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Around the World with Third Grade:

A Land & Water Unit

Integration: Science & Social Studies with Art and Technology

3rd Grade

Written By:Amber Tolman, Jami Sasser, Kelli Brady & Hannah Williams

Unit Plan1. Introduction and Overview

1A. Statement of Topic

Focusing on science and social studies with an integration of art and technology,

this unit plan is designed to teach third grade standards about the universal them of water features and landforms. It involves identifying all seven continents with traveling (focusing) on one each day. With each day being a new lesson on a new continent will include specific water and landforms to study and compare. Students will be using their personalized passport (made by the students in the beginning of the unit) as an assessment of drawing models of the continents with their land and water feature descriptions and comparisons. Following, are the standards to be taught within this unit:

Science:Science NCES: 3.E.2 Compare the structures of the Earth’s surface using models or three dimensional diagrams.3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Social Studies:Social Studies NCES: 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions).3.G.1.2 Compare the human and physical characteristics of places.

Technology:3.TT.1.1 Use a variety of technology tools to gather data and information.

Art:3.CX.2.3 Use appropriate collaborative skills to create a work of art.

1B. General DescriptionThis unit is about students learning about Earth’s land and water features

associated with its continents. This will incorporate science and social studies standards intricately and integration with technology and art. Social studies will place emphasis on comparing the physical characteristics of continents while integrating science—comparing the Earth’s land and water features of each continent. Technology will be integrated through SMART Board lessons and project research. Art will be integrated through students working collaboratively to create flipbooks and passports.

The unit begins with two foundational lessons. The first uses a read-aloud to help students learn about landforms. They will begin creating a flipbook during this lesson that they will use as a reference throughout the entire unit. In the second foundational lesson, the teacher will conduct a read-aloud that finishes the book from the first lesson in order to learn about water features. Students will finish their flipbooks in this lesson. Once completed, these lessons will act as the basis of knowledge for students to build onto the lessons following. They will understand what land and water features are while being prepared to learn about them more in depth in specific continents.

For example, in the third lesson, students will be prepared to learn more about volcanoes and streams through the lens of North America because of the now, “prior”

knowledge of basic water features. Each lesson following will focus on a different continent with different land and water features.

To complete the unit, students will conduct research on a land and water feature of a continent. Through the work of this project, students will create a model using their research and present this model to parents at a community night. The main goal of this lesson is that students learn about how Earth’s land and water features differ all across the globe. The unit is expected to take roughly two to three weeks to implement.

1C. Role of Technology

Technology during this unit will be essential. The teacher will use a SMART Board to present lessons. These are interactive lessons and it will allow for students to be very well engaged. Also, students will be using computers to conduct research for their project on a specific continent. The use of technology throughout this unit will allow students to overall enrich their understanding of land and water features by student-centered instruction. When students are given the opportunity to learn cooperatively with their own research to gather different pieces of data and other information, they are challenging themselves to find credible, useful, and data driven information.

2. Rationale

2A. Real World Applications/Concerns

This unit focuses and relates to real world concerns in that it prepares students to make connections between different continents around the world and different land and water features. With students being familiar with the continent North America, students easily able to learn about the different water and land features that surround us. Being able to understand that different land and water features of other continents vary in characteristics is especially important because different aspects of life on Earth depend on, are affected by and even coexist with a variety of different land and water features.

With land and water features being interlocked with each other in a way that human life is affected by the quantity and quality of the land and water features around the world is the most important piece of the unit.

Supporting the students’ global awareness and environmental literacy in this unit, students are able to learn about the space around them. Whether it’s their local neighborhood, the city capital, a country or a completely different continent, students are learning about the world around them and thus becoming globally aware and environmentally literate. What makes it so important to teach this content is so that students can be knowledgeable about the world around them. It is also important to incorporate culturally responsive teaching into the unit so that connecting with the content will be simple for the students. Strategies to do this are showing pictures of the continent or having experienced students tell stories about their past travel to the continent.

Throughout this unit, students will learn about the different continents and their land and water feature’s characteristics through the exploration of traveling with their very own passport. During many of the lessons, students will compare and contrast different land and water features based on their physical characteristics. For example, lesson three will have students compare North America’s physical characteristics of streams, volcanoes and islands while “stamping” their passport for assessment.

By the end of this unit, students will understand how to compare similarities and differences of both land and water features to each other while correlating to the student’s personal environment and other continents around the world.

2B. Needs of StudentsIn order for this unit to be successful for third graders, the students must be

engaged in the lesson. Typical third grade students are developmentally at a stage of high energy, great sense of balance, and fine motor skills. Academically, third grade students are at a stage of longer attention spans, planning ahead, and working in groups. Because of these typical third grade characteristics, we have included hands-on activities in order to keep the students actively engaged throughout the unit. These activities require the students to work in partners and in groups. During these activities, students will cooperatively work together to create, think, and explore new ideas and expand their understanding of the subjects.

It is important to motivate the students to put forth their best effort and to clearly explain what is expected of them for each lesson. Students with visual impairments will be moved to a closer position so that they can see clearly. Students with hearing impairments will be moved to a position or quiet setting that will enhance their hearing. During group or partner activities, low level learners will be paired with students at a higher level. Another option that can be used to meet the student needs is to form a small group during student activities with lower level learners or struggling students. The teacher will then work with the student on the assigned activities and will help them as needed. Lessons three through five, seven, and eight through nine, have engaging and cooperative activities that will engage students and promote their learning.

2C. Daily Five Integration

This unit can easily and effectively work alongside the Daily Five literacy model which includes Read to Self, Work on Writing, Word Work, Read to Someone and Listen to Someone. For the Read to Self portion, students will be provided with a variety of texts such as nonfiction texts, fiction texts and/or newspaper articles which discuss different land or water features. They will be able to gain practice with various sources while learning about the same topic. In addition, students can create informative pieces about Earth features or narratives which clearly describe the setting as one of the features that are discussed in this unit. This will help students to develop powerful skills in their writing. Finally, students can read different texts concerning Earth features with one another then discuss what they learned through the text. This will allow students to build up their oral reading fluency while teaching them about Earth features along with collaborative skills. In all, the Daily Five can be used to allow students practice with important skills while enhancing their knowledge of this scientific topic.

3. Unit Plan Framework: Broad Goals and Alignment (Chart in separate document)

Unit Plan Annotated Resource List

Book Resources

1. Earth’s Features by Learning Ladders - This book has two pages dedicated to each Earth feature. This includes a couple of paragraphs describing it along with text boxes with other facts. The illustrations are extremely realistic. This book is used in the introductory lessons in order to learn about the different Earth features. The teacher will read aloud the book and take notes on the specific features that he/she is teaching on that particular day. It is at a Kindergarten to third grade reading level.

2. Exploring Canyons by Melody Mis. This book teaches children all about canyons. This includes how they are formed, different kinds of canyons and examples of different famous caves. In addition, the photography in this book really shows children great examples of this land feature. In this unit, this book is used in a read-aloud during the Australia lesson. It will enhance their knowledge on what a canyon is and giving the students the opportunity to connect this with Kings Canyon in Australia. Also, it is a great book for a read-aloud because it is slightly above their reading level at 4.3.

3. Rivers by Andrew Haslam. This book is presented by World Book Encyclopedia and has a lot of great information in it. Not only does it describe rivers in great depth, it discusses how energy is created using the water in rivers, the water cycle and many other subjects that apply to water. This is a great source to have in student’s book boxes. It allows a break from the usual narrative or non-fiction text by presenting information in a creative way. Students will appreciate this. In addition, this book is on a third grade reading level so it will allow many students to have access to it.

4. Learning about the Earth: Mountains by Emily K. Greene. This informational book teaches children what a mountain is along with common characteristics of mountains. It introduces vocabulary words such as steep, slope, range and peak. The many different photographs of this book provide visual learners to see many different mountains from all over the world. Additionally, this book is at a lower level. Its reading level is a 2.4. This means that students who may not be at grade level will still have the opportunity to learn more in depth about this land feature through the Daily Five. This book can be placed in their book box for read to self or read to someone portion of the day.

5. Volcano Rising by Elizabeth Rusch. This book walks readers through a volcanic eruption through a story-like structure. The author uses different onomatopoeias to signify different stages of eruption. Alongside this are beautiful illustrations and more information-based text boxes. This is a great resource to allow students to read during their independent or shared reading. The reading level of this book is a 3.4. Therefore, this is perfect for students who meet the grade level standard.

6. What Is a Landform? By Louise Spilsbury. This book is great for high achieving students in the classroom. The reading level is 5.1. It goes into more depth than other books about each land form. The text boxes give a lot more information and more challenging vocabulary. This will be great for students who need a little challenge in order to maintain attention. This could be used to read independently or with someone else.

Website/Technology Resources1. http://www.edu.pe.ca/southernkings/landforms.htm . This website contains links to

more information for students or teachers to read. This allows a variety of sources

http://www.edu.pe.ca/southernkings/landforms.htm

for students to read from. Some students may prefer a technology-based text and this would be perfect for these students.

2. http://www.sheppardsoftware.com/World_Continents.htm . This website has games for students to use to quiz their knowledge on the continents and oceans. They can match the continent with its name or drag the continent where it supposed to go. This allows students to really picture the world on a global scale. In addition, this game can be used to show students where they will be learning about different land and water features in a fun and engaging way.

3. http://teacher.scholastic.com/activities/globaltrek/destinations/australia.htm . This website allows students to ‘travel’ from their current location to another country. They can choose a country in any part of the world and read about this country and the people in it. This may be a fun website for students to use become engaged and really understand the passport portion of this unit plan.

4. http://ngm.nationalgeographic.com/ngm/antarctica/ . This website allows students to explore the most abstract and unique of all continents, Antarctica. It teaches students about wildlife and geography of the continent. The teacher may use this as an enrichment activity or an engagement activity.

5. http://www.kidsdiscover.com/spotlight/caves-for-kids/ . This website provides information to the students about caves. It provides more information about how they are made and the different ways they are formed. It also discusses how water comes into the caves. It provides a lot of pictures to show different types of caves and discusses traveling through the caves.

6. http://www.kidsdiscover.com/spotlight/himalayas-kids/ This website discusses the Himalaya Mountains. It discusses how the mountains were formed and how high each individual mountain is. It discusses the mountain chain’s influence over the surrounding lands. It also discusses what it is like to live in the Himalayas. It provides many pictures to show life in the Himalayas.

7. http://www.socialstudiesforkids.com/articles/geography/nileriver.htm This website provides the students and teacher with facts concerning the Nile River. It increases student understanding of the location of the Nile River, its physical characteristics and its importance to both humans and animals.

8. http://www.worldatlas.com/aatlas/infopage/medsea.htm This website allows students to explore Africa and the location of the Mediterranean Sea. This website also provided factual information concerning the Mediterranean Sea and its characteristics.

4. Daily Lesson Plans

Integrated Science and SS Unit: Lesson Plan One (Kelli)

Subject: 3rd grade/Science and Art Central Focus: Landforms

Essential Standard/Common Core Objective:

Science

3.E.2.2: Compare Earth’s land features (including volcanoes,

Date submitted: OCT 16th 2014 Date taught:

http://www.worldatlas.com/aatlas/infopage/medsea.htm

http://www.socialstudiesforkids.com/articles/geography/nileriver.htm

http://www.kidsdiscover.com/spotlight/himalayas-kids/

http://www.kidsdiscover.com/spotlight/caves-for-kids/

http://ngm.nationalgeographic.com/ngm/antarctica/

http://teacher.scholastic.com/activities/globaltrek/destinations/australia.htm

http://www.sheppardsoftware.com/World_Continents.htm

mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps

Art

3.V.2.3

Create art from realistic sources of inspiration.

Daily Lesson Objective: After learning about landforms in a whole group setting, students will begin creating their own booklet about landforms. In order to be successful, students will draw and describe a volcano, mountain, valley, cave and plain with at least 2-3 facts about each land feature.

21st Century Skills:

Creatively Thinking- Students will create their own booklet detailing land features

Academic Language Demand (Language Function and Vocabulary):

Vocabulary: Landform, volcano, mountain, valley, cave, plain

Language Function: Identify, Describe

Prior Knowledge:-The difference between land and water-Definition of land

Activity Description of Activities and Setting Time

1. Focus and Review

The teacher should focus the students by showing them the pictures in Appendix A of this document. Before showing the students the pictures, the teacher should ask the students to think about what each picture has in common and what makes them different from one another.

5 minutes

2. Statement of Objective for Student

Once all of the pictures have been shown, the teacher should say, “Today, we are going to be learning about all of these landforms in our lesson. First, I will read about

2 minute

them to you and we will discuss them. Then, I will have you sort them in table groups. Finally, you will make a booklet that details each type of landform.”

s

3. Teacher Input

The teacher should have Earth’s Features by Learning Ladders. He/she will tells students that he/she is going to read about several land features in the book. As he/she is doing so, he/she should take notes on a chart for each land feature. The students should be encouraged to take notes as well. The first land feature that the teacher should read about are mountains. The teacher should read the top paragraph of page 4. Then, he/she should take notes such as “mountains stand tall” or “have forests”. The teacher should ask students if they already know anything about mountains and write that down as well. This procedure should be continued with volcanoes on page 6, caves on page 8, plains on page 10, valleys on page 12. Possible notes that may be taken include but are not limited to:

“lava flows out of a volcano”

“a cave is a hollow area of Earth”

“Plan is a nearly flat stretch of land”

“a valley is a natural dip in the Earth”

Once all of the notes have been taken, the teacher should ask the students, “How are all of these places different?” The students may respond with answers such as, “Some are high while some are low,” or “Volcanoes have lava but the others don’t.” Let the students respond until it is clear that there are differences in landforms. Then, the teacher should ask, “How are all of these things alike?” This may be a harder question because the class focused on how they are different. If the students do not respond the teacher should ask, “Where in our solar system are these things located?” The students should respond with, “Earth.”. The teacher will then use this information to create a definition for landforms. He/she should say, “A landform is a feature of

10 minutes

Earth that is a part of it’s land.” This should be written on the board for the rest of the day.

4. Guided Practice

The teacher should provide students with the pictures in Appendix B. He/she should ask the students to classify each picture and explain why they chose each classification as a volcano, mountain, valley, cave or plain. As the students are working, the teacher should walk around help students who may be struggling. Misconceptions may occur so the teachers should look for those as the students are working and correct them as they arise.

10 minutes

5. Independent Practice

Students will use the notes that they took at the beginning of the lesson and their knowledge on these types of landforms to create a booklet. They will draw each type of landform then briefly describe it. This booklet will be added onto in the following lessons of this unit.

10 minutes

6. Assessment Methods of all objectives/skills:

Formative: The teacher will assess how well the students understand the content by conferring with them as they are working. Additionally, he/she should be monitoring and taking notes of students as they are working.

7. Closure

The teacher should provide closure to the lesson by asking the students, “What is a landform?” and allowing several students to answer. Next, he/she should ask for examples of a landform and allow several other students to respond. Finally, he/she should state, “We should keep these in mind as we learn more about landforms and water forms.”

2 minutes

8. Assessment Results of all objectives/skills:

After the lesson, the teacher should look over his/her notes on each student. Once the booklet has all the information in it, the teacher should assess this as well. However, this will be after the next lesson of the unit.

Targeted Students Modifications/Accommodations

Students with vision issues will sit closer

Student/Small Group Modifications/Accommodations

to the poster

Students with learning disabilities will be responsible for less information than others in their booklet

Students will work with their heterogeneous table groups during the guided practice

Materials/Technology: -Chart Paper-Markers-Earth’s Features by Learning Ladders-Construction Paper-Crayons-Pictures in the Appendix

Appendix A

1. Mountain

http://williambritten.com/wordpress/gatlinburg/autumn-snow-in-the-smokies/

2. Volcano



http://www.bbc.co.uk/science/earth/natural_disasters/volcano

3. Valley

http://www.bbc.co.uk/science/earth/natural_disasters/volcano

http://www.ibiblio.org/jimmy/folkden-wp/?p=7437

4. Cave

http://www.hikespeak.com/trails/bronson-cave/

http://www.hikespeak.com/trails/bronson-cave/

http://www.ibiblio.org/jimmy/folkden-wp/?p=7437

5. Plain

http://www.great-adventures.com/destinations/tanzania/maasai.html

Appendix B

http://www.great-adventures.com/destinations/tanzania/maasai.html

http://www.mountainprofessor.com/mountain-ranges.html

http://www.eventscr.com/tag/arenal-volcano

http://www.eventscr.com/tag/arenal-volcano

http://www.mountainprofessor.com/mountain-ranges.html

http://www.fs.usda.gov/detail/chugach/home/?cid=stelprdb5251130

http://chocolateir-stock.deviantart.com/art/Hawaii-Cave-87297052

http://chocolateir-stock.deviantart.com/art/Hawaii-Cave-87297052

http://www.fs.usda.gov/detail/chugach/home/?cid=stelprdb5251130

http://www.scienceclarified.com/landforms/Ocean-Basins-to-Volcanoes/PlaiReflection on lesson: TBA

CT signature: _____________ Date: ______ US signature: _______ Date: ____

Integrated Science and SS Unit: Lesson Plan Two (Kelli)

Subject: 3rd grade/ Science & Art Central Focus: Water Features


Science

3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).

Art

3.V.2.3 Create art from realistic sources of inspiration.


Daily Lesson Objective: After discussing different water features and exploring the difference between fresh and salt water, students will complete their booklet from the previous lesson. In order to be successful, students should correctly draw each water

feature, list facts about each one and label each one as a fresh or salt water feature.


Reason Effectively – Students will use reasoning to determine which water features are fresh or salt water.

Communicate Clearly – Students will discuss whether they believe each water feature is a fresh or salt water feature


Language Function – Compare, identify, describe, determine

Vocabulary – Fresh water, salt water, ocean, sea, rive, lake, pond, stream, glacier

Prior Knowledge:-The differences between land and water-Where water is located


1. Focus and Review

The teacher should call students over to him/her on the carpet. He/she should say, “Yesterday, we learned about land features. Is Earth all land?” The students will respond with, “No.” The teacher should ask, “What else do we have?” and the students will respond with, “Water!” The teacher should praise them for this response.

1 minute


He/she should say, “Today, we will be learning about all the different types of water features that Earth has. Additionally, we will learn about the differences between fresh and salt water. I will read to you about different water forms and we will take notes. Then, you will discuss which water features you believe are fresh or salt water features. Finally, you will finish your booklet from yesterday by adding all the different water features that we learn about today.

1-2 minutes

3. Teacher Input The teacher should say, “Today, we are going to finish reading Earth’s Features by Learning Ladders. This will help us to learn more about rivers, oceans and lakes. A” The teacher should have three pieces of chart paper with the titles, “River”, “Ocean” and “Lake.” As he/she is reading about the certain features, he/she should stop occasionally and write an important fact down. These

may include things such as:

“A river is a large stream of water that flows over land”

“Lakes are filled with fresh water.”

“People depend on the ocean”

Once the teacher is finished reading, he/she may ask students for any more important facts that they can think of. Then, he/she should say, “I know that we discussed that a lake has fresh water. What do you think this means?” He/she should let the students respond. Then

4. Guided Practice

The teacher will have set up two small cups for each child. The cup labeled #1 will be filled with tap water while the cup labeled #2 will have salt added to it. The teacher will instruct the students to go to their seats and taste the water from the two cups. Then, he/she will have students discuss the differences between the water from the two cups in their table groups. The teacher will ask the students questions such as, “What water would you feed your pet?” or “What kind of water might you find in the ocean?” Next, the teacher will give each group a chart with ocean, sea, lake, river, stream, glacier and pond in the left column. The middle and right columns will be labeled as ‘fresh’ and ‘salt’ water. The teacher will ask the students to guess which type of water might be found at each water form.. Once all of the groups have finished, the teacher will reveal a chart with the right answers.

10 – 15 minutes


Students will complete their booklet from the previous lesson. They should draw an ocean, sea, river, lake, stream, pond and glacier. In addition, they should identify whether it is a fresh or salt water feature and have at least two facts about each.


Formative: As the groups are working to fill out their chart, the teacher should be walking around to observe and ask questions.

Summative: Students will complete their booklet. They will need to have a description and drawing of each water form. Each water

form should be labeled as fresh or salt water.

Full Mastery – Students drew each water feature, described each with at least 2 facts and correctly identified whether each water form is a fresh or salt water form.

7. ClosureOnce all students have finished their booklet, the teacher should say, “Now that we know about all the different land and water forms, we will be exploring the world to see them!”

8. Assessment Results of all objectives/skills: Results will be taken after the lesson is implemented.


Students with visual impairments will be placed closer to the teacher.

Students with motor skill impairments may need more time to complete their booklet.


The groups will be heterogeneous in the guided practice.

Students who finish early will be asked to write about which water features that they have seen in their personal lives.

Materials/Technology: -Earth Features by Learning Ladders-Marker -Chart paper-1 cup of tap water/child -1 cup of salt water/child-Fresh/Salt water chart -Construction paper-Scissors -Writing utensilsReflection on lesson: TBA

CT signature: ____________ Date: ______ US signature: ________ Date:_____

Integrated Science and SS Unit: Lesson Plan Three (Amber)

Subject: 3rd Grade Topic: North America: Gulf Stream, Volcanoes and Islands

Central Focus: North America’s physical characteristics with a focus of streams, volcanoes and islands

Essential Standard/Common Core Objective:Science NCES: 3.E.2 Compare the structures of the Earth’s surface using models or three dimensional diagrams.3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Social Studies NCES: 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions).3.G.1.2 Compare the human and physical characteristics of places.

Date submitted: OCT 16th 2014 Date taught: TBA

Daily Behavioral Objective: After comparing diagrams and graphics of North America’s physical characteristics (specifically the Gulf stream, Hawaiian islands and volcanoes), students will draw a picture of North America- labeling the Gulf stream, Hawaiian islands and volcanoes followed by at least 2 comparisons of the land features and 1 comparison of the stream to its bordering body of water.21st Century Skills:Global Awareness- Students will identify a specific continent by looking at a world map and be able to draw it on their own (included with land and water features).Environmental Literacy- Students will compare land and water features based on various characteristics.

Academic Language Demand (Language Function and Vocabulary): Explain in pictures with comparison Key Vocabulary

Compare Continent Stream Volcanoes, Islands

Prior Knowledge: Students will be able to use maps to locate places, identify various landforms and bodies of water. Students should understand that Earth is made of physical properties which results in location of certain water and landforms and how weather conditions affect water and landforms.

Activity Description of Activities and Setting Time1. Focus and Review

Have the students gather on the carpet around you. Inform the students that today we will be focusing on certain water and landforms (streams, volcanoes, islands) within one continent (North America). Ask

2-3 min.

students the following questions: “Who can remind us all what water and land features are? Are all of the features the same? Who can tell us how they differ from one another?”


The teacher will say, “Today we will be learning about specific water and land features in the first continent we will be traveling to today by comparing diagrams and graphics of North America. By the end of this lesson, you will be able to draw a model of the continent while labeling the three features we discussed with at least 3 comparison pieces.”

1 min.

3. Teacher Input

Have the world map pulled up so that everyone can see it clearly. Ask students, “Who knows what a continent is? Does anyone remember how many there are?” Have the students cooperate together to discuss labeling the seven continents on the world map. Once all continents are labeled, inform students that today, we will be studying the water and land features of the continent in which we live in. Ask students, “Which continent is the one we live in? (North America)” Next, have the students turn and talk to a partner about which water and land features are present in North America. Ask students for their responses. Inform students that today we will be focusing on streams, volcanoes and islands in our continent. Begin with streams.Say to the students, “By looking at your land and water flipbooks, who can tell me what a stream is and its features?” Teacher will write this on the board so that all students can follow along clearly. Say to the students, “While there are many streams, we are only going to focus on the Gulf Stream for now. Who can volunteer to circle the Gulf Stream on the map?” Ask the class if they agree with the students answer. Inform students that we will compare the Gulf Stream to its surrounding body of water, the Atlantic Ocean. Ask the class, “What is similar about these two forms of water? What is different?” Write the students’ comparisons on the board so that everyone can follow along. Next, inform students that we will discuss the comparison of volcanoes and islands. Say to the students, “By looking at your land and water flipbooks, who can tell me what a volcano is and its features? How about an island?” Teacher will write this on the board so that all students can follow along clearly. Repeat the same steps (continue to ask questions) above for comparison of the different Hawaiian islands and volcanoes.

15-20 min.

4. Guided Practice In groups of 4-5 students, have them identify all seven

continents on a world map, coloring North America. Next, have the students write one example of a land feature and one of a water feature and compare the two. Bring students back to the carpet and have them share their answers.

10 min.


Have students use their passport to complete independent practice. Have them use one page to track their experience in “North America”. Each student will need to draw the continent and a feature of land and water with descriptions.

10 min.


Formative: Observe students during guided practice for their cooperation with their group.Summative: Evaluate the passport completed during independent practice under the following criteria:Partial Mastery: 2/3 pictures are drawn with descriptionsMastery: 3/3 pictures are drawn with descriptionsNo Mastery: 1/3 or no pictures are drawn

7. Closure

Have the students gathered on the carpet around you. Ask students: “What is the continent we live in? What are some land or water features in our own community?” Have the students turn to a partner and talk about it, then share with the rest of the class.

3 min.


After the lesson is completed, the teacher will need to evaluate the criteria to determine mastery of the lesson.

Targeted Students Modifications/AccommodationsFor student with visual impairment: Make sure this student is sitting up close to view entire lesson and materials.

Student/Small Group Modifications/AccommodationsFor students who finish early: Have these students write about land and water features in our community and submit it to the teacher.

Materials/Technology: -World Map-Pictures from lesson one-Whiteboard & Markers-Paper, pencils & coloring toolsReflection on lesson: N/A

CT signature: ___________ Date: ______ US signature: ________ Date: _____Integrated Science and SS Unit: Lesson Plan Four (Amber)

Subject: 3rd Grade Topic: South America: Lakes, Valleys

Central Focus: South America’s physical characteristics with a focus of lakes and valleys


Date submitted: OCT 16th Date taught: TBA

Science NCES: 3.E.2 Compare the structures of the Earth’s surface using models or three dimensional diagrams.

3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).

3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Social Studies NCES: 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions).

3.G.1.2 Compare the human and physical characteristics of places.

Daily Lesson Objective: After comparing diagrams and graphics of South America’s physical characteristics (specifically the Sacred Valley of Incas and Lake Titicaca), students will draw a picture of South America- labeling the Sacred Valley of Incase and Lake Titicaca followed by at least 2 comparisons of the land features and 1 comparison of the stream to its bordering body of water.


Global Awareness- Students will identify a specific continent by looking at a world map and be able to draw it on their own (included with land and water features).

Environmental Literacy- Students will compare land and water features based on various characteristics.

Academic Language Demand (Language Function and Vocabulary): Explain in pictures with comparison

Key Vocabulary

Compare Continent Valley Lake

Prior Knowledge: Students will be able to use maps to locate places, identify various landforms and bodies of water. Students should understand that Earth is made of physical properties which results in location of certain water and landforms and how

weather conditions affect water and landforms. Students will also know of the continent North America and its land and water features.


1. Focus and Review

Have the students gather on the carpet around you. Inform the students that today we will be focusing on certain water and landforms (valleys and lakes) within one continent (South America). Ask students the following questions: “Who can remind us all what water and land features are? What were some that we learned about yesterday in North America?”

2-3 min.


The teacher will say, “Today we will be learning about specific water and land features in the second continent we will be traveling to this week by comparing diagrams and graphics of South America. By the end of this lesson, you will be able to draw a model of the continent while labeling the two features we discussed with at least 2 comparison pieces.”

1 min.

3. Teacher Input

Have the world map pulled up so that everyone can see it clearly. Ask students, “Who remembers what a continent is? Does anyone remember where North America is?” Have the students cooperate together to discuss labeling North America. Once the continent is labeled, inform students that today, we will be studying the water and land features of the continent below the one we studied yesterday. Ask students, “Which continent is the one below the one we live in? (South America)”

Next, have the students turn and talk to a partner about which water and land features are present in South America. Ask students for their responses.

Inform students that today we will be focusing on valleys and lakes in our continent. Begin with valleys.

Say to the students, “By looking at your land and water flipbooks, who can tell me what a valley is and its features?” Teacher will write this on the board so that all students can follow along clearly.

15-20 min.

Say to the students, “While there are many valleys, we are only going to focus on the Sacred Valley of Incas for now. Who can volunteer to circle the Sacred Valley of Incas on the map?” Ask the class if they agree with the students answer.

Inform students that we will compare the Sacred Valley of Incas to one of South America’s water features, lakes. Ask the class, “What is similar about these two forms? What is different?” Write the students’ comparisons on the board so that everyone can follow along.

4. Guided Practice

In groups of 4-5 students, have them identify all seven continents on a world map, coloring South America. Next, have the students write one example of a land feature and one of a water feature and compare the two. Bring students back to the carpet and have them share their answers.

10 min.


Have students use their passport to complete independent practice. Have them use one page to track their experience in “South America”. Each student will need to draw the continent and a feature of land and water with descriptions.

10 min.


Formative: Observe students during guided practice for their cooperation with their group.

Summative: Evaluate the passport completed during independent practice under the following criteria:

Partial Mastery: 2/3 pictures are drawn with descriptions

Mastery: 3/3 pictures are drawn with descriptions

No Mastery: 1/3 or no pictures are drawn

7. Closure

Have the students gathered on the carpet around you. Ask students: “What is the continent below the one we live in? What are some land or water features in other parts of that same continent?” Have the students turn to a partner and talk about it, then share with the rest of the class.

3 min.

8. Assessment Results of all After the lesson is completed, the teacher will need to evaluate

objectives/skills: the criteria to determine mastery of the lesson.


For student with visual impairment: Make sure this student is sitting up close to view entire lesson and materials.


For students who finish early: Have these students write about land and water features in our community and submit it to the teacher.

Materials/Technology: -World Map-Pictures from lesson one-Whiteboard & Markers -Paper, pencils & coloring toolsReflection on lesson: N/A

CT signature: _________ Date: ______ US signature: ______ Date: ________

Integrated Science and SS Unit: Lesson Five (Hannah)

Subject: Atlantic Ocean Central Focus: Comparing the Atlantic Ocean to other saltwater features.

Essential Standard/Common Core Objective: 3.G.1.2 Compare the human and physical characteristics of places.

3.E.2.1: Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers.


Daily Lesson Objective: Students will identify on the world map and compare the Atlantic Ocean to the Southern Ocean based on their characteristics. Students will collaborate together to compare 2 sentences that describe each ocean and then cut out characteristics that pertain to either the Atlantic Ocean or the Southern Ocean. Students will put the characteristics in the correct area on their earth poster.


Global Awareness – Students need to

Academic Language Demand (Language Function and Vocabulary): Vocabulary-

be aware of the world that they live in so that they are able to understand how everything on earth is interconnected. Students will be able to identify on the world map both the Atlantic Ocean and the Southern Ocean based on their characteristics.

Environmental Literacy – Students will compare the Atlantic Ocean to the Southern Ocean which is a body of saltwater that has saltwater features.

Ocean/Sea

Identify

Compare

Characteristics

Prior Knowledge: Students should have background knowledge of “characteristics” and “physical characteristics” and what that it entails concerning some of earth’s features based on the lessons prior.


1. Focus and Review

The teacher will ask his or her students a land and water feature that they identified in yesterday’s lesson.

The teacher will give other examples of land and water features as a quick review.

5 minutes


“Today we will be learning about the Atlantic Ocean and then comparing it to the Southern Ocean. By the end of this lesson you will be able to identify both of the world map and their characteristics.”

1 minute

3. Teacher Input

The teacher will introduce the Brainpop video, http://www.brainpop.com/science/earthsystem/oceans/ “Oceans” by Tim and Moby.

After the video teacher will then ask the students questions concerning the video such as,

“What is the difference between an ocean and a sea?”

“What do you think lives in the Atlantic ocean?”

“What continent(s) is the Atlantic ocean near or between?”

“Is the Southern Ocean cold? What kind of animals do you think live there? What do you think the land close to it looks like?”

“What continent is the Southern Ocean near?”

The teacher will then identify using the world map both the “Atlantic Ocean” and the “Southern Ocean” and the continents around/near both.

The teacher will model for the students the collaborative group work activity.

10-12 minutes

4. Guided Practice

Students will be put into groups of 4 or 5. The teacher will give each group a poster that already has an earth drawn on it. The earth will have the Atlantic Ocean labeled and the Southern Ocean labeled. The teacher will provide each person in each group with a list of both words and pictures (2 words and 1 picture per person) that are characteristics of either the Atlantic Ocean or the Southern Ocean. For example, one student in the group may have a list made of the word “ice, fish and a *picture* of wind currents”. The teacher will then give each group 2 sentences that describe the Atlantic Ocean and the Southern Ocean. Based on that knowledge, each member will cut out their list of both words

15 minutes

CT signature: ____________ Date: ______ US signature: _________Date: ____

Integrated Science and SS Unit: Lesson Six (Hannah)

Subject: Nile River and Mediterranean Sea

Central Focus: Comparing the Nile River and the Mediterranean Sea.

Essential Standard/Common Core Objective: 3.G.1.2 Compare the human and physical characteristics of places.

3.E.2.1: Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers.

Date submitted: N/A Date taught: N/A

Daily Lesson Objective: Students will be able to compare the Nile River and the Mediterranean Sea based on their characteristics.


Global Awareness- Students need to understand that both rivers and seas around the world have different characteristics even though both have water features.

Environmental Literacy – Students will compare the Nile River and the Mediterranean Sea based on their characteristics.

Academic Language Demand (Language Function and Vocabulary): Vocabulary-

Compare

Characteristics

River

Sea

Prior Knowledge: Students will need to know what “compare” means and a general knowledge of different water feature characteristics.


1. Focus and Review

The teacher will ask the students if they remember what a “sea” is. The teacher will then ask the students if they know what a “river” is and have they seen a river and where. The students will discuss amongst themselves quietly with a partner their answer. As a class the students will share what his or her partner

6 minutes

shared with them.

The teacher will give the definition for both “sea” and “river”.


“Today you are going to learn about the Nile River and the Mediterranean Sea that are in Africa. By the end of this lesson you will be able to compare them.”

1 minute

3. Teacher Input

The teacher will locate each on the world map and label them.

Next, the teacher will go through the following websites with his or her students and have a brief discussion about the information on each:

http://www.socialstudiesforkids.com/articles/geography/nileriver.htm

http://www.worldatlas.com/aatlas/infopage/medsea.htm

The teacher will record the information discussed in a word document using the smart board. The teacher will print the word document after the discussion is over to give as a referencing guide for the students to fold and staple into their passport.

12 minutes

4. Guided Practice

The teacher will model the directions for the students the independent assignment passport activity.

The teacher will show the students how to create a T-chart in their passport and what to label each side. The teacher will then show the students that on the back of their page they will draw an outline of Africa. The teacher will put the students into groups of 4-5 students. The students will observe a model of Africa that has the “Nile River” and the “Mediterranean Sea” (the model will have various characteristics on it including some of the desert surrounding the Nile River, boulders and narrow cliffs & for the Mediterranean Sea there will be lots of fish and oil). Students will jot down underneath each header their observations. Students will then draw on their outline of Africa that’s in their passport the characteristics that they see on the Africa model. The students will collaborate together in looking at the model of Africa and recording the characteristics of the Nile River and Mediterranean Sea that the see on the model in their T-chart that compares them.

5 minutes


Students will finish the passport activity on their own by completing the T-chart and their outline of Africa drawing the characteristics.

15 minutes


Summative- Student completion of passport activity will result in a satisfactory grade. Students that do not follow directions or complete the activity will be unsatisfactory.

Formative- Observation of students while they are working and overall student participation (especially during *possible*class or group discussion of the characteristics that they observed).

7. ClosureThe teacher will review the objective of the lesson and give students the option of sharing their passport.

5 minutes


N/A


-Student that is unable to stay on task and that struggle with staying still due to “bladder difficulties” will be allowed 2 breaks to go to the bathroom.


-Students that struggle visually with seeing the smart board, website, etc. will sit in the front of the class and will be allowed to move closer or further away according to their needs.

Materials/Technology: Passport book, Crayons, Markers, Pencils, Model (cardboard, colored paper etc. to cut out and make various characteristics for each water feature), student passport, smart board.

Article: http://www.socialstudiesforkids.com/articles/geography/nileriver.htm

Website Atlas: http://www.worldatlas.com/aatlas/infopage/medsea.htm

Reflection on lesson: TBA

CT signature: ____________ Date: ______ US signature: ________ Date:____

Integrated Science and SS Unit: Lesson Seven (Jami)

Subject: Asia Central Focus: Physical Characteristics of Land Features in Asia


Date submitted: Oct. 16 Date taught: Spring 2014

3.E.2.2: Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps

Social Studies: 3.G.1.2: Compare the human and physical characteristics of places.

Art: 3.CX.2.3: Use appropriate collaborative skills to create a work of art

Technology: 3.TT.1.1 Use a variety of technology tools to gather data and information

Daily Lesson Objective: After comparing characteristics of the Himalayan Mountains and The Reed Flute Cave the students will then complete the Asia page in their passports with 5/5 elements for full mastery, which includes one drawing of Asia, Types of land Features, Types of water features, 2 facts about Mountains or Caverns.


Interact Effectively With Others:

Students will work together to brainstorm and create two murals through working together.

Creative Thinking:

Students will create their own design for a mural of mountains and caverns.

Academic Language Demand :

Mountains

Caverns

Oceans

Peak

Mountain Range

Prior Knowledge: Students should have background of continents and what land features are. They should understand the term “compare”.


1. Focus and Review

Ask the students, “What country did we travel to yesterday and what did you learn about that country?”

2 min

Allow the students to answer.


Say to the students, “Today we will be traveling to Asia and will be exploring the Himalayan Mountains and The Reed Flute Cave. You will be working in groups to create a mural of mountains and caverns. After that you will complete your Asia passport page.”

2-3 min

3. Teacher Input Have the students sit on the carpet and put the Asia presentation on the board. Go through and read each slide with the students. Slide1: introduction Slide2: Ask the students, “Can anyone tell me where Asia is?” Call on one student to point to it on the world map.Slide3: Show the picture to the students, Say this is another view of Asia on the world mapSlide4: Say to the students “Here are some facts about Asia, Read the facts on the slides to the students. Slide 5: Ask the students, “Does anyone know what bodies of water are near Asia?” Allow students to answer then say “there are 4 seas surrounding Asia, and two oceans; these oceans are the Pacific ocean and the Indian ocean”Slide 6: Say to the students, “ The two land features in Asia we’re going to look at are Mountains and Caverns.”Slide7: Ask the students “what is a mountain?” Allow a couple students to answer then read the facts written on the slideSlide 8: Say to the students, We are going to look at the Himalaya mountains” then read the facts off the slide Slide 9: Say to the students, “Mt. Everest is apart of the Himalayas”, then read the slide.Slide 10: Say to the students, “We’re going to watch a video clip showing people climbing Mt. Everest.” Click the link to show the students the Mt. Everest video when that slide appears. Slide 11: Say to the students, “Now we’re going to learn about Caverns” Read the slide to the studentsSlide12: Say to the students, “A famous cavern in Asia is

15 min

The Red Flute Cave”, then read the slide to the studentsSlide 13: Tell the students, “These are pictures taken inside the Red Flute Cave. “

4. Guided Practice After showing students the Asia presentation tell the students, “ You will be working in assigned groups to create a mural of The Himalaya Mountains and the Reed Flute Cave. In order to find out more information for your murals, you will be using your laptops to look at two websites that I have found for you. These websites have additional photos and information about caves and mountains. I will also leave the photos of the Reed Flute cave that are on the presentation on the smart board for you to look at. Your mural should include a drawing of the Himalaya mountains, a drawing of the Reed Flute cave, at least 2 sentences comparing the physical characteristics that are displayed in each drawing.

Place students in groups of 3 to 4 and give each group of students one large piece of paper and coloring supplies. Allow the groups to spread out around the room. Put the websites on the board for the students to see them, or have it on your webpage so that the students can easily access it by clicking on them.

While the students are working, walk around the room and ask the students these questions:

Do you see any differences between mountains and caverns?

Are there any similarities between Mountains and Caverns?

Are there any distinct characteristics that only apply to the mountains?

Are there any distinct characteristics that only apply to caverns?

When students finish their murals, tape them up around the room. Once everyone’s murals are completed have the class walk around the room for a minute so that everyone can see all of the murals. Afterwards have the students return to their desks and ask them as a whole group, “Did anyone find any similarities between Mountains and Caverns?” Allow several students to answer. Some Similarities are:

They can both be very large. They’re both made of different types of rock

25 min

They can both be very cold.

Then ask the students, “Did anyone find any differences between Mountains and caverns. Allow the students to answer. Some differences are:

Many caverns are underground Caverns are hollow spaces in the ground and

mountains rise above the ground.


Have the students return to their desks, ask them to take out their passports. Tell the students, “You are now going to independently complete your passport page for Asia. You must draw a picture of Asia, list the types of land features in Asia that we discussed today, list the types of water features that we discussed today, and have 2 facts about mountains or caverns.

15 min


Summative: Questions asked during lesson

Formative:

Full mastery: 5/5 elements completed, which includes:

1 drawing of Asia

Types of Land Features

Types of Water Features

2 Facts about Mountains or Caverns

Partial Mastery: ⅗ elements completed

No Mastery: 0/5 elements completed

7. Closure Ask the students, “ Can anyone tell me where we traveled today, and what types of land features we saw?” Allow the students to answer, then say “You did a great job with traveling to Asia and looking at the Himalaya mountains and the Reed Flute Cave. We’re

5 min

going to travel again tomorrow.”


To be determined by the teacher after teaching the lesson.


-Assist students who need help navigating the websites or have the websites already pulled up on some of the computers.

-Pair struggling students with more advanced students.

Monitor the students and answer their questions.

-Students will visual impairments should be moved to a position that they can see well.

- Students with hearing impairments should be moved to a location that they will be able to hear the teacher and other students better. When doing the guided practice have the student and their group move to a quiet location like the hallway or a separate workspace.


-Create a small group of struggling students and assist them with their mural and navigating the websites.

Materials/Technology:

-2 Large sheets of paper per group -Coloring materials for each group-Passport Booklet-Powerpoint: Powerpoint link-Two Websites: -Caves: http://www.kidsdiscover.com/spotlight/caves-for-kids/-Himalayas: http://www.kidsdiscover.com/spotlight/himalayas-kids/

Reflection on lesson: TBA

CT signature: ____________ Date: ______ US signature: ________ Date: ____

Integrated Science and SS Unit: Lesson Eight (Jami)

Subject: Antarctica Central Focus: Antarctica’s physical characteristics of land features with a focus on glaciers


Science: 3.E.2.1: Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers.)

Social Studies: 3.G.1.2: Compare the

human and physical characteristics of places.

Date submitted: Oct.16 Date taught: Spring 2015

Daily Lesson Objective: After discussing the Antarctica Presentation and watching the Antarctica video, the students will demonstrate and draw the movements of glaciers. They will then complete the Antarctica page in their passports with 4/5 points for full mastery, which includes one drawing of Antarctica, one type of water feature, one type of land feature and one question about glaciers.


Collaborate:

Students will work together to perform an experiment and will generate ideas together about the movement of glaciers.

Use Knowledge:

Students will use the knowledge from the teacher input in order to generate ideas in the guided practice.


Antarctica

Glacier

Movement

Prior Knowledge:-The Continents

-Cardinal Directions


1. Focus and Review

Ask the students, “Can anyone tell me where we traveled to yesterday?” Allow students to answer, then say to them, “We’ve been traveling around the world and learning about the continents and their land and water features.”

2 min

2. Statement of Objective

for Student

Say to the students, “Today we’re going to learn about Antarctica and Glaciers. We’re going to talk about what a glacier is and where they are located. Then you will work in groups and do an experiment that will show you how a glacier moves. You will then complete the Antarctica page in your passport.”

1 min

3. Teacher Input

Have the students sit on the carpet, Say to the students “Today we’re going to travel to the Continent of Antarctica.” Have the Antarctica presentation on the smart board and go through each slide with the students.

Slide 1: Say to the students in an excited voice, “We’re traveling to Antarctica today!”

Slide 2: Ask the students, “Can anyone tell me where Antarctica is located?” Call on a student to point to it on the map.

Slide 3: Ask the students, “What body of water surrounds it? Allow a student to answer or say, “The southern ocean surrounds the entire continent of Antarctica.”

Slide 4: Say to the students, Here are some interesting facts about Antarctica”, then read the slide to the students.

Slide 5: Say to the students, “We’re now going to

15 min

talk about Antarctica’s land features”, then read the entire slide to the students.

Slide 6: Say to the students, “We’re going to focus on the land feature glaciers today!” then read the slide to the students.

Slide 7: Say to the students, “Here are some pictures of the glaciers in Antarctica.”

Slide 8: Play the Brainpop video for the students.

After showing the students the video say to the students, “We’re now going to see how glaciers move by doing an experiment.”

4. Guided Practice Have the students work in groups of 3 to 4 to do glacier experiment. Before you hand out supplies, tell the students “Do not touch any of the supplies until I tell you to. If I see you misusing the supplies or playing around with it, you will not participate in this activity.”

Hand each group of students a cookie sheet and a white batch of goo and a blue batch, large mixing bowl, and a mixing spoon. (The glacier batches will already be made by the teacher) Tell the students, “You may now mix the two batches of goo together in the big bowl.” Once they are mixed, tell the students, “the mixed goo represents the glacier.” Then tell the students “Now prop up one side of the cookie sheet using a book or another object so that the sheet is at an angle.” You may demonstrate this part that that the students will understand better. Then tell the students, “the cookie sheet represents the ground that the glacier is on. You may now place your glacier at the top of the pan and watch how it moves.” Have them try placing it in different places on the cookie sheet. After all of the students have completed the experiment, have the students put the supplies away and return to the carpet. Once they are all seated on the carpet, ask them: “How did the glacier move? Did anyone notice

25 min

something when they placed their glacier in different spots?” Allow the students to answer and then say to them “glaciers move slowly in a downward slope. When they move they can drag dirt and debris with them.”


Ask the students to return to their desks and tell them to independently complete the Antarctica page in their passports. They must draw one picture of Antarctica, name one type of water feature, name one type of land feature, and two facts about glaciers.

15 min


Summative: questions asked during lesson

Formative: complete passport section for Antarctica

Full mastery: 4-5/5 points which include:

1 Drawing of Antarctica (1 point)

1 Type of Water Feature (1 point)

1 Type of Land features (1 point)

How are the physical characteristics of glaciers different than other land features we’ve discussed? (2 points)

Partial Mastery: 2-3/5 points

No Mastery: 0-1/5 points or less

7. Closure

Say to the students, “Today we traveled to Antarctica, and learned about glaciers, can anyone tell me something they learned about Antarctica today?” Allow the students to answer and then say to them, “You did a great job today, We’ll be traveling to another continent tomorrow.”

5 min

8. Assessment Results of

all objectives/skills:

After the lesson is completed the teacher will need to evaluate the criteria to determine mastery of the lesson.


Student/Small Group Modifications/Accommodations:

-Walk around the class and help struggling students. -Help struggling students with the experiment and with the passport page. -Pair struggling students with advanced students.

-Students who are visually impaired may move to a spot where they can see better.

Students with hearing impairments may move to a spot where they can hear better.

-Form a small group of students and do the glacier experiment as a demonstration for the small group.

-Individually help struggling students.

Materials/Technology:

Passport Booklet

Brainpop video:

http://glencoe.mheducation.com/sites/dl/free/0078778026/164213/00053408.html

To make the glacier goo ( Done before Lesson):

- Two 8-oz. (237 mL) bottles of white glue

-Borax (a powdered soap found in the grocery store)

-Large mixing bowl

-Plastic cup (8-oz. [237 mL] size works well)

-Spoon

-Measuring cup

-Blue food coloring

-One cookie sheet or tray per group of students

- Glacier goo recipe instructions: http://www.mykidsadventures.com/glacier-goo-project/

Power Point:

https://docs.google.com/presentation/d/1H69NXlkg8ffIwEsQjxjuvls4anlAOvqjctfnNgH6f3s/edit?usp=sharing

Reflection on lesson:

n/a

Integrated Science and SS Unit: Lesson Nine (Kelli)

Subject: Science & Social Studies Central Focus: Ewen’s Pond and Kings Canyon


. Science NCES: 3.E.2 Compare the structures of the Earth’s surface using models or three dimensional diagrams.3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Social Studies NCES: 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions).

3.G.1.2 Compare the human and

physical

characteristics of places


3.V.3.1

Understand how a single tool can be manipulated in multiple ways, safely and appropriately.

Daily Lesson Objective: After reading a book about canyons and watching a video about ponds, students will complete the Australia portion of their passport. In order to be successful, students will have to draw the continent and the discussed land/water features along with writing a description of each.


Think and Working Together Creatively – Students will think about certain items that belong in or near a pond and create a play scene with their group

Use and Manage Information Effectively – Students will use the information learned through the teacher input in their guided and independent practices


Language Function Describe, Categorize,

Vocabulary pond, canyon

Prior Knowledge: Students should know what a continent is. Students should have a vague idea of a pond and a canyon.


1. Focus and Review

The teacher should get the students’ attention and ask, “Can anyone remember where we travelled to yesterday?”. The students should respond with “Antarctica”. The teacher will praise the students and then say, “Today we are going to travel to Australia! This is where Australia is.” The teacher should point to the continent on a map. Next, he/she should ask, “Does anyone know anything about Australia off the top of their head?” The students will answer. If none of the students respond, the teacher will point out that it is surrounded by water.

2-3 minutes


“Today, we will watch a video about ponds and read a book about canyons because these are a few features that Australia has to offer. After we discuss the book and video, you will work in centers to learn more about

canyons and ponds. Finally, you will complete your Australia page in your passport.”

3. Teacher Input During this class period, the teacher should have picture of Ewen’s Pond and Kings Canyon of Australia in the front of the classroom so that he/she can point to it throughout the lesson. The teachers should begin by saying, “Australia has two very important features that we should discuss. The first is a place called Ewen’s Pond and the second is Kings’ Canyon. Can anyone tell me what they know about a pond or a canyon?” The teacher should let the students respond and as they do, he/she should write their statements down. Once students have responded, the teacher should say, “Let’s see if we are right! First, I’m going to show you a video so that we can learn about ponds. As we are watching, if you think anything is interesting about ponds, write this down!” The teacher should then play the Sesame Street video found here: http://www.youtube.com/watch?v=qrQEWRUIFlw . The teacher should ask students if they found anything interesting about the video. He/she should let several students respond. Then, the teacher should ask questions about the video to be sure that students got the main ideas. Possible questions could include:

-is a pond a fresh or salt water feature?

- Is a pond small or big?

- What kind of environment surrounds a pond?

- What was the problem that Kermit had in the video?

Several students may respond to each question.

The teacher should then state, “It’s time to change gears! We are going to learn about land forms in Australia now. As I mentioned, our landform for today is Kings Canyon. We are going to read Exploring Canyons by Melody Mis. As we read, I would like you to write down anything that is interesting or sounds important.

25 minutes

This way, we can remember all about canyons when it is time for our projects!” The teacher should read the book. As he/she is doing so, he/she should point out that the colors change as the canyon goes up. Point this out in the picture of Kings Canyon as well. Afterward reading the book, the teacher should allow students to share what they may have written down. As students respond, the teacher should write down their facts on a piece of chart paper entitled Canyons.

4. Guided Practice

The teacher should split the group in half by heterogeneous grouping. They will be told that there will be two stations in the classroom for students to do two activities in. The first involves an activity with canyons and the second involves ponds.

Station 1: Canyons

Children will use their notes and observations on canyons to create an art version of a canyon. The students will use torn pieces of paper on a white sheet of paper to create their own canyon using the picture of Kings Canyon as inspiration. They should take into consideration how the colors change as they go down. In addition, students will write three facts that they learned about canyons on the back of their paper. They will be given 10 minutes in this station.

Station 2: The teacher will have provided students with a large piece of blue paper placed on the floor. Alongside this piece of paper, students will have many different objects that may or may not be near a pond. The students should work together to decide what would be found in or near a pond. The items may include a stuffed fish and/or frogs, sticks, sand, rocks and other items that are commonly found in/near a pond. Additionally, there should be items that will not be found near a pond. This may be a stuffed shark or dolphin, a big cruise ship, or other items that will not be found at or near a pond. If students finish early, they may make a list of other things that could be found at Ewen’s pond.


Have students use their passport to complete independent practice. Have them use one page to track their experience in “Australia”. Each student will need to draw the continent and a feature of land and water with descriptions.


Formative: Observe students during guided practice for their cooperation and understanding in the guided practiceSummative: Evaluate the passport completed during independent practice under the following criteria:

Partial Mastery: 2/3 pictures are drawn with descriptionsMastery: 3/3 pictures are drawn with descriptionsNo Mastery: 1/3 or no pictures are drawn

7. Closure

The students should be gathered onto the carpet around the teacher, he/she should ask, “What did we learn about ponds and canyons today?” and let the students respond. Next, he/she should ask, “If these both exist in Australia, what kind of environment do you think Australia has?” Several students will be allowed to respond.


After the lesson is completed, the teacher will need to evaluate the criteria to determine mastery of the lesson.


For student with visual impairment: Make sure this student is sitting up close to view entire lesson and materials.


The heterogeneous grouping of the guided practice will allow students to work together for this lesson. This will help both low and high achievers

For those who finish early, the teacher should instruct them to read a book on their favorite land or water form that have been discussed so far. This may be in preparation for their project.

Materials/Technology: -Sesame Street pond video found here: http://www.youtube.com/watch?v=qrQEWRUIFlw-Exploring Canyons by Melody Mis-Chart paper -Markers-Torn paper with colors representative of a canyon (deep orange, red, brown)

http://www.youtube.com/watch?v=qrQEWRUIFlw

Blue paper in shape of pond-Stuffed animals-Rocks-Sticks-Sand-Any materials the teacher would want to use to show examples/non-examples of things found at ponds-Passport

Reflection on lesson: N/A

CT signature: _____________ Date: ______ US signature: _______ Date: ______

5. Content Analysis5A. Integration of Curriculum (Chart in separate document)5B. Meeting Learners’ Needs—Multiple Intelligences and Learning Styles (Chart in separate document)

6. Unit Assessment1. Formative

Throughout this unit, the students will be creating a passport book. Each day, students will complete a page for a continent. They will identify a land/water feature that was discussed on that day along with a drawing and facts about that particular continent. Additionally, students will complete quizzes to test their knowledge of land and water features that were previously discussed.

2. Summative The first summative assessment is a Unit test. This will test student knowledge upon each land and water feature along with the different continents. The second summative assessment included in this unit is a final project. Students will work together to research a land and water feature in an assigned continent. They will use technology in order to research and develop knowledge about their chosen land and features. Once they believe that they have a clear understanding of the features, they will create a model representing them. Students will most likely take a few days to complete this. Finally, the students will present their models at a Parent Community night. The projects will be graded upon the following rubric:

3 (Mastery) 2 (Partial Mastery)

1 (No Mastery)

Accurate Information

in Model Presentation

a. Introduce one land and water feature that is different from class

b. 5 facts on each land and water feature

a. Introduces one land and water feature

b. 2-4 facts on each land and water feature

c. 1-2 facts on continent

a. Does not introduce a land or water feature

b. 0-1 facts on each a land and water feature

c. No facts on

c. 3 facts on continent

continent

Collaboration a. Student contributed their fair share to the project

b. Students participated in the research and creation of model

c. Students communicated effectively with peers

a. Student attempted

to contribute their fair

shareb. Students

attempted to

participate in research and model creation

c. Student had minor

communication issues with peers

a. Students did not contribute their fair share

b. Students did not attempt to participate in the research and model creation

c. Students had excessive communication issues

Research Skills

a. Students created a list of resources

b. Student’s information was correct

c. Students effectively synthesized information

a. Students created a partial list of sources

b. Student’s information had a few minor errors

c. Students were able to partially synthesize information

a. Students did not have a list of sources

b. Student’s information had many errors

c. Students did not synthesize information

Model Representation

a. Accurate depiction of a land feature

b. Accurate depiction of a water feature

c. Good quality of model

A. Partially accurate depiction of a land feature

B. Partially accurate depiction of a water feature

C. Average quality of model

A. Depiction of land feature is inaccurate

B. Inaccurate depiction of a water feature

C. Poor quality of model

Presentation a. Student spoke clearly

b. Appropriate voice level and eye contact

c. Displayed confidence

a. Student had minor issues in speaking clearly

b. Student attempted to have an appropriate voice level and eye contact

c. Minor problems in confidence

a. Student did not attempt to speak clearly

b. Student did not attempt to maintain appropriate voice level and eye contact

7. Unit Reflection (Individual Submissions)

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