A lesson plan for grade 3 Science

Learning outcomes

Students will:

• Discover which kinds of trash break down naturally and which do not.
• Brainstorm alternative methods for handling solid waste that could alleviate problems associated with landfill sites, depletion of natural resources and rising costs.
• Make recommendations for effective handling of organic, reusable, and recyclable solid waste.

Teacher planning

Time required for lesson

6 weeks

Materials/resources

• four large wide-mouthed jars
• soil
• water
• labels for jars that say: “Organic,” “Reusable Recyclable,” “Non-Reusable Recyclable,” and “Non-Reusable Non-Recyclable”
• table on which to set jars for easy access
• paper towels
• assorted items from trash: apple cores, aluminum foil, plastic bags, packing foam, food wrappers, milk cartons, six-pack rings, pop cans, leftover food, etc.
• Chart to record predictions and observations (make a new chart for each week). Charts should have columns for jar name, prediction, and observation.
• garbage bags or big bags to collect trash
• gloves

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Learning outcomes

Students will:

• demonstrate the ability to infer
• distinguish between fact/opinion
• identify key vocabulary
• describe a bear
• observe and examine structural characteristics, behaviors, and habitat

Teacher planning

Time required for lesson

2 weeks

Materials/resources

• markers
• three sheets of chart paper for each group of students (divide students into groups of 3–4 students)
• two different photocopies of the black bear
• space large enough for students to get into their groups
• black bear resources such as newspaper articles, books and videos

Technology resources

• color monitor with access to the internet in the classroom
• access to the internet in the computer lab for each student
• software program (KidPix Deluxe or Hyperstudio) in computer lab
• computer access to the internet along with mirror imagination on a TV monitor
• computer access to the internet and TV monitor need to be hooked up before the lesson begins

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Learning outcomes

Students will:

• relate characteristics and behavior of animals to their environment.
• determine the behavior and body structure that have specific growth and survival functions of animals.
• evaluate living and nonliving things that affect animals in their environment.

Teacher planning

Time required for lesson

3 days

Materials/resources

• Pre-activity: Pictures of animals and their environments. (For images that can be used for free in educational use, try Classroom Clipart and explore the geography and animals sections.)
• Adaptation Experiment: chart table, pliers, tweezers, chopsticks, spoons, clothespins, cooked rice, cooked spaghetti, bird seed, peanuts, paper plates, paper towels.
• Copy and transparency of chart for the experiment.
• Animal Research: 5″x 7″ index cards for each student, reference books from media center, access to computer lab. Copy of the Rubric to assess index cards.
• Stone Fox Activity: Copy of Stone Fox for each student

Technology resources

For the Animal Research section, the students will need access to a computer and the internet.

Pre-activities

• Prior to this lesson the students will need to know about basic needs of living things.
• To stimulate student’s prior knowledge of living and nonliving things that affect animal life, the student will participate in a class activity where the teacher will pass out pictures of animals and their environment. The students will be instructed to match the animal with the environment in which that animal lives.

Activities

1. The teacher will guide a Bird Adaptation experiment, setting the purpose that animals body structures help them adapt to their environment. This experiment will be taught by using cooperative groups in a heterogeneous setting. Before beginning the experiment, the teacher will brainstorm with the class different shapes of birds’ beaks, drawing these on the overhead or board. The teacher will then pose the question, “Why are there different shapes of beaks?” She will then instruct the students to copy the table for the experiment that will be on the overhead. The teacher will clarify any questions about the table at this time. The teacher will give each group the supplies listed in the Bird Adaptation Materials List. She will then instruct the students to use each tool to gather the various foods and record their observations on their table. Once the groups have been given ample time to complete their table, the teacher will discuss their findings as a whole class. She will then ask the students to independently answer the open-ended questions listed at the bottom of the table.
2. The teacher will introduce the vocabulary words as a whole group using the overhead. Students will copy these terms and their definitions into their Science Journals so that they may refer back to the definitions throughout the lessons. Students will complete independently the vocabulary puzzle using their journal if needed.
3. The teacher will assign each cooperative group a particular animal to research, finding structural characteristics as well as behavioral characteristics in that animal’s habitat. Each student will receive an index card to record their findings. The student may use resources from the media center as well as resources from the Internet (make sure all students have signed forms from their parents allowing the use of the Internet).
4. Using the chapter book, Stone Fox, the teacher will make a connection between the animals previously discussed and the Samoyed dogs that appear in the story. The teacher will ask students to list and describe at least three animal adaptations of the dogs using the text as a source to find information.

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