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** 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. **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 10 **Supplies: Handouts; paper plates; construction paper, copy paper; brads, scissors, glue, crayons, colored pencils, markers, rulers, and craft supplies. These can be what you have on hand. Optional suggestions: feathers, uncooked pasta (bow tie, spiral, etc.), pom poms, pipe cleaners, wiggly eyes, glitter, paint, paint brushes; cupcake liner Student Objective: Students will develop models to compare and contrast the life cycles of organisms. 3.LS1.1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Essential Question: What do the life cycles of all organisms have in common? What is different about the life cycles of all organisms. Monday- Pass out Life Cycle booklets. Students will do page 1 with video. Give the students time to do the "What I know...." section. Play Bill Nye Life Cycles. Hang up the "Life Cycle" anchor chart. (located after the Bill Nye teacher key) Read each day and try to tie in and relate with their daily models. On Friday, students will have to write about the four things that organisms have in common. Watch life cycle movie. Students will do online life cycle of a frog activity, then use it to develop a model (page 2) that demonstrates the life cycle of a frog. Explain that chronological order means in the order that it happens. Collect booklets. Tuesday- Pass out booklets. Students will do page 2 with video. Play Magic School Bus Cracks a Yolk. Students will do online life cycle of a butterfly activity, then use it to develop a model (page 4) that demonstrates the life cycle of a butterfly. Review what chronological order means. Collect booklets. Wednesday- Pass out booklets. Students will use what they know and pages from Monday & Tuesday to complete the Venn Diagram on page 5. Do close read on chickens with a partner and watch the video on the page. Students will need to click on "The Life Cycle of Chickens" green tab at the top, watch video, read the information, and discuss. With a partner, students will study the life cycle of chickens. Students will watch life cycle of a bird, then will do page 6. Students will explore video comparing alligator and a bird's life cycle with a partner. Then, students will do page 7. Students will do the Venn Diagram comparing and contrasting chickens and alligators on page 8. If time, students can explore other animal life cycles. Thursday- Tell students to watch the video and notice the life cycle of a tree. Play Story Sid the Seed. Ask students to talk to their partners about how the life cycle of a tree is the same as the frog, butterfly, or chicken or bird life cycles. Then, talk to their partners about how they are different. Play Bugs Bunny Garden clip. Play video clip, Life Cycle of a Flower. Explain to students that with our increasing technology, people will create "time lapse" videos. That's where they set up a camera and they video tape something over a long time. Then, they speed it up so that it goes faster. Explain that if we watch a plant grow, we'd be out there for weeks and it would seem like nothing is happening. Watch the next two clips. Be prepared to talk to your partners about what you noticed. Play sunflower time lapse video and dandelion time lapse video. Pass out booklets. Students watch the life cycle of a plant. Give students 10 minutes to read together. Pass out booklets. Students will do pages 9 and 10. Collect. (Formative Assessment Check:) Take down the anchor chart from Monday and let students do the written assessment. Friday- Put out supplies for the performance assessment. You might want to put them out in different places so that students aren't gathered in the same area at the same time. Pass out the performance assessment booklet. Give them the website to go to explore ideas. Check ahead of time to make sure they can pull it up. It's a Pinterest and sometimes requires a login. If it doesn't work, you can print it for the students, make a poster out of it, or put it up with your projector, smartboard, or interactive board. Tell students that 1) They have 10 minutes to plan a 3-D Life Cycle Model (give extended time to those that need accommodations. The time limits are to keep the students moving and focused, however, it is up to the teacher's discretion based on the class); 2) There is no collaborating or talking during the assessment; 3) When you are finished with the planning, bring it to me, so I can check your planning off before you start your creations. (Teacher Checklist for names included) 4) Create your 3-D model. 5) Complete the "self-evaluations" after you are finished creating your models.
Week 11 **Supplies: Student Objective: Students will construct an argument that some animals form groups that help members survive. 3.LS2.1 Construct an argument that some animals form groups that help members survive. Essential Question: How do forming groups help animals survive? Note to Teacher: Students will be making crafts to display "animal groups" for the classroom or the hallway. You can refer to them to drill the essential question into your students. Also, there are signs you can laminate and put up with their display. Monday- Tell the students to watch the video to find out what a "collective noun" is. Play video 1. Tell students that while they are watching the next video, to think about their favorite animal group name. It could be something that they found interesting, unusual, new to them, or other. Pass out page 1. Students will fill this out after or while they watch video 2. Play video 2. Students can practice matching groups of animals with a partner. Have them see who can get them first, as they learn collective animal groups. After about 10 minutes, let them try the concentration groups of animal game. After 10 more minutes, have students try the online quiz and Name That Animal. Tuesday- We are going to discover why animals travel in groups. Play video. (Check: See if students noticed the bullying.) Use the two pages titled "Teacher Page for Tuesday". The teacher's page includes what to look for in the videos, follow-up questions, and anticipated answers. Play video, Amazing Animal Groups, The Ant Bully, High Hopes, Leafcutter Ant video, and time lapse video of bees working together. Do a close read. Read the first part together. Break into four groups to read each section. (bumble bees, carpenter bees, honey bees, and killer bees) Come back together and each group should share 4 things that they found interesting. Do bee craft on page 2. Wednesday- In the animal world, often the dad will leave after his part is done with reproduction. Many males in the animal kingdom, like people dads, help by staying as a group and pitching in. This helps their survival. If the mom's had to go get the food for their babies, their babies are vulnerable to predators. Play video 1. The next video shows the family of lions. The female lions usually hunt for food in groups. This works out for them because the male lion is the strongest protector. Other animals won't bother the cubs under his protection. The lionesses hunt in a group for all the lions, because it is easier to hunt in numbers. They gang up on their prey. About lions... Play video 2., at 2:00 the lioness takes down a zebra. You can skip this part. The last video clip shows how dedicated the father penguin is while nurturing the egg. The mother penguin is out eating to prepare her body to feed her young. They work as a team for their family. Also, notice the penguins are in a group. Penguins also stay close together to use each others body heat to stay warm for survival. Play video 3. Do a close read. Students can tell a partner why it's better for lions to live in groups. Read over the anchor chart and hang it up. Ask the students how living in groups help animals survive. (safety, food, hunting) At this point, students should have discovered these items. Draw attention to it constantly so that all the students are making the connections to their science goal. Do penguin craft on page 3. Cover an empty box (copy paper box, Amazon box, etc.) with light blue or white butcher paper. Use this to display the penguins. Students can put them on display. There is a sign included that you can laminate and use. Go over and discuss the idioms. Thursday- Do a close read together. Play video 1 and video 2. Let students talk with a partner how there are strength in numbers after each clip. Play one round of each: sharks and minnows, cat and mice, and fox and rabbit. (included) Do student debrief: Q: How did having most of the students being minnows help your survival as a minnow? A: There were other minnows, so it was harder to catch me. Q: When we played "Cat and Mouse", how did having most of the students be "mice" help your survival if you were a mouse? A: There were other mice, so it was harder to catch me. Q: When we played "Fox and Rabbit", how did having most students be "rabbits" help your survival? A: There were other rabbits, so it was harder to catch me. Do seahorse craft. Display. (laminate and post sign for display-included) Friday- Play video 1, video 2, and video 3. Let students talk with a partner how animals hunt in groups or stay in groups to protect their young. Written Assessment. When students finish they can learn and discover more about penguins or mammals.
Week 12 **Supplies: Handouts; thermometer and thermometer sleeves. Student Objective: Students will analyze and interpret data. Students will provide evidence that plants and animals have traits inherited from parents. Students will describe how variation of traits exist in a group of similar organism. 3.LS3.1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Essential Question: What evidence is there that plants and animals have traits inherited from parents? What variations of these traits exist in a group of similar organisms? Monday- Pass out handouts 1 -3.. Do page 1 while watching video. Vertebrates and Invertebrates and examples. Play video 1. . Play video 2. Students will take notes (p. 2) on vertebrates. Play video 3. Students will take notes (p. 3) on invertebrates. Play online game, vertebrate or invertebrate with a partner. Tuesday- Play video 1. Discuss that warm-blooded animals keep the same body temperature, but cold-blooded animals use the environment to heat cool their bodies. Play video 2. Ask the class how people are different from other animals. Do a close read (<--Click) together. Pass out page 4-8. Do investigation. (p. 4), collect data on the table. (p. 5), organize data (p. 6), graph data (p. 7), plan and check with rubric (p. 8). Student debrief. Ask Questions or have students talk to their partners. 1) What did you notice about your bar graph? (they should be nearly the same) 2) Why do you think that everyone had nearly the same temperature? (people have a regulated temperature) 3) If we all have nearly the same temperature, how did we get that trait? (it is an inherited trait from our parents) 4) If our parents were fish would we have the same temperature? (No, our body temperatures would be much lower) Are we cold-blooded or warm-blooded animals? (we are warm-blooded) Wednesday- Pass out "Inherited Traits" booklets.. Ask the class what ways we've learned so far that scientists classify animals using their traits. (vertebrate/invertebrate & warm-blooded/cold-blooded) Tell the class that as we continue learning about animals they might think of their own ways to classify animals with traits. Look at the chart on page 1. We are going to be filling them out the rest of this week and next. Play video about mammals. Ask students, "What should we write as the first "vertebrate" on page 9?" ("mammals") Students will read about mammal traits and students will create an anchor chart on page 2. They should include mammal traits and pictures with labels. Some of the traits can include: 1) have hair or fur give birth to live young mammal mothers nurse their young with milk have lungs and need air to breathe land mammals have legs and ears that stick out. Collect booklets. If time create your own animal. Thursday- Pass out booklets. Add "reptiles" to vertebrate chart on page 1. Play video. Fill out page 3 while watching Magic School Bus gets cold feet. Read about reptiles. Students will make anchor chart on reptiles on page 4. They should include reptile traits and pictures with labels. Some of the traits can include: 1. have scales; 2. no fur; 3. usually lay eggs; 4. some have live young; 5. ear holes; 6. no legs, or 4 legs; cold-blooded. Collect booklets. Friday- Pass out booklets. Add "birds" and "amphibians" to vertebrate chart on page 1. Play video 1 and video 2. Read about birds. Read about amphibians. Students will make anchor chart on birds on page 5 and an anchor chart on amphibians on page 6. They should include traits and pictures with labels. Some of the traits for birds can include: 1. have feathers and wings; 2. lay eggs; 3. have two legs; 4. ear holes instead of ears; 5. warm-blooded. Some of the traits for amphibians can include: 1. live on land and water; 2. webbed feet; 3. breathe with lungs and gills; 4. cold-blooded; 5. moist smooth skin; 6. no hair or fur; 7. lays many eggs. Collect booklets. If time, play online game.
Week 13 **Supplies: Handouts Student Objective: Students will analyze and interpret data. Students will provide evidence that plants and animals have traits inherited from parents. Students will describe how variation of traits exist in a group of similar organism. 3.LS3.1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Essential Question: What evidence is there that plants and animals have traits inherited from parents? What variations of these traits exist in a group of similar organisms? Note: I have used the links from www.sheppardsoftware.com/ for years and have never had a problem with their site. They have amazing activities and information that is kid-friendly. It is an established site, but warnings come up about it's safety. If you keep reading and clicking, you can pass the blocks. Or, you can see your tech person to add it to a list of safe sites so that you can access it. Monday- Play video 1. What do you think that our last vertebrate group will be? (fish) Pass out booklets. Add "fish" to vertebrate chart on page 1. Play video 2. Read about fish. Students will make anchor chart on fish on page 7. They should include fish traits and pictures with labels. Some of the traits can include: 1. breathe underwater; 2. use gills, no lungs; 3. live in water; 4. have scales and fins; 5. no hair or fur; 6. cold-blooded; 7. lays many eggs. Collect booklets. Play online game. Tuesday- Play video 1. Tell students that we are going to draw models of invertebrates. They can get ideas from the video and sketch models while watching the videos or afterwards. Tell them that the pictures don't have to be perfect and they can just label parts that they don't like. We will get into small groups and compare our models afterwards. Students will complete page 1, 8, & 9. The video clips are 14:40 min. altogether. Pass out booklets. Play sponge video; jellyfish video 1; jellyfish video 2; coral video; mollusk video; echinoderm video; sea worms; It's a Bug's World (arthropod). Students will do a close read with a partner. If they didn't finish pages 1, 8, & 9, students can finish it with their partners. Collect booklets. Play online game to review. Wednesday- Pass out Inherited Traits 2 booklets. Students will do the pretest on page 1. Go over pretest. Tell students that we are going to learn about inherited traits. Use teacher page to do investigation, "Inherited Traits in Plants" Students will do page 2. Go over the "Inherited Traits for Plants" anchor chart and post. (Included) Students will interpret pages 4-8 to do the chart on page 3. Collect. If time, solve plant cases online. Thursday- Play video 1 and video 2. people inherited traits from their parents just like plants inherit their traits from their parents. Go over the anchor chart and hang up. (Included) Have students talk to a partner about their physical traits that they think they inherited from a parent or relative. Next, have them compare their traits with their siblings (or if they don't have a sibling, with a first cousin) Pass out the Inherited Traits 2 booklet. Have students look at pages 9 and 10. Brainstorm together on chart paper labeled "Inherited Traits". Pass out Post-its to the students and tell them that we will brainstorm for 5 minutes. They can write down one trait and what has that trait per Post-It. They can put up one Post-it at a time. When they put up the "Post-It", they call out what they wrote. Nobody else can do that one. Students will do page 11 and discuss with a partner. Students will do page 12 and discuss in a group.. Make sure you find out if anyone is adopted. They can still write their traits. Then, put them with a partner to help their partner. Collect booklets. Students will explore about mammals. Friday- Performance Assessment. Pass out Performance Assessment packs. Teacher may opt to guide/read checklists/directions with their students as they go. (differentiation) Students will design a mother and a father monster. Students will design a baby monster demonstrating the inherited traits that their baby monster shares with its parent. Grade page 1 and 2. Display monster family portraits. (sign included/laminate optional)
Week 14 Supplies- Handouts; Quizlet's Flashcards (one for each student to go home with them on Monday, 3 practice sets for the classroom, & 4 sets with just the picture/question printed. (the flip side will be blank); (Suggestion: Laminate the 7 sets for the classroom and store in sandwich bags to save for future years.) Student Objective: Students will investigate evidence to explore how the environment influences people and creates learned traits. Students will differentiate between inherited and learned traits. 3.LS3.2 Use evidence to support the explanation that traits can be influenced by the environment. Essential Question- What evidence explains how traits are influenced by learning in the environment? Can you tell the difference between inherited and learned traits. Monday- Tell students that we are going to watch 2 video clips and see if they can guess what the 3rd video will be about. Play video 1 and video 2. Take guesses. The videos were about "copying:". Tell students that the third video we are going to watch a cartoon about a copycat. Play video 3.. Pass out the "Learned Behavior" booklets. Students will do page 1. Practice flashcards with a partner. Pass out the Quizlet flashcards for the students to cut out and take home to practice with for the week. Model sorting the cards into two categories. "Learned" & "Inherited. See picture. (<--Click) They will have to do this for their performance assessment on Friday. Tuesday- Watch the first video clip. The sister copies everything that her brother says. Is she annoying him? (No. She's learning from him how to give a response) Play video 1. Turn to a partner and discuss video clip. What is the little sister learning to do in the next video? (She's learning words and to sing.) Play video 2. Talk to your partner about what you noticed about how the sister was learning to sing. Play video 3. Talk to partner about what they noticed. The next clip shows twins imitating each other. They are copying adult mannerisms that they've seen. They are doing "vocal play". Vocal play is where they babble. Babbling is important in speech because they have to learn sounds before they make words out of them. Play video 4 and video 5. Play video 6.. Put up the anchor chart (included) and discuss. Play video 7. Pass out the booklets. The lyrics are on page 2. Students can use the Copy Cat Rap video to work with. Give the students about 10 minutes to work through it with their groups. Then, ask for a group to volunteer to come up and lead the class in a round of Copy Cat Rap. Play the music and let the students use their lyric page. Collect booklets. Wednesday- Besides talking, walking is a learned behavior. Watch the video and notice how the baby imitates the cat. Play video 1. Dance and movement is something that is learned? Or is it? Watch the videos and use page 3 to write down evidence that dancing is learned in each of the videos today. Play video 2, video 3, video 4. Students will do a close read (<--Click) with a partner. Tell students to discuss evidence that dance is inherited in each paragraph as they read. They should record their findings on page 3. Discuss article together. (students share their findings) Students will finish page 3. Tell students that the next video shows twins dancing to "Just Dance". Play video 5. Let the class try it a few times using video 6. If time, let students play Match. Thursday- Ask partners to discuss where an infant from Mexico that is adopted by American parents will speak Spanish. Share out. Play video 1. Ask what the baby was learning. (to speak Japanese and to talk in English through imitation) Tell students that scientists disagree on whether good character or morals are inherited or learned and they continuously do studies and disagree. We are going to explore this today. Play video 2,video 3, video 4, and video 5. Stop and ask what they noticed after each video. Divide the class into two groups and have group one do a close read on Inherited and the other on Learned and do page 4. (<--Click for close reads.) Students will have a friendly debate. Whoever has the most evidence during the debate will win. For debate: Line both groups up with their evidence. Have students line up in the order that they want to give their argument/evidence. The team that runs out of evidence first loses. Teacher monitors the debate. If time, do practice test. Friday- Students will do performance assessment. Recommended: Set up 4 private areas with the cards with the flip side blank.. Place the "Inherited Traits" and "Learned Traits" headings for students to sort traits. When they are finished, they can raise their hand and you can check. Students will do the written assessment while they are waiting. Use checklist to track progress on performance assessment. (included) When finished, play video "Copycat Challenge Game". It's good for imitation, gross motor, memory, motor planning, and socialization. It's a great game to play on the playground. Play video, then put them in groups to play.
Week 15 **Supplies: Handouts; Swedish fish or sour worms, Oreo cookie crumbs; graham cracker crumbs, cool whip, chocolate chips (different colors); raisins; Cocoa Pebbles (whole and crushed); Cheerios (whole and crushed); clear plastic cups; plastic spoons. Student Objective: Students will be able to analyze and interpret data about the past environment from evidence from fossils. 3.LS4.1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago Essential Question: What does fossil evidence data tell us about organisms and the environment from a long time ago? Monday- Set up investigation ingredients like a buffet line. Play video 1. Tell students that today we are going to talk about what fossils are and to be prepared to share what you learned or noticed. Pass out "Learning from Fossils" booklet. Students will do page 1 with videos. Play video 2 and video 3. Go around the room and have each student share something that they wrote on page 1. Do page 2 so students can experience how fossils are formed. Tuesday- Play video 1 and video 2. Ask the class to share what they noticed about how fossils are formed. Tell class that the next video will show how we use the Grand Canyon as a timeline to figure out how long ago animals have been on Earth and what kind of animals lived during different times. Be prepared to answer how layers of the Earth has become a timeline for scientists. Play video 3. Students will choose a site from the Fossils for Kids Cool Links page. Students will choose one site. They won't have time to explore them all, so they can't click around. They will only get 10 minutes to explore and do page 3. They will use page 3 to share their discoveries. Put them into small groups to share within the group if time becomes an issue. Make sure students understand the connection of today's lesson. We learned that fossils help us figure out a timeline for the Earth from before humans were here. If time, explore fossils interactive. Wednesday- Student will do page 4. Go over the text features in the pictures and guide the students to make distinctions between the eras and periods through the color coding. Let students practice independently. Have students exchange papers and circle things that they missed. Go over and let students make corrections. All over the world, people continue to find fossils. Play video 1. The next video clip shows evidence collection of pollen. People study the pollen and it tells us more about the climate of the Earth then and now. We know that the climate is different and changing. Play video 2. Bees help produce food that feeds the world. Play video 3 and video 4. Do page 5. If time, explore fossil timelines. Summary for students: Today we studied and analyzed data showing evidence of when animals lived and the eras and periods. We also learned that fossils show us what climate was like 4 billion years ago. Climate keeps changing. Thursday- We are going to learn about animals that are extinct and study and analyze data. Play video 1. Let's look at some animals that are "endangered". They aren't extinct....yet. Play video 2. The next video show 5 big mass extinctions that we know about. Students will do a close read with a partner. Students will do pages 6 and 7. Have a partner grade, go over, and let students make corrections. If time, play climate time travel. Friday- Give students assessment. If they have time, they can explore Dinosaur Drink and Dino Car Designer. Week 16 Supplies: Handouts; 50 unshelled peanuts per group; rulers with cm/mm, Student Objective: Students will provide evidence of the variations in characteristics among species that provide advantages in surviving, finding mates, and reproducing. 3.LS4.2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing .Essential Question: What evidence is there of the variations in characteristics among species that provide advantages in surviving, finding mates, and reproducing.? Monday- Pass out "It's All Natural" booklets. Tell students that they need to be able to explain what evidence there is of variations of characteristics in species that help them survive. Use the note guide on page 1. See if you can come up with a good way to explain "natural selection". Let me know if you need me to pause the video to write something down in your notes. (Teacher may opt to model note taking during this part to teach good note taking skills.) Play natural selection video. After the video, have students talk for about what they noticed for 3 minutes on 1) descent with modification; 2) common descent; 3) selective breeding; and 4) natural selection. Share out after each to instigate a good discussion, thoughts, and ideas. This process is important for their assessment on Friday. If time play food chain game. Tuesday- Tell students that you are going to watch a video and to think about the question, "What happens to living things when the world around them changes?" Play video 1. If you have a student that cannot be around peanuts at all, make arrangements for them to be in another room. They can play the natural selection game from Monday or do the game for today. Then, during the student debrief, have them sit at the front and have some students explain back what they did so far. Put students in groups of 3-5. Pass out the "It's All Natural" booklet. Give students the class period to work on their graphs. Follow the Teacher's Student Debrief. Encourage ideas and discussion to give them practice constructing and describing evidence for Friday's assessment. If time play Wild Kratts World Rescue. Wednesday- Tell students to watch the video and describe ways that camels adapt to their environment. Play video 1. Ask the students, "What were some of the ways that you noticed that camels have adapted to their environment? Watch the next video to find out more about how camel's adapt. Playvideo 2. Ask the class if they noticed anything else about how camels adapt to their environment. Tell the class that camouflage is a very common way that animals hide from their predators or hide to hunt. Play video 3. Do a close read together. (<--click) Adaptation/Camouflage If time, play camouflage game. Thursday- Pass out booklets and tell the class that we are going to watch a Magic School Bus about animals and adaptation to the desert. Do page 6 while watching the video. Play Magic School Bus All Dried Up. Go over answers. If time, play hidden animal games. Friday- Today discuss new ideas to give students ideas to write about for their assessment. Follow the "Teacher Video Lesson Questions" and play videos. video 1; video 2; video 3; video 4; video 5; and video 6. Give written assessment.
Week 17 Supplies: Survivor Handout Booklet; Poster boards, markers, pencils, colored pencils ,etc. Student Objective: Students will construct an argument with evidence that some organisms survive well, survive, and some do not survive at all. 3.LS4.3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Essential Questions: Can you construct an argument with evidence that some organisms survive well, some survive, and some do not survive at all? Monday- Follow the teacher guide for this week. It has the discussion questions that go with the videos. Pass out the "Survivor" booklets. Students will do page 1 while watching videos. Play video 1., video 2, video 3, and video 4. Give students time to do page 1, if they need it. Go to activity page. Scroll down to "Give Your Opinion!" and take turns reading through with a partner. Then, cast your vote and see who is leading. Tuesday- Pass out the handouts. Students will do page 2 while watching videos. Play clips video 1, video 2 (play to about 1 minute), video 3, video 4, and video 5. Students will do page 2.. Give students time to do page 2, if they need it. If time, play animals get what they need for survival. Wednesday- Pass out the handouts. Students will do page 3 while watching videos. Play clips video 1, video 2, video 3, and video 4. Students will do page 3. Give students time to do page 3, if they need it. If time, watch Lion King story. Thursday- Pass out the handouts. Students will do page 4 while watching videos. Play clips video 1, video 2, video 3. Students will do page 4. Give students time to do page 4, if they need it. If time, play penguin game or penguin diner. Friday- Pass out the booklets and take out poster supplies. Students may use their "Survivor" booklet notes to create a poster. Go over the rubric in the booklet before they start.
Week 18 Supplies: Handouts Student Objective: Students will make a claim about a solution for the types of plants and animals changing in the environment from environmental problems. 3.LS4.4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Essential Question: How will making daily conservation changes stop coral reef bleaching? How will making daily conservation changes help endangered polar bears? Monday- Pass out the "Will it Work?" booklets. Students will take notes on page 1. Play video 1, video 2, video 3,video 4, and video 5. Read together "Actions with the Greatest Impact". (<--c;lick) Read through together to monitor understanding. If time, play arctic animal matching game or listen to polar bear story. Tuesday-Pass out the booklets. Students will work with a partner to take notes on page 2. Last week they were guided through the discussions. This week, fade the teacher's role to promote independence. Students will work with a partner. Pause after each video for them to discuss what they noticed from the videos. If too many groups are "stuck", ask if any groups want to share out to get the others going. Play video 1, video 2, and video 3. Partners will read together "Looking After the Reef". (<-- click) Students will do page 3. If time, play Spongebob Coral Climb. Wednesday- Pass out the booklets. Students will do page 4 while watching the video. Play Magic School Bus Takes a Dive. If time, play coral reef maze online. Thursday- Pass out the booklets. Students will watch two videos and make a claim about the merit of a solution. This is the first draft of their assessment. They may use their booklets. (their research notes) Students will take notes on page 5 for video 1. Play video 1. Students will take notes on page 6 for video 2. Play video 2. Tell students to look at pages 5 and 6 and select the solution that they think is the best. They will write an argument for one of the solutions.. They will need to use facts from their notes as evidence to back up their claims. When students are finished, they will get a partner to get feedback from. Tell them to use a colored pencil and circle their "claims" and underline "evidence" (or facts) for those claims. Give students time to go over them together. Afterwards, ask for volunteers to share their claims. Friday- Pass out the booklets. Students will rewrite their final draft of their claim on pages 8 & 9.. They can use suggestions from their peers from Thursday or new ideas that they learned from others. If time, students can play Immersive navigation in the Coral Reef.
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.
