3 Vanvliet Science Charts

Rebecca VanVliet EDUC 410-002

LEGEND – Science A – Art CC – Collaboration with Colleagues CE – Current Events CI – Community Involvement – Collaboration with the Community CM – Communication CP – Character Principle CZ – Citizenship DA – Differentiation / Accommodation E – Evaluation GA – Group Activity LA – Language Arts LI – Listening H – Health HS – Home / School Connection – Collaboration with Family HW – Homework M – Math MA – Manipulative Activity MO – Movement / Physical Education MU – Music OL – Oral Language / Public Speaking PA – Participation PS – Problem Solving / Critical Thinking Q – Quiz R – Reading S – Science T – Technology TD – Teacher Demonstration VA – Visual Arts W – Writing

Rebecca VanVliet EDUC 410-002

Monday Day 11 RVSOL S 3.7 Simple Machines

Tuesday Day 12 RVSOL S 3.7 Simple Machines

S/E: Teacher will give the class the “Simple Machines Pre-Test” from http://edheads.org/ activities/simplemachines/pdf/simplemachines-pre-test.pdf.

S: Teacher will instruct students in the simple machines of pulley and screw, noting how and why they are used.

S: Teacher will explain that simple machines are machine with few or no moving parts, which make work easier. Teacher will instruct students in the simple machines of wheel-andaxle and gear. PA/OL: Students will compare the two simple machines, noting similarities and differences. GA/PS/W: Students will be divided into groups to brainstorm as many examples of wheel-andaxles and gears as they can. Students will record their ideas on a piece of notebook paper, which the teacher will collect for future use.

T/VA: The class will watch a short movie on pulleys from http://www.brainpop.com/ technology/simplemachines / pulley/. GA/PS/W: Students will regather into their groups. Teacher will hand out the papers from the previous day, and students will add to their brainstorm list examples of pulleys and screws. Teacher will collect the papers again.

Science – Week 3 Wednesday Day 13 RVSOL S 3.7 Simple Machines

Thursday Day 14 RVSOL S 3.7 Simple Machines

Friday Day 15 RVSOL S 3.7 Simple Machines

S: Teacher will instruct students in the simple machines of wedge and inclined plane.

S: Teacher will instruct students in the simple machine of lever and its uses.

S/PA: Teacher will collect the Post-Test, and review the answers with the class.

PA/OL: Students will compare the two machines, noting similarities and differences.

PA/OL: Students will compare the lever to all the previous simple machines discussed, noting similarities and differences.

GA/PS/W: Students will re-gather into their groups. Teacher will hand out the papers from the previous day, and students will add to their brainstorm list examples of wedges and inclined planes. OL/LI/PA/W: Teacher will call on each group to read their lists, asking the class to add any new ideas to their own lists. Each group will read their lists, putting the entire class on the same level.

GA/PS/W: Students will re-gather into their groups. Teacher will hand out the papers from the previous day, and students will add to their brainstorm list examples of levers. E/HW/HS/CP: Teacher will give the class the “Simple Machines PostTest” from http://edheads.org/ activities/simplemachines/pdf/simplemachines-post-test.pdf. Students must get it signed by a parent stating that the student did not cheat or get help.

HW: Students will complete the “Things with Wheels” word search found at http://printables.family education.com/puzzlesand-games/wordsearches/51524.html? detoured=1. CP: Integrity DA: Students with difficult home situations will be given an opportunity to take the Post-Test before leaving school for the day, under the supervision of a teacher or an aide.

S/T/PA: Teacher will take the class to http://edheads.org/activ ities/simple-machines/ to review the simple machines discussed all week. H/CC/MO/PA: Teacher will set up a time with the physical fitness instructor for the children to visit the school’s weight room. Students will be asked to identify the simple machines in the different equipment in the weight room. Students will be encouraged to try out the equipment (under supervision and with the proper reduction of weights).

Rebecca VanVliet EDUC 410-002

Monday Day 16 RVSOL S 3.8 Compound Machines

Tuesday Day 17 RVSOL S 3.8 Compound Machines

S/T: The class will view a video on simple and compound machines from http://www.schoolvideos. com/videos/9776S.cfm as an introduction to compound machines.

S: Teacher will explain that compound machines are made up of a combination of simple machines that work together to make work easier.

S: Teacher will review the simple machines and how each functions.

PA: Teacher will give examples of compound machines (wheelbarrow, can opener, and bicycle), asking students to identify the simple machines within each. H: Teacher will remind students of their trip to the weight room the previous week, and how the machines they looked at were compound because they were made up of many simple machines. Teacher will discuss the health benefits of using weights and other equipment. T: Teacher will take the class to http://www.edheads.org/ activities/simplemachines/index.htm, to complete the compound machines “Tool Shed” activity.

Science – Week 4 Wednesday Day 18 RVSOL S 3.8 Compound Machines S/MA: Teacher will provide the class with cards, each showing a picture of a compound machine. Around the room will be posted large sheets of paper, each with a simple machine at the top. PA/MO: Teacher will give students a piece of tape for each of their cards. The class will then have to find the simple machine that is part of each of their compound machines. (Compound machines are made up of more than one simple machine, so there will be more than one picture of each compound machine. Students must find a simple machine that someone else has not already matched with their compound machine. Ex: there will be three pictures of a wheelbarrow. One will go on the “lever” poster, another on the “wheel” poster, and the last on the “inclined plane” poster.)

Thursday Day 19 RVSOL S 3.8 Compound Machines

Friday Day 20 RVSOL S 3.8 Compound Machines

OL: Each student will present his/her compound machine and/or picture to the class, explaining what simple machines can be identified within it.

CC: The teacher will get together with the gym teacher to arrange a time to use the gymnasium and enough scooter boards for the entire class.

S/GA/PS/W: Teacher will divide the class into their groups from the past week, and hand out the notebook paper lists again. Students will then use another piece of paper to brainstorm (separately) compound machines that use the simple machines listed, and indentify any other simple machines within any compound machines already listed (Ex: for “wheel” a student listed “bicycle.” Student would then identify bicycle as a compound machine, because it also has “gears.”) Each student will have generated their own list by the end of the class.

S: The teacher will conduct a short review of simple and compound machines, emphasizing the elements that go into a scooter board (wheel, axle, and platform).

HW: Students will be asked to find a compound machine from home, and bring it in to the next class for a “show and tell” of compound machines. Students will be allowed to bring a picture if their item is too large to be easily carried.

LI: The teacher will explain the activity – the students will be required to maneuver their scooter boards around a simple track outlined by orange cones, controlling their speed so they do not run into the cones or other students. GA/MO: The students will maneuver around the track of cones, experimenting with different ways of controlling the scooter boards to discover what method or position allows them the most reasonable speed and the easiest control of the scooter. OL: After the activity, the class will gather back in the classroom to discuss their discoveries concerning controlling the boards.

DA: Students with writing difficulties will be allowed to dictate their ideas to a classmate or teacher, who will write the list for them.

CP: Self-Control

Rebecca VanVliet EDUC 410-002

Monday Day 31 RVSOL S 3.18 Environments

Tuesday Day 32 RVSOL S 3.18 Environments

S: Teacher will instruct the class in the watery environments, including oceans, rivers, and ponds.

S: Teacher will instruct the class in the environments of rainforest and forest, noting the variety of plant and animal life.

MU/LI: Class will listen to a song on Ponds, found at http://www.brunswick. k12.me.us/lon/lonlinks /grade3/home.html. LA/R/LI: Class will read Our Wet World by Sneed B. Collard III, about the interactions of plants and animals in the water. PA/OL: Students will brainstorm animals that live in the water. VA/PA: Teacher will show pictures of different waterdwelling animals, and the class will try to determine which watery environment each lives in. The teacher will group the pictures accordingly on the board. Once all have been placed, teacher will review the characteristics of animals for each location, and the class will work together to rearrange any misplaced animals.

GA/MA/VA/A: Groups of students will be given nature magazines, and asked to find pictures of plants and animals found in rainforest and forest environments. Each group will create two collages, one for each environment. MO/A/VA: The class will take a nature walk and collect natural artifacts (rocks, leaves, sticks, feathers) to display in a collage. Students will identify what kind of environment they believe the school to be in, based on the artifacts they collect.

Science – Week 7 Wednesday Day 33 RVSOL S 3.18 Environments S: Teacher will discuss the characteristics of open environments (desert and grassland), noting the weather, kinds of animals, and availability of shelter. T/R: Students will visit http://www.desertusa .com/survive.html, for an idea of how animals survive in areas with little rain. T/PA: The class will view a video on “Forests, Wetlands, and Deserts” from http://idahoptv.org/dialogue 4kids/archive/episodePage. cfm?versionID=154701, and discuss the differences and similarities in the environments.

Thursday Day 34 RVSOL S 3.19 Soil

Friday Day 35 RVSOL S 3.19 Soil

S: The teacher will explain the components of soil, the three parts being sand, silt, and clay, explaining and writing difficult words on the board for students to reference.

MA/PA: The class will check their soil bottles from the last class period and discuss the results.

TD/MA: The class will conduct the “Soil Sizes – Some Surprises!” activity found at http://soils.gsfc.nasa. gov/activ_98/soilsizs.htm . Once the experiment is completed, the bottles must be left to sit overnight. GA/T/R/PS: Students will go online to: http://www.urbanext.uiuc.e du/gpe/case2/index.html, (case two – Soiled again!) and complete the case in pairs or threes.

S: Teacher will explain the uses of soil: for growing plants, as a filter for nutrients, for holding water, etc. CC: Teacher will meet with someone from the cafeteria to borrow mixing bowls and materials. MA/GA: The class will work together to make a “soil cake” (http://soils.gsfc.nasa.gov /soilcake/soilcake.htm) to represent the different layers of soil on the earth, discussing the properties and uses of each as they are made. H: The class will discuss the nutrition content of the ingredients of the soil cake, and brainstorm any possible healthy substitutes.

HW: Students will complete the ocean word search found at http://printables.family education.com/puzzlesand-games/wordsearches/51377.html? detoured=1. DA: Students who struggle with reading will be paired with students who are more proficient, who will be asked to read the cases aloud for the benefit of the whole group. Cornett, p.205

Rebecca VanVliet EDUC 410-002

Monday Day 36 RVSOL S 3.20 Natural Events

Tuesday Day 37 RVSOL S 3.29 Natural Events Modify Environment

S: Teacher will explain that natural events occur in patterns, such as day/night, seasons, and tides. Teacher will also explain that some natural events are unpredictable, such as the weather.

S/VA: “Picture More Perfect” Activity: The teacher will show the class pictures of global/national natural events, such as hurricanes, floods, volcanoes, and famines, and explain the ways in which the events modified the environment.

PA: Students will be asked to volunteer examples of natural events that they have experienced. MA/PA/OL/MO: The teacher will pass out pictures and descriptions of natural events. On the teacher’s signal, students will find their partner (picture that matches description, and vice versa) and quickly move to the sides of the classroom, determined by whether their event is predictable or unpredictable. Students will be asked to defend their choice.

PA: The class will discuss the causes, effects, and natural properties of each event. PA/CI/CZ/CP/CE: The class will discuss ways they can be a good citizen in times of trouble, and design a care package to donate to the Red Cross or another organization that helps victims of natural disasters. HS/HW: Students will be asked to collect two [new] items from home to contribute to the care package.

Science – Week 8 Wednesday Thursday Day 38 Day 39 RVSOL S 3.29 RVSOL S 3.28 Natural Events Humans Modify Modify Environment Environment S/CP/CZ/MA/GA/CI: Students will compile their care package, neatly placing everything in a large box, to donate to the Red Cross or other organization. H: Teacher will discuss the health needs that will be met by each contributed item. CZ: Teacher will explain that the people who work for or volunteer at such organizations are regular people, and that anyone can help. W: Students will write thank-you notes to the organization for the help they give to hurting people, and place the notes in the box with the care package.

S: Teacher will explain that humans modify the environment by producing waste.

S: Teacher will explain that humans modify the environment to fit their needs.

T/VA: Class will view a short video on garbage and its effects on the environment at http://idahoptv.org/dialogue 4kids/archive/episodePage. cfm?versionID=129016.

T/VA: Class will view a video on the creation of dams at http://idahoptv.org/dialogue 4kids/archive/episodePage .cfm?versionID=105996, to demonstrate useful ways humans modify the environment.

T: Students will go to http://www.epa.gov/OWOW /NPS/kids/whatwrng.htm for an interactive picture of humans hurting the environment, and http://www.epa.gov/gmpo/ edresources/debris_t.html to see a timeline of how long it takes trash to decompose in the water. Q/T: Class will take a quiz on hazardous wastes at http://www.pca.state .mn.us/kids/kidsQuiz Garbage.cfm. H: Class will discuss the health hazards created by improper disposal of waste and trash.

CP: Citizenship Hanson p.147

CP: Citizenship DA: Students who are more visually oriented may choose to draw a picture expressing their thanks.

Friday Day 40 RVSOL S 3.28 Humans Modify Environment

PA/W: Class will discuss the pros and cons of building dams (effect on natural life, effect on human life). Students will copy the pros and cons into a chart to keep in their notes.

Rebecca VanVliet EDUC 410-002 Science – Week 11 Wednesday Day 53 RVSOL S 3.21 Life Cycles

Thursday Day 54 RVSOL S 3.21 Life Cycles

Friday Day 55 RVSOL S 3.27 Interdependency

Monday Day 51 RVSOL S 3.21 Life Cycles

Tuesday Day 52 RVSOL S 3.21 Life Cycles

S: The teacher will instruct the students in the various parts of a plant.

GA: At the beginning of the lesson, students will check their seeds.

GA: At the beginning of the lesson, students will check their seeds.

GA: At the beginning of the lesson, students will check their seeds.

GA: At the beginning of the lesson, students will check their seeds.

T: Students will go online to http://www.urbanext.uiuc.ed u/gpe/case1/c1m1app.html, (case one – identifying parts of the plant) and review the names of the different plant parts by matching them to the picture.

S: The teacher will explain the different factors that are needed to grow a plant (sunlight, water, nutrients), and the stages of plant growth.

LA/R/LI: Teacher will read Joanna Cole’s A

LA/R/LI: Teacher will read An Elephant in the Backyard by Richard Sobol, about a pet elephant in Thailand.

S: The teacher will instruct the class in the ways plants and animals depend on each other to survive. Flowers need bees and other insects to pollinate them, animals depend on plants and other animals for food.

GA/CM: Students will grow plants in groups. The teacher will provide plastic cups, potting soil, and seeds. Each student will be assigned a specific task: placing the cup on a sunny windowsill each day (and removing it at the end of the day), fertilizing the plant, watering the plant, etc., and the students will be responsible for their task each day.

LA/R/LI: The class will read part of Amazing Dandelion by Millicent Ellis Selsam. MA/PA/W: The class will examine dandelions to identify the parts of a plant (roots, stem, leaves, seeds, flower), following the guidelines at http://www.uen.org/Lesson plan/preview.cgi?LPid=637, noticing and labeling each part as the teacher reviews the functions of each.

Frog's Body to the class. S/LI: The teacher will explain the life cycle of the frog, and how development proceeds through the stages of egg, tadpole, young frog, and mature frog. PS: Students will complete a worksheet on ordering the life stages of the frog, by coloring the stages, cutting out the pictures, and pasting them in the proper order on the worksheet.

CP: Reliability, Cooperation DA: Students who are more advanced may go to http://www.urbanext.uiuc.e du/gpe/case1/index.html, and complete the entire case on “The Mystery of Plant Life.” Henry, p.15

S: Teacher will discuss the life cycle of mammals, using the elephant as an example. PA: Students will volunteer ideas on ways to care for an elephant during the different stages of its life. A: Students will draw a picture of them with their own “pet” elephant. They must be sure to give it a name!

PA/OL: The class will discuss different ways and reasons humans need both plants and animals. H: The teacher will explain different medicinal uses for plants. W/A: Students will choose one reason humans need either plants or animals, and write a sentence explaining the need, and drawing an accompanying picture.

Rebecca VanVliet EDUC 410-002

Monday Day 56 RVSOL S 3.1314 Animal Characteristics

Tuesday Day 57 RVSOL S 3.1314 Animal Characteristics

Science – Week 12 Wednesday Day 58 RVSOL S 3.16 Food Chain: Herbivore, Carnivore, Omnivore

GA: At the beginning of the lesson, students will check their plants.

GA: At the beginning of the lesson, students will check their plants.

GA: At the beginning of the lesson, students will check their plants.

GA: At the beginning of the lesson, students will check their plants.

GA: At the beginning of the lesson, students will check their plants.

S: Teacher will instruct the class in different ways animals find food and shelter.

S: Teacher will instruct the class in the ways animals protect themselves from predators and nature (camouflage, location).

S: Teacher will explain that the kind of food that animals eat divides them into three categories: herbivore, carnivore, and omnivore.

S: Teacher will explain the food chain.

S: Teacher will explain that in order for some animals to survive, they depend on other animals for food. Students will realize that predators are primarily carnivores.

LA/R/LI: The class will read Animal Homes by Barbara Taylor, and discuss different animal shelters. T/W: Students will go online to Glossopedia and research the Red Panda. Students will then list the characteristics that they find that relate to the Red Panda’s ability to find food, shelter, and protection.

T/W: Students will go online to Glossopedia and research the Red Panda. Students will then list the characteristics that they find that relate to the Red Panda’s ability to survive predators and natural occurances. HW: Students will be asked to bring in magazines with animals in them for the next class.

MA/VA: Students will use their animal magazines to find pictures to place in each category, based on what the animals eat. At the top of three sheets of paper, the students will write the categories and a short description (ex: Carnivore – eats primarily meat to survive). H/T: Teacher will explain that animals have a healthy diet, eating what is good to make them grow strong. Class will use the food pyramid design at http://www.coweta.k12. ga.us/cweb/Kidspiration /kidspics/f oodguide.bmp to plan a healthy diet. HW: Students will find the words in the word search found at http://printables.family education.com/puzzlesand-games/wordsearches/51526.html? detoured=1, to show them what kinds of fresh fruits they can eat as snacks.

DA: Students who struggle with writing may type their characteristics.

Thursday Day 59 RVSOL S 3.15 Food Chain: Producers, Consumers, Decomposers

Friday Day 60 RVSOL S 3.17 Food Chain: Predator, Prey

S/PA: Teacher will explain that animals and plants can be divided into the three categories of producer, consumer, and decomposer, based on the way they get their food. T/PA: Teacher will take the class to http://209.158.161.244/ mfalab/Food%20Chain/ Food_Chain.htm to quiz the class on the definitions of food chain, producers, consumers, and decomposers.

H: Teacher will instruct the students in safety around wild animals. Teacher will explain that animals may have diseases that are harmful to humans. A/VA/MA/OL: As a review, each student will choose one level of the food chain (herbivore, carnivore, omnivore, producer, consumer, decomposer, predator, or prey) and make a collage, gathering as many pictures of organisms in their category as they can. Students will paste their pictures on construction paper, and be prepared to explain how each picture qualifies for inclusion in their chosen category.

Rebecca VanVliet EDUC 410-002

Monday Day 71 RVSOL S 3.10 Properties of Matter

Tuesday Day 72 RVSOL S 3.10 Properties of Matter

Science – Week 15 Wednesday Thursday Day 73 Day 74 RVSOL S 3.10 RVSOL S 3.10 Properties of Properties of Matter Matter

S: Teacher will explain the three states of matter – solid, liquid, and gas, using the “Toying with Phenomena in the Physical World” activity.

S: Teacher will explain that all matter takes up space. This means that no two things can be in the same place at the same time.

S: Teacher will explain that matter has properties that can be felt (texture, hardness/softness, flexibility, brittleness, etc).

TD: The teacher will use an example of play dough and a marble, and explain that while the marble can be inside the play dough, it has to displace the play dough that was in the middle to make room for it.

MA/PA/CP: Teacher will have prepared a number of “mystery” shoeboxes, each with a hole in the side just large enough for the students to reach a hand inside. Students will be allowed to reach inside each box, and list all the properties that they can, just by feeling the object inside. Students will work together to record the observations of their classmates. After each student has felt each item, the class will compile a master list of properties that can be felt, once again grouping them into general categories (texture, flexibility, hardness, etc.)

TD/PA: Teacher will show the class different substances, and the students will guess what state of matter each is, and explain the properties they identified to draw them to that conclusion. T: Students will complete the computer worksheet of the states of matter, found at http://www.cdaschools .org/tech_integration/third /sci_3.htm. Students will be required to click and drag items on the page to complete the worksheet.

PA/OL/CM: Teacher will call on a student to pick out any object in the room that they can see. When an object has been chosen, students will list all of the properties they can about the object, just by looking at it. Teacher will record the properties, and another student will choose another object, and the class will again list all the properties they can see. PS/PA: When five or six items have been chosen, the class will help the teacher arrange the properties by kind (shapes, sizes, colors, surface appearances, etc.)

W: Class will add a new column to their “Properties of Matter” charts, labeled “Properties that can be felt.”

LA/R/LI: The class will read The Magic School Bus Ups and Downs: A Book About Floating and Sinking by Jane Mason, about density. GA/MA/PS: Students will work in groups, and drop different classroom objects in a bowl of water to see if they sink or float. W: Each group will keep a chart of the objects that sink and the objects that float. They will write a sentence explaining which group of objects is denser. H: The class will discuss the density of people (in terms of sinking and floating) and discuss safe behaviors when in or around water. W: Class will add a final column to their “Properties of Matter” charts, labeled “Properties that can be discovered.”

Friday Day 75 RVSOL S 3.10 Properties of Matter S/TD: Teacher will have pre-made oobleck (using recipe from http://people.ucls. uchicago.edu/~ghanck/ html/matter.html), and discuss the different properties of it with the class. GA/MA/W/PS: The class will be divided into groups, and each group will make their own oobleck, and examine the properties for themselves. Students will list all properties they can, and come to an agreement on whether it is a solid or a liquid, based on the properties identified. Class will re-gather to discuss. H: Teacher will explain that there are dangerous products in the home that are used for cleaning, etc., and should not be used for experiments without clear direction and supervision. The class will discuss emergency procedures for ingested chemicals. T: As individual review, students will go to http://www.quia.com/ cc/504943.html and play a matching game on matter.

S: Teacher will explain that these are properties of matter that can be seen: such as color, shape, and size. W: Class will start a chart in their notes, titled “Properties of Matter.” The first column will be “Properties that can be seen.” Students will list the kinds of properties that can be seen. CP: Cooperation

Klag, pp.191-194

Science – Week 16

DA: Students who finish quickly and want an extra challenge may go to http://www.quia.com/ ws/504943.html for a challenging word search.

Rebecca VanVliet EDUC 410-002 Monday Day 76 RVSOL 3.11 Matter is Microscopic

Tuesday Day 77 RVSOL 3.11 Matter is Microscopic

Wednesday Day 78 RVSOL 3.12 Physical Properties that do not change

Thursday Day 79 RVSOL 3.12 Physical Properties that do not change

Friday Day 80 TEST

S: Teacher will instruct students that matter is made up of atoms and molecules.

S: Teacher will instruct the class in the use of a simple microscope.

Q: Students will complete a short quiz on the parts of the microscope.

S: Teacher will hold a short review session on trouble areas of matter.

MA/PA/GA: Each group of students will have a microscope, and three prepared slides of different materials. Teacher will explain that the molecules and atoms that the class has been looking at in this unit are even smaller than the smallest cells that can be seen with the microscope. The cells are made up of atoms and molecules.

S: Teacher will explain that there are some properties of matter that do not change if the object changes size.

S/MA/GA/W: Teacher will bring into class a variety of household items and toys (slinky, play dough, balloons, popsicle sticks, poster paper, etc) and set up stations around the classroom. In five-minute intervals, groups of students will be allowed to manipulate the items by changing their size (stretching, cutting, ripping, etc), and record the properties that do not change, such as color, substance, texture, flexibility, and more. The groups will then rotate to the next station, and new materials will be set out if necessary.

T: Teacher will show the class the movement of the atoms of each state, using the demonstration found at http://www.harcourt school.com/activity/states _of_matter/, which shows the particles in action. S: Teacher will explain that everything is made of matter, and the particles that the students are viewing are so small that they cannot be seen without magnification. A: Students will draw a sketch of the molecular structure of each state of matter.

H: Students will be required to share the microscopes and take turns. Teacher will explain that when working in groups sometimes conflicts come up, but it is best to find peaceful resolutions to all conflicts. PS/W/A: Students will determine if their microscope slides are of solids or liquids, and sketch a picture of what they see. Next to their sketch they will draw their estimation of the arrangement of the molecules, based on previous lessons.

TD/PA: Teacher will use the example of a graham cracker. Teacher will hold up a whole graham cracker, and ask students to describe the properties they can identify. Teacher will then break the graham cracker in half, and ask students to list the properties that changed (size, weight). Students will then identify properties that stayed the same (color, flavor, texture, ability to crumble, hardness, etc). Teacher will record all student suggestions on the board. S: Teacher will explain that only properties that depend on size will change when the size changes.

E/S/W/CP: Test covers properties of matter. Students will be honorable by not cheating.

PA: Once the class has made it to all the stations, the teacher will call on students to share the properties they listed. Class will discuss why the properties did not change, as opposed to any properties that DID change.

CP: Integrity DA: Students who do not do well on written examinations will be allowed to complete an oral test instead.

Rebecca VanVliet EDUC 410-002

Monday Day 91 RVSOL S 3.1 Predictions & Observations

Tuesday Day 92 RVSOL S 3.4 Investigations of Measurable Properties

S: Teacher will instruct students in the basic abilities needed for scientific investigation.

S: Teacher will explain the proper way to use a graduated cylinder and a centimeter ruler.

GA/R/PS: Teacher will present groups of students with cards which will present a situation in which a decision must be made.

GA/MA/PS/CP: Students will work in groups to measure and record the volumes of common household/ classroom items by water displacement to the nearest milliliter. Students will have to decide who does what (preparing, measuring, recording) in order to finish quickly and efficiently.

PS/W: Students will discuss the situation and brainstorm possible options, choosing the best two and listing the pros and cons of each, using the “Decision Making Worksheet.” OL: Students will elect a reader and a speaker from the group who will read the situation, and explain the group’s options and final decision to the class.

W: Students will write a short paragraph explaining who was responsible for what part of the investigation, and the student’s opinion on whether or not the group came up with an effective arrangement.

Science – Week 19 Wednesday Thursday Day 93 Day 94 RVSOL S 3.4 RVSOL S 3.3 Investigations of Making Measurable Hypotheses Properties S: Teacher will explain the proper use of a balance. GA/MA/PS/CP: Students will work in groups to measure and record the mass of common classroom/household objects to the nearest gram or milligram. PS/M/W: Students will compare the masses of the objects, and order their objects from the object with the least mass to the object with the most mass, drawing a sketch of each and recording the mass next to it.

S/LI: Teacher will explain that all scientific investigations begin with a problem or question, about which the scientists must make a guess concerning the answer to the question or problem. S: Teacher will introduce making hypotheses by having the class do simple experiments with gravity, hypothesizing which will fall fastest out of a rock, a pebble, and a crumpled up paper that is the same size as the rock. PS/PA/MA/W: Students will conduct the experiment and complete the hypothesis/ results worksheet.

CP: Cooperation

CC: Teacher will procure a microwave oven from a colleague. S/LI: Teacher will explain to the class that they are going to conduct an experiment. Students will have to listen carefully and form a hypothesis before the experiment begins. Teacher will ask the class to guess what will happen to a marshmallow in the microwave. W: Students will write down their hypotheses. TD: Teacher will place two marshmallows in a microwave oven for one minute, and the class will watch and record their observations. W/PS: After the experiment, students will determine if their hypothesis was correct.

GA/MA/PS/CP/W: Students will work in groups to measure and record the lengths of common objects to the nearest centimeter.

DA: Students who learn better through motion will be allowed to act out their chosen option. Klag, p.102

Friday Day 95 RVSOL S 3.3 Making Hypotheses

H: Students will be able to touch the marshmallows to feel how sticky and crunchy they are, and the teacher will explain the importance of brushing your teeth after eating sugary foods. CP: Cooperation

Klag, pp.712-713

Rebecca VanVliet EDUC 410-002

Monday Day 96 RVSOL S 3.2 Classifying Objects in Charts

Tuesday Day 97 RVSOL S 3.5 Drawing Conclusions

S/MO/H: The teacher will take the class outside to collect a variety of leaves, rocks, pinecones, sticks, etc. The teacher will explain to the students that walking outside is good exercise. Back in the classroom, the teacher will explain classification based on similarities, and how classification charts have both broad and narrow categories.

H: Teacher will discuss the benefits for teeth of eating healthy foods. Class will complete the “dental health” activity at http://www.coweta.k12.ga .us/cweb/Kidspiration/kids pics/dentalhealtha.bmp.

MA/A/PS/(GA): Using poster board or poster paper, each student (or groups of students) will draw a classification chart big enough to fit all of the items he/she (they) collected. Students will divide their charts into categories such as living/nonliving (plants v. rocks), sizes, shapes, and colors. GA/W/CM/CP: The class will complete the “We Are All Different, We Are All the Same” activity, recognizing that people have differences just like leaves and rocks. CP: Respect for differences

Hanson p.130

S/PA: Teacher will ask how students decided what items would go in which groups. Students will give their reasons. Teacher will explain that the students were drawing conclusions based on their previous knowledge of healthy eating. Teacher will explain that scientists draw conclusions based on their experiments. Conclusions are statements that either support or reject a hypothesis, based on experience. PS: Students will refer back to their experiments from the past week, and identify and state the conclusions they arrived at through each experiment.

Science – Week 20 Wednesday Thursday Day 98 Day 99 RVSOL S 3.5 RVSOL S 3.6 Drawing Logical Conclusions Sequencing of Events S: Teacher will review that conclusions are a restatement or rejection of a hypothesis, based on the information gathered from the experiment. Teacher will stress that the conclusion must agree with the data. PA/R/PS: Teacher will pass out sheets of paper with samples of data and conclusions on them. Students must determine whether the conclusion reflects the information gathered in the data.

S: Teacher will explain that all things can be placed in some kind of order. This order may be from most to least important, from first to last, from earliest to most recent, etc. Objects can also be placed in orders, from oldest to newest, from biggest to smallest, from most influential to least influential.

OL: Students will be asked to stand and read their sheets, telling the class whether or not the conclusion reflects the data.

PA: Students will be asked to identify the logical sequence of their experiments from the past lessons. (Sequence is forming a hypothesis, gathering data, forming a conclusion.) Class will discuss the problems with rearranging the order of experiments.

PA: If a conclusion is incorrect based on the data, the class will discuss possible correct conclusions based on the information that was read.

LI/PA: Teacher will read a list of four or five events in a natural occurrence (out of order). Students will rearrange the events to form a logical sequence.

Friday Day 100 RVSOL S 3.6 Logical Sequencing of Events S: Teacher will explain that life occurs in a logical sequence. This is called chronology, meaning the first on the list will be the event that happened the earliest in time. A/W/CP: Students will use fill in the “Highlights of My Life” film strip worksheet, drawing pictures and writing descriptions of the high points in their lives, such as learning to ride a bicycle, winning a contest, even a memorable birthday party. Students will be asked to arrange the events in chronological order within the film strip.

HW: Students will be given a list of data, and asked to come up with a fitting conclusion. DA: Students with hearing difficulties will be given a print-out of the events the teacher reads, and will be directed to cut them apart and rearrange them in the proper order.

CP: Self-Esteem

Siccone pp.45-46

Rebecca VanVliet EDUC 410-002

Monday Day 111 RVSOL S 3.9 Electricity

Tuesday Day 112 RVSOL S 3.9 Electricity

S: The teacher will explain positive and negative charges to the class, referring back to the lessons on atoms and molecules. Teacher will explain that alike charges repel, and opposites attract. Teacher will also explain that static electricity can be made by rubbing things together.

S/PA: Teacher will begin the lesson by asking the class where we get electricity from (batteries).

TD: The teacher will demonstrate how static electricity works by tying two balloons together with a piece of string, hanging them over a stick, and rubbing each with a piece of wool. The class will be asked to respond to what happens to the two balloons (they push apart). MA/GA: Each student will be given a balloon. The teacher will explain that the two balloons in the example pushed apart because they were both charged. This experiment will cause the balloons to be attracted to something (the wall) by only charging one (the balloon, not the wall). Each student will rub his/her balloon with the wool, and stick it to the wall. Compare the length of time spent rubbing the balloon with the wool to the length of time the balloon stays on the wall.

TD/PA: Teacher will show the class a battery and explain that in order to get the electricity out of the battery we have to provide a path for the electricity to follow. Teacher will hold up a flashlight bulb, and take suggestions from the class as to how to make the bulb light up. Try any suggestions (within reason). Teacher will then hold up some wire, and again ask students to try to make the bulb light up. Again, try suggestions, explaining why a complete circuit is needed to light the bulb. Add another battery. Ask students how they would arrange the batteries, wire, and bulb to again make the bulb light up. Refer to the previous day’s lesson on the attraction of positive and negative charges. Discuss why the bulb gets brighter with more batteries.

Science – Week 23 Wednesday Thursday Day 113 Day 114 RVSOL S 3.9 RVSOL S 3.32 Electricity Sources of Energy Overview S/PA: Teacher will have a lemon, and ask the class, “Can you use a lemon as a battery?” (Probable response: NO!) TD/PA: Teacher will cut two slits in the lemon, and put a (disinfected) penny in one, and a piece of aluminum in the other, and ask for a volunteer to gently place their tongue on the two pieces of metal. The student should feel a slight current of electricity. The class will discuss why and how this is possible. PS /M: Class will estimate how many lemons it would take to power a light bulb. T: Class will go to http://www.energyquest .ca.gov/projects/lemon.htm l to see if they were right. LI/MU: Class will listen to the Schoolhouse Rock song, Electricity, Electricity!

S: Teacher will discuss different sources of energy (wind, fossil fuels, the sun, water/steam, etc). PA/T: Class will go to http://www.energy quest.ca.gov/index.html to learn about energy. MA/PA: Class will make a wind gauge (http://www.energyquest .ca.gov/projects/wind measure.html) to determine relative direction and velocity of the wind. MA/PA: Class will make a model of a water turbine (http://www.energyquest .ca.gov/projects/water energy.html).

Friday Day 115 RVSOL S 3.33 Energy: Fossil Fuels S: Teacher will instruct the class in the variety of fossil fuels in the world. T/W: Class will go to http://www.darvill.clara .net/altenerg/fossil.htm to find advantages and disadvantages of using fossil fuels. Each student will record two advantages and two disadvantages. PA: The class will brainstorm different ways they or their families use fossil fuel energy. W: Students will write a letter to their parents, explaining the advantages and disadvantages of using fossil fuels, and offering one suggestion on how to cut down on fossil fuel use.

PA/OL: Class will discuss the differences in getting energy from air and from water. Students will state their opinions of which they think is the most effective.

H: Teacher will explain that electricity is dangerous and can seriously injure a person who is not careful. The class will discuss electrical safety. DA: Students who have trouble with writing may type their letter.

Cash et al, pp.52-53

Cash et al, pp. 62-65

Cash et al, p.61

Rebecca VanVliet EDUC 410-002

Monday Day 116 RVSOL S 3.33 Energy: Fossil Fuels

Tuesday Day 117 RVSOL S 3.31 Energy: Sun

S/T/R: Class will go to http://www.energy quest.ca.gov/story/ chapter08.html to read the “Energy Story” on fossil fuels.

S: Teacher will explain the ways humans use the sun’s energy.

PA/OL: Class will discuss the similarities and differences in the fossil fuels discussed in the Energy Story. Q: Class will return to http://www.darvill.clara .net/altenerg/fossil.htm to take a quiz on fossil fuels. H: The class will discuss safety procedures when it comes to gas leaks. Teacher will go over important emergency numbers, and ways to tell if there is a gas leak in the house or school building.

T: The class will go to http://www.darvill.clara .net/altenerg/solar.htm to look at the different ways humans are able to capture the sun’s energy. S/PS/W: The class will brainstorm ways they have already learned about the sun’s energy, from food chains to the weather, and will list them in a large poster labeled “Jobs of the Sun.” Each entry on the poster will start with “It is the sun’s job to…” and students will complete the sentences. They will leave room for further entries as well. A: Students will be able to decorate the chart with drawings, pictures, and stickers.

Science – Week 24 Wednesday Thursday Day 118 Day 119 RVSOL S 3.31 RVSOL S 3.30 Energy: Sun Natural Resources S: Teacher will explain to students that the energy from the sun can even be used to power cars. T: Students will use a computer to research other things that are able to run on “solar power” alone. PS/W: Students will write a description of an original invention of their creation that runs on solar energy. H/PA: Teacher will explain that too much sun is harmful to skin. The class will discuss ways to protect their skin from too much sun. HS/HW: Students will be asked to keep a written log, over this afternoon and the next day, of the resources they use at home, from electricity to paper to water (with parental help, if necessary). Students will be asked to estimate times and amounts (does not need to be exact). DA: Students who are more visually stimulated may draw a picture of their invention instead of writing the paragraph. Cash et al, p.137

S: Teacher will instruct the class in scarcity of natural resources, explaining that there are limited quantities in the world, and that the use of all the resources hurts the populations of animals who depend on them. PS/MA/W: Teacher will create matching cards in sets of three (resource, animal that depends on resource, human use of resource – for example, one set would be a tropical bird, rainforest trees, and paper mills). Students would have to identify and match the three cards from a larger group of cards, and write a statement about how they connect.

Friday Day 120 RVSOL S 3.30 Natural Resources S: Teacher will explain to the class that natural resources can be conserved. Conservation is the cutting back of how much of a resource is used. PA/PS/OL/W: As a class, the students will brainstorm ways in which they can conserve resources at home. Each student will choose one resource from his/her log and write down the name of the resource, the reason they want to conserve the resource, and ways in which they can do that. HS/HW: Over the next two weeks, students will keep a log of the amount of their chosen resource they use each day, and the ways in which they cut back their use of the resource.

CP: Integrity

Rebecca VanVliet EDUC 410-002 Science – Week 27 Wednesday Thursday Day 133 Day 134 RVSOL S 3.23 RVSOL S 3.22 Water Cycle Sun Powers the Water Cycle

Monday Day 131 RVSOL S 3.23 Water Cycle

Tuesday Day 132 RVSOL S 3.23 Water Cycle

TD/PS/PA: Teacher will conduct an experiment on evaporation: what happens to the puddles after it rains? At the beginning of the lesson, the teacher will place two identical saucers of water on the window sill – one shaded from direct sunlight by a book – and ask students to make a prediction about what will happen to the water. The teacher will then ignore the saucers until the end of the lesson.

S/TD/PS: Teacher will conduct an experiment on condensation for the class: teacher will fill one clear glass jar with tap water, and one with ice cubes, and let them stand for five minutes. The teacher will then wipe the outside of both jars with paper towels, and have the students record any observations. Teacher will then put sugar in the ice water, and ask for a student volunteer to taste the water on the OUTSIDE of the glass, and the class will record any observations.

S/TD: Teacher will create a miniature water cycle to demonstrate precipitation: Teacher will fill a shallow cardboard box with dirt to represent the earth, and use four paper towel tubes to support a tray full of ice (representing the cooler air high in the atmosphere). The teacher will also place a tea kettle on a hot plate (warning students not to touch it), with the steam directed underneath the tray. The class will watch closely to see the “raindrops” fall from the condensation on the bottom of the tray.

PA: The class will then discuss where the water on the outside came from (inside or outside the jar), and what caused it (condensation).

OL/PA: The class will discuss the stages of the water cycle that are evident in the model (evaporation in the kettle, condensation on the bottom of the tray, and precipitation falling from the tray).

PA/TD: The teacher will then ask the class how clouds form, and record any ideas on the board. The teacher will then conduct a second experiment, filling a jar full of hot water, pouring out all but 5cm (2in). Teacher will then strike a match and drop it in the jar, quickly covering the opening with ice cubes. Teacher will use a flashlight to reflect off of the condensing water droplets, noticing what is happening in the jar (ice cools the air and forms clouds in the top of the jar.)

S: The teacher will explain precipitation as part of the water cycle.

LA/R/LI: The class will read A Drop of Water : A Book of Science and Wonder by Walter Wick. S: The teacher will explain evaporation and the presence of water vapor in the air. Teacher will ask students if they want to change their predictions about the saucers. PA/OL: After the lesson, the class will check on the saucers, and discuss the results based on the information they just learned. OL/HW/HS: Teacher will ask students to volunteer to report on their resource conservation log from the past two weeks.

S: Teacher will explain cloud formation in terms of the atmosphere.

PA/W/A: Students will record their observations on the accompanying worksheet.

S: Teacher will instruct students in understanding that the heat from the sun affects the state of the water molecules, and therefore powers the water cycle. GA/W: The class will be divided into groups, to investigate the effect of the sun on each of the stages of the water cycle, writing a sentence to explain each. MO: Class will move to mimic the molecular movement of water as it goes through the water cycle and the three stages of matter. Teacher will lead the class in mimicking melting, condensing, and evaporating. H: Students will understand the benefits of movement and stretching during the activity.

PS: Teacher will ask the students to name different kinds of precipitation, and to discuss how one would form them with the model. How would placing the entire setup in a freezer change the form of the precipitation? GA/MU/LI: Students will simulate a rainstorm by sitting in a circle on the floor and closing their eyes. One person will begin, rubbing their palms together. After a second, the person to their right will pick up the action, letting it continue around the circle. The first person will then move on to finger snaps, thigh slaps, and foot stomps, each progressing around the circle. Reverse the order to simulate the storm ending. HW/W/LA: Students will write a rainy day poem.

Cash et al, p.144

DA: For students who learn better by doing, the teacher may choose to allow the class to conduct the first experiment in groups, so as to gain the hands-on learning. Forman-Hitt, pp. 8-11

Forman-Hitt, pp.14-15 Cornett, p.367

Cornett, p.316

Friday Day 135 RVSOL S 3.22 Sun Powers the Water Cycle S: Teacher will review the water cycle and the sun’s involvement. T/PA: Class will watch a video on water from http://idahoptv.org/dialogue 4kids/archive/episodePage. cfm?versionID=118003. Teacher will ask the students to point out the different stages of the water cycle and states of water (solid, liquid, gas) as the movie progresses. Teacher will instruct the class that the weather depends largely on the water cycle. W/PA: Class will add “It is the sun’s job to power the water cycle” to their “Jobs of the Sun” poster.

Rebecca VanVliet EDUC 410-002 Monday Day 136 RVSOL S 3.24 Water as a Resource

Tuesday Day 137 RVSOL S 3.24 Water as a Resource

S/PA: Water supply: where does water come from? Teacher will record student ideas.

S: Teacher will explain that over 99% of all the water in the world is not usable by humans.

S/T: Teacher will explain that water is old. The water we drink today is the same water that was around during the time of the dinosaurs (http://www.kidzone .ws/water/).

T: Teacher will return to http://ga.water.usgs.gov/ edu/earthwherewater.html to show a pie chart of human use of the earth’s water, and to show where it comes from.

T: Teacher will use http://ga.water.usgs.gov/ edu/mearth.html to explain the different sources and uses of water. S: Students will realize that all living things need water to survive.

PA/W/PS/H: Students will brainstorm ways they use water, and realize that water is essential to healthy living. Students will research the percentage of water in the human body, and how much is needed every day to maintain good health.

Science – Week 28 Wednesday Thursday Day 138 Day 139 RVSOL S 3.24 PROJECT Water as a Resource S/PA: Teacher will begin the lesson by asking the class “If water is matter, and therefore cannot be created or destroyed, and the water that we have today is the same water that was around when the world began, why are we told not to waste water? Is it even possible to “waste” water?” Students will be allowed to respond.

E/S/GA/VA/W: Students will be divided into groups, and will design and produce a poster of the water cycle, incorporating the three stages (condensation, evaporation, precipitation), how the sun is important, and how water is used by both people and animals.

S/T: Teacher will explain to the class that the answer to this question can be found in yesterday’s lesson. Returning to http://ga.water.usgs.gov/ edu/earthwherewater.html, the teacher will show that most of the water on earth is in the oceans and therefore salty. Referring back to the water cycle, the teacher will note that fresh water (drinkable water) can be evaporated and precipitated into rivers and streams, which all eventually end in the ocean, where the water is contaminated with salt and other minerals that make it unusable for humans. We must conserve water because there is a limited supply of fresh water, even though the total amount of water in the world does not change. PA: Students will make a list of ways they use water every day. DA: Students who need extra help will meet with the teacher during project time for a review of the material.

Friday Day 140 PROJECT E/S/GA/VA/W: Students will finish working on their projects, which will be displayed around the room. T/R/PS: Students who finish early will visit http://www.madison.k12 .ky.us/district/projects/Web Quest/water/HTML/water .htm to review the water cycle.

Rebecca VanVliet EDUC 410-002

Monday Day 151 RVSOL S 3.25 Solar System

Tuesday Day 152 RVSOL S 3.25 Solar System

S: Teacher will explain that the tilt of the earth’s axis as well as the revolution of the earth around the sun causes the changing of the seasons.

S: Teacher will instruct students in the phases of the moon.

TD/MA/LI: Teacher will demonstrate the principle of changing seasons by making a ball of clay and putting a pencil through it to represent the earth and the earth’s axis. The teacher will mark the equator, turn off the light, and position a flashlight (representing the sun) to simulate winter and summer in the two hemispheres. MA: Students will make their own imitations of the experiment to take home, using Styrofoam balls, pencils, and markers.

W: Students will complete the “Phases of the Moon” template found at http://www.cdaschools .org/tech_integration/third/ sci_3.htm#Solar_, on matching the phases to the names with the position of the earth and the light as a guide. HW: Students will complete the “Phases of the Moon 2” template found at http://www.cdaschools .org/tech_integration/third/ sci_3.htm#Solar_, matching the names of the phases to the images.

E: Students will individually represent the different seasons using their own models, when asked to do so by the teacher.

Science – Week 31 Wednesday Thursday Day 153 Day 154 RVSOL S 3.25 RVSOL S 3.26 Solar System Space Exploration S: Teacher will explain that the sun and stars move in predictable patterns across the sky. This is because the earth moves in a predictable pattern through the solar system. PA: Teacher will ask students to name any constellations they can. VA/T: Teacher will show overhead projections of various constellations, noting that they are identifiable because all the stars within the constellation move together. MO/GA: The class will be divided into groups and each group will be assigned a constellation. The students will then form their constellation and mimic its movement across the night sky.

T/VA: The class will watch the 28 minute video on America’s first decade in space, found at http://video.google.com/ videoplay?docid=71202428 79616552990. PA: Students will comment on the video.

CI: Teacher will arrange for a guest speaker to come into class: someone involved in the space program. LI/PA/CM/CP: Students will listen to the guest speaker talk about his/her job. Students will be allowed to ask questions, and students must display respect for the guest and each other. H: Teacher will ask the guest speaker to discuss the health benefits/ detractions of being in space (weightlessness, predried food, etc.) Class will discuss.

HW: Students will complete the “Star Search” word search found at http://printables.family education.com/puzzlesand-games/skillbuilder/51378.html? detoured=1. DA: Students who have trouble with computer programs will print out the worksheets and complete them by hand.

VanCleave, pp.16-17

S: The teacher will explain that there have been many achievements in space exploration.

Friday Day 155 RVSOL S 3.26 Space Exploration

CP: Respect

Cornett, p.316

Rebecca VanVliet EDUC 410-002

Monday Day 156 REVIEW

Tuesday Day 157 REVIEW

S: Teacher will review environments.

S: Teacher will review animal characteristics and life cycles.

T: Class will go to http://www.internet 4classrooms.com/skills _3rd_science.htm to review environments. GA/CP/HW/E/A/VA: Teacher will divide the class into groups of three, and assign each group an environment (desert, ocean, rainforest, marsh, grassland, forest, river), and explain the final project: each group must choose one animal that lives in their environment, research the animal based on how it survives, where it is in the food chain (what it eats – carnivore/ herbivore/ omnivore, and what eats it – predator/prey relationship), where and how it provides food, water and shelter for itself, and how humans have or have not affected the population of the animal. Each group will create a diorama based on the life of their chosen animal in their assigned habitat. CP: Cooperation

Cornett, p.206

T: Class will go to http://www.internet 4classrooms.com/skills _3rd_science.htm to review plants and animals.

Science – Week 32 Wednesday Thursday Day 158 Day 159 REVIEW REVIEW

Friday Day 160 REVIEW

S: Teacher will review matter and energy.

S: Teacher will review based on student requests.

T: Class will go to http://www.internet 4classrooms.com/skills _3rd_science.htm to review matter and energy.

S/PA/LI/OL/E: Teacher will review using Jeopardy: http://www.salem.k12.va.us/ south/soljeopardy/Science3/ question_answer.htm#Animal %20Habitats. GA/CP/HW/E/A/VA: Students must have agreed upon an animal they will research in their groups. They will begin research outside of class.

CP: Cooperation

T: Class will return to http://www.internet 4classrooms.com/skills _3rd_science.htm to review any other areas students feel they need help in. PA: Class will vote on the areas that need the most review.

DA: Students who have extra review needs will be taken aside by an aide or other teacher for more comprehensive review.

Rebecca VanVliet EDUC 410-002 Science – Week 35 Monday Tuesday Wednesday Thursday Friday Day 171 Day 172 Day 173 Day 174 Day 175 STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED TESTING TESTING TESTING TESTING TESTING

Rebecca VanVliet EDUC 410-002

Monday Day 176 GROUP PROJECTS

Tuesday Day 177 GROUP PROJECTS

GA/CP/E/A/VA: Students may work on their projects in class.

GA/CP/E/A/VA: Students may work on their projects in class.

Science – Week 36 Wednesday Thursday Day 178 Day 179 GROUP GROUP PROJECTS PROJECTS GA/CP/E/A/VA/OL: Students will present their dioramas to the class, explaining the animal they chose based on the criteria given. DA: Students with speaking difficulties (who do not wish to present because of it) will be allowed to turn in a short written report with their diorama instead of speaking to the class.

GA/CP/E/A/VA/OL: Students will present their dioramas to the class, explaining the animal they chose based on the criteria given.

Friday Day 180 GROUP PROJECTS GA/CP/E/A/VA/OL: Students will present their dioramas to the class, explaining the animal they chose based on the criteria given.

Rebecca VanVliet EDUC 410-002 Works Cited – Science “BrainPOP.” BrainPOP. Retrieved Oct. 14, 2007 from http://www.brainpop.com/. Cornett, Claudia E. Creating Meaning Through Literature and the Arts. NJ: Pearson Education Inc., 2007. “Environment.” D4K: Dialogue for Kids. Retrieved Oct. 15, 2007 from http://idahoptv.org/dialogue4kids/archive/environment.cfm. “The Great Plant Escape.” Urban Programs Resource Network: University of Illinois Extension. Retrieved Oct. 14, 2007 from http://www.urbanext.uiuc.edu/gpe/index.html. “Simple Machines.” Edheads Activate Your Mind! Retrieved Oct. 14, 2007 from http://edheads.org/activities/simple-machines/ and http://edheads.org/activities/simplemachines/teacher.htm#p. “Third Grade Resource Page.” Third Grade Resource Page. Retrieved Oct. 15, 2007 from http://www.ri.net/schools/Glocester/WGES/Rsrcpgs/res3.html. “Third Grade Resources!” Brunswick Schools. Retrieved Oct. 16, 2007 from http://www.brunswick.k12.me.us/lon/lonlinks/grade3/home.html. “Third Grade Science Activities.” Coeur d’Alene School District: Idaho. Retrieved Oct 15, 2007 from http://www.cdaschools.org/tech_integration/third/sci_3.htm. “Third Grade Science Skills.” Internet 4 Classrooms. Retrieved Oct. 16, 2007 from http://www.internet4classrooms.com/skills_3rd_science.htm. Idea Books Cash, Terry, Steve Parker, and Barbara Taylor. 175 More Science Experiments to Amuse and Amaze Your Friends. NY: Random House, 1990. Forman-Hitt, Kathy, and Janet Petrich-Young. The Weather Around Us. CA: Creative Teaching Press, Inc., 1987.

Rebecca VanVliet EDUC 410-002 Henry, Lucia K. Science in Special Places. CA: David S. Lake Publishers, 1989. Klag, Prent. Exploring Terrific Opportunities for Young Scientists. UT: Thumbs Up Enterprises, L., 1996. VanCleave, Janice. Earth Science for Every Kid. NY: John Wiley & Sons, Inc., 1991.