, explore net force on online activity force/motion. (explore with a partner and talk about it.) Thursday- Handouts pages 6-8. Have students individually brainstorm as many ways they can think of to move a jump rope in a way that it will make a predictable pattern. Break the students into small groups and give each group a jump rope to explore with. Tell them your expectations before you go out. (i.e. We won't be outside long, so you'll want to get started right away, etc.) Take students to the playground. They'll need pages 6-8 to record their data. When you are finished, do student debrief. (inside or outside, your choice) Try to make a connection between Newton's Laws of Motion. If time, explore motion on online activity force/motion. (explore with a partner and talk about it.) Friday-Handouts pages 9-11. Have students individually brainstorm which playground equipment will make a predictable pattern. Break the students into small groups. Tell them your expectations before you go out. (i.e. We won't be outside long, so you'll want to get started right away, etc.) Take students to the playground. They'll need pages 9-11 to record their data. Students will get time to "try" and discuss playground equipment. When you are finished, do student debrief. If time, explore friction on online activity force/motion. (explore with a partner and talk about it.)
Week 7 Supplies- Handouts; 25 small objects for magnet lab. Some should be metal. (Suggestions: toothpick, penny, earring, plastic cup, paper clip, thread, needle or pin, rubber band, ponytail holder, sock, glove, nail, crayon, aluminum foil, glass, can, paper, scissors, army man; matchbox car; Lego; cotton; foil; staples, bobby pin, push pin.); Each group needs three different magnets; a clothespin, paperclips; data sheet; pencil. 6 oz. of Elmer's Glue; 1/4 cup of water; 1/4 cup of liquid starch; 3 oz. of iron oxide crystals; paper bowls; plastic spoons; ¼ measuring cup; Ziploc sandwich bags; magnets; balloons for each student and rulers. Suggestion: Gather 25 small objects and put into a small box or Ziploc bag and label "Magnet Lab". Keep the entire thing in science tub. Student Objective: Students will describe the cause and effect of electric or magnetic interactions between two objects that aren't touching. 3.PS2.3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Essential Question: What is the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other? Monday- Put supplies out on table. Handout pages 1-4. Students will do the first 2 columns of the KWL Chart on page one. Save the last column for Wednesday. Play video. Tell the students to tell a partner what they noticed about the magnets in the video. Do the Magnet Lab on pages 2. Do pages 3 & 4 to finish lab. Do the discussion questions on page 3 as a student debrief. Do the Cause and Effect organizer on page 4 together with class. Model on the board. This covers their main content for this week. The entire class needs to have it finished correctly. You don't have to grade it. It's interactive note-taking. Students can use p. 4 to finish their magnet lab. If time, students can play explore bar magnets. Tuesday- Put supplies out on the table. Watch video 1. Students tell a partner what they noticed. Watch video 2. Students tell a partner what they noticed. Pass out pages 4 & 5 to do Magnet Lab 2. Tell students that we are going to create "temporary" magnets and learn about different strengths of magnets. For student debrief, ask students what their results were. Ask for students to notice if any of the other groups had the same results of different results. Ask, "What is a 'temporary magnet'?" It's an object that will become a temporary magnet. Ask students to talk to each other about what they noticed about the relationship of the strength of magnets. Magnets with a stronger magnetic field have more pull. Review the Cause/Effect organizer. If time, students can play explore electromagnets. Wednesday- Watch video. (Teacher video, 4 minutes, to preview how to make magnetic slime) Pass out page 6. Let students create magnetic slime, test magnetic slime, and write about it. Student debrief. Ask students what they noticed. Ask the students to explain to their partner about why the slime would "swallow" magnet. Review the Cause/Effect organizer. Have students finish the last column of page 2 from Monday. (KWL Chart) Give students exit ticket. if time, students can play Magnet Tower. Thursday- Play video 1. Talk to your partner about what electricity does. (It makes things move.) Play video 2. How is static electricity different than regular electricity? Static electricity is a small amount of electric charge that doesn't flow through a conductor. It stays on the surface of an object. Do the Cause/Effect organizer. Let students test the cause and effects using the organizer. If time, explore static electricity simulator. Friday- Do cats like static electricity? Watch video 1. (Probably not) Watch video 2. Do a close read with the class on static electricity. Try the quiz at the end with the class. Investigate static electricity with page 10. Use page 9 to show each other cause and effect. Give class test. If time, explore static shock game.
Week 8 Supplies: Handouts; wool cloth; plastic spoon; magnet; sandwich bat; gloves; bowls with salt and sugar mixed. Student Objective: Students connect how they use simple, compound, and complex machines daily. Students will define, and solve simple design problems using magnets. 3.PS2.4 Define a simple design problem that can be solved by applying scientific ideas about magnets. 3.ETS1.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.. Essential Questions: What simple, compound, or complex machine do you use the most? How can you use magnets do solve a simple problem using magnets? Note to Teachers: I'm including a portion on simple to complex machines to give students more background knowledge for a base foundation for the engineering processes. They are expected to create and build prototypes. Monday- Pass out engineering booklets from the end of week 4 to activate prior knowledge. Tell students to go through it with a partner and talk about what they remember from weeks 3 & 4. (10 minutes) Ask the students to raise their hand and share out anything interesting that they heard. (This strategy helps with listening. In order to "talk", they have to listen to their partner) Play video 1. Tell the class that this video showed a simple motor powered by magnets. If this prototype was made to be as big as a house, how could it be used? (It could power larger objects. Accept or shape answer to anything reasonable.) Play video 2. This is a water wheel that powers electricity. Collect engineering booklets. If time play Letterfall. Tuesday- Pass out page 1. Discuss the "Before the Video" before playing each video. Play video 1, video 2, and video 3. Be prepared to tell your partner 1) How machines work. 2) What machines you use. and 3) Your favorite machines. If time, race a partner to see who can match the simple machines the fastest. Try again with partners. Wednesday- Play Video. Be prepared to tell your partner 1) Why do people use machines. 2) What machines you use. and 3) Your favorite machines. Have students turn to talk to their partners about 1) Why do people use machines. 2) What machines you use. and 3) Your favorite machines. After each one, ask if anyone heard anything interesting that they would like to share out. Pass out Exit Ticket on page 2. If time play Simple Machine Letterfall. Thursday- Put out supplies for investigation. Pass out page 3 and read the story together. Discuss and guide students to answer page 4. Put the students into groups. Pass out page 5 and let the students investigate possible solutions. Walk around and ask probing questions to keep the students moving. i.e. How can we tell Mrs. Sweetie to keep the salt and sugar sanitary from possible contaminants from the magnets? or What else can we try? After investigation, debrief. Talk about the results. Friday- Review simple, compound, and complex machines with jeopardy game. Week 9 Supplies: Handouts; For each student- small triangular pieces of foam; ¼ tip of Popsicle stick; 1 bead; glue; metal paper clip; needle; gar magnet; a cork disk. For each group- (Testing Boats) bowl of water; magnet wand Student Objective: Students will define, and solve simple design problems using magnets. 3.PS2.4 Define a simple design problem that can be solved by applying scientific ideas about magnets. 3.ETS1.1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5.ETS1.2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.. Essential Questions: How can we use magnets to solve problems? Monday- Teacher video preview. Play Popeye the Sailor episode. Do Science Investigation. Read page 1. Do pages 3 & 4. Students will draw, label, and write about their 1st prototype. They should describe the variables. Pass out their engineering booklets to recall examples of variables and what they are. Students will test their prototypes and record their findings and ways they can improve their prototype. If time, students will explore using a compass game. Tuesday- Play video. Pass out Engineer Inquiry Booklets. (for student reference) Students will do page 5. They will draw, label, and write about their 2nd prototype. They should describe the variables. Students will test their prototypes and record their findings and ways they can improve their prototype. Collect booklets. If time, students will play the tugboat game. Wednesday- Pass out Engineer Inquiry Booklets. This prototype will be a group prototype. Students will get together to do page 6. They will draw, label, and write about their 3rd prototype. They should describe the variables. Students will test their prototypes and record their findings and ways they can improve their prototype. Debrief with students. Discuss what worked and didn't work. Collect booklets. Thursday- Play video 1. Ask students if they noticed what the "strength" of the magnet was. Play video 2. Ask students what they would use a compass for. Read page 8. Do investigation on pages 9 & 10. Don't give out instructions from page 7 for building compass unless they really need it. Let students investigate and try things. They will draw, label, and write about their 1st prototype. They should describe the variables. Pass out their engineering booklets to recall examples of variables and what they are. Students will test their prototypes and record their findings and ways they can improve their prototype. If time, students can do a close read and explore how a compass works activity. Friday- Pass out Engineer Inquiry Booklets. Ask the students if they have any ideas on how to improve their prototype. Some students might say to increase the strength or the power of the magnet by rubbing the magnet on the needle longer. This prototype will be a group prototype. Students will get together to do page 10. They will draw, label, and write about their 2nd prototype. They should describe the variables. Students willrks test their prototypes and record their findings and ways they can improve their prototype. Debrief with students. Discuss how they imagine the third grade class using this to find their way to the bus. Give students the written assessment on page 11. Collect booklets.
Teaching Tips for Using These Lessons 1st Note: There are "Quizlet" practices set up at the end of many of the weeks. They include Flashcards, Printable flashcards, , Match, & Race, and Test. For the Test Practice I recommend unchecking the "written" option. It is hard for students to phrase answers exactly. You have the option of printing the test as well. The flashcards on Quizlet may be printed and sent home to study on Mondays. 2nd Note: There are many opportunities to teach Reading Informational Goals during reading portions of these units. One of my favorite ways is to use "Thieves". Another favorite strategy is to do a close read. I make a chart and label "I notice" and "I wonder" on it. Then I have the students select two things that they noticed to write on two separate post its. They write one thing they wonder on another post it. Then, they place them on the chart in the correct section. I have the students come up and read what they wrote when everyone is finished so that we can learn from each other. 3rd Note: The essential question is based on the Next Generation Science Standard. If you post the essential question in the room and ask it over and over again through the week, then you'll be hitting the NGSS hard. 4th Note: I probably don't have to say feel free to improvise. I know you will. Another thing that I do is I'll put a chart paper in the room and have the students add ideas to it as we go. ie If I ask the essential question and I don't get much response, I'll say to add it to the chart if you think of one as we go.