Next Generation State Standard

Project-

This year our school is implementing the Next Generation State Standards. We are teaching science across the curriculum.

Standards:

3-LS1 From Molecules to Organisms: Structures and Processes
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth,
growth, reproduction, and death.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
building and revising simple models and using models to
represent events and design solutions.
Develop models to describe phenomena. (3-LS1-1)
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Common Core State Standards Connections:
ELA/Literacy –
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how
key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or
enhance certain facts or details. (3-LS1-1)

Production and Distribution of Writing:

CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge:
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

PROJECT

Directions: Research two trees (answer and write all the questions in a sheet)

  1. Research one tree from California and another tree from another state.
  2. Research the trees and use the graphic organizer to write facts.
  3. What patterns did you see?
  4. Why do you think the Californian tree you chose is different from the tree you chose from another state.
  5. What does phenology mean?
  6. How does a tree change throughout the year?
  7. Why does the tree change through the year?
  8. How do you identify a tree species?
  9. How is this tree used (economically,
    ecosystem service?)
  10. How can you identify how old is the tree?
  11. How old is the tree?
  12. How tall is the tree?
  13. Vegetation – what types, quantity, invasive species, etc.
  14. Animals – species, status, diversity, etc.
  15. Water – sources, locations, currents, etc.
  16. Human impacts – settlements/activities
  17. Draw a map of the trees you chose
  18. Do a diorama of the trees you choose and label everything that is in your diorama.
  19. Do poem
  20. Do- the sketch and label your ecosystem.
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Fractions for Third Grade

pp8180d01b_02

This year my students are a little challenging but that is ok. I always find different strategies to teach them. I am always looking for resources and modifying then to their needs. I am strong believer that all students can learn when you are challenging them and working at their level as well as moving the students forward. I know that teaching is and can be challenging but when I see my students engage during the lesson and understanding a topic I think is worth it.

In the month of February we started on our unit on Fractions. The common errors or misconceptions that I saw with my students was that a few of them were not able to show me different possible ways on partitioning a whole into different ways because they were lacking the concept of symmetry. We are still working on that and I am incorporating art so they can be able to draw.

I do a lot of hands on activities with my students and I use a lot of modeling and guiding with my students. Also, the students are in groups and most of the help each other. In addition, we are also working on evaluating and criticizing each other work. I pick my students strategically and then I will ask do agree or disagree with her and why. They have to tell me why. Also, we are learning to self correct our work. The first thing I did was I model and guide them through the process step by step and I would do a lot of think alouds.

I am also teaching my students to look for key words when we are working on word problems. I also use this graphic organizer with them.

key words:  what is the problem asking you to do?
 what is given to you?  Plan: How are you going to solve the problem

Show me and explain step by step

This graphic organizer has helped the students on analyzing as well as solving the word problem.

This are some resources for the unit on fractions:

 click here

 click here

click here