Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
and Living
things
rd
3 Grade STEAM Unit
th
November 8 , 2017
Hilbert 1
Table of Contents: Page #
Parent Introductory Letter 3
Lesson 1 4
Lesson 2 6
Lesson 3 8
Lesson 4 10
Lesson 5 12
Lesson 6 14
Lesson 7 16
Lesson 8 18
Lesson 9 20
Lesson 10 23
Summative Assessment 25
Rubric 27
Hilbert 2
Dear Parents,
This month your 3rd grade students will begin to explore the world around them through
the lens of the environment and the living things that inhabit them. They will learn about
different characteristics of the environment and living things through the many different
subjects and lens that make up STEAM; Science, Technology, Engineering, Art and Mathematics.
Throughout the unit, your students will investigate topics such as:
Where do organisms live
How do environments change
How living in a group help some animals to survive
What happens to organisms in changing environments
How humans living in an environment affect the organisms living there
As your students start exploring the different areas and topics they will be
meeting 3rd grade California Common Core State Literacy Standards for Science,
NGSS-Practices and the California Common Core State Standards: Mathematics, as
well as ELA Common Core Standards. This unit will allow the students to feel like
explorers by applying the scientific topic to many different topics in ways that
they haven’t before in order to provide them a greater understanding of the
environment and the organisms that live in it. Ultimately, they will be able to
apply this knowledge and skills over observation, interaction and curiosity to the
world outside of the classroom.
The students will become explorers and will use all of their knowledge over
this unit to construct a presentation on a specific animal, its habitat and its
adaptations. They will share this presentation with their peers and showcase their
exploration, research and scientific drawing of the animal and its environment,
through the displayed work on the walls of the classroom.
I am excited to open up the world for your student to explore and reflect on.
I appreciate your continued support and excitement for our explorers to learn and
grow through the world around them.
Sincerely,
Mr. Jeff
Hilbert 3
Lesson 1 Name: Organisms have needs
Subject: Science, Literacy
Grade Level: 3rd
I. STANDARD (Include number and text for each standard)
NGSS: LS4.C
Literacy: Reading Standards for Informational Text[grade 3]; 2, 5,7
II. INSTRUCTIONAL RESOURCES AND MATERIALS
A. Textbooks
Bring Science Alive
B. Worksheets
C. Digital resources
Computer for research
D. Assistive technologies
E. Other
III. LESSON OBJECTIVE(S)
IV. ASSESSMENT-
● Informal (Formative)
White boards [survive or not game]
● Formal (Summative)
Link shared and 2 sentences written
A. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
1. Engage Students:
a. Attention focusing strategy
Hilbert 4
Asking if they could survive in the desert with what they were
wearing, or Antarctica, contemplate what needs they might have
b. Sharing objective
Talk about organisms needs and resources
C. GUIDED PRACTICE
Explain that it is important to use multiple different sites and reflect on the information to
make sure it fits the goal of the lesson
Walk around assisting with computer use, login and search parameters
Choosing animal, looking up needs and environment of said animal, writing 2 sentences
(alternatively if necessary may discuss what they found with me one-on-one)
VI. INCLUSIVE PRACTICES: To support learning differences or specific student needs for
English Learning, IEPs, 504, GATE, (You may restate your consideration for diversity
above in engagement, instruction, and assessment.) Multiple means of engagement,
multiple means of representation, multiple means of expression
for students not computer literate or whom need limited screen time provide
books as a research tool
Hilbert 5
Lesson 2 Name: Environments ALIVE!
Subject: Science, Art, Geography
Grade Level: 3rd
VII. STANDARD (Include number and text for each standard)
NGSS LS4.C/D
CCSS for Visual Arts 1.3, 2.3, 2.4
X. ASSESSMENT-
● Informal (Formative)
Class observation and guidance when needed
● Formal (Summative)
Showcasing work of table to the rest of the class
XI. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
B. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
Hilbert 6
3. Engage Students:
a. Attention focusing strategy
Pictures of me in different environments
Sounds played in background of the sounds of a rainforest
b. Sharing objective
Understand that there are differences between environments and
that leads to different animals’ being able to survive
4. Activate Prior Knowledge:
Can you name any environments? What is the environment we live in?
4. Showcase an example of our local environment and the items I want them
to label
5. Assign a different environment to each table group and task them with
working together to create the image
6. Provide laptops and knowledge of how to search for examples of
environments
C. GUIDED PRACTICE
Roam and redirect if necessary, answer questions students have
Hilbert 7
Lesson 3 Name: Groupings
Subject: Science, Math
Grade Level: 3rd
XIII. STANDARD (Include number and text for each standard)
NGSS 3-LS2-1, LS2.D
CCSS Math 3.OA.1/2 (multiplication of whole numbers & partitive division)
XVI. ASSESSMENT-
● Informal (Formative)
Partner talk and share
● Formal (Summative)
Having a completed worksheet to display new knowledge
XVII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
C. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
5. Engage Students:
a. Attention focusing strategy
Hilbert 8
Pictures of a pride of lions and contrasting pictures of a single
leopard
Ask about their relationships with their groups (share with each
other about class environment benefits)
b. Sharing objective
Learn about what is good about being in a group for organisms
6. Activate Prior Knowledge:
Pair-share and think on animals they know that are commonly grouped
C. GUIDED PRACTICE
Observe and support students that need clarification
Those that do not feel comfortable with the math or picture may write a
Hilbert 9
Lesson 4 Name: Batty
Subject: Science, Literary, Writing
Grade Level: 3rd
XIX. STANDARD (Include number and text for each standard)
NGSS LSD2.D
CCSS Reading Standards for Informational Text 3, 8
CCSS Writing Standards 2b, c
XX.INSTRUCTIONAL RESOURCES AND MATERIALS
P. Textbooks
Bring Science Alive!
Q. Worksheets
R. Digital resources
S. Assistive technologies
T. Other
Writing journal
XXI. LESSON OBJECTIVE(S)
in a group________.
XXII. ASSESSMENT-
● Informal (Formative)
Pair-share
● Formal (Summative)
Ability to discuss the learning through writing
XXIII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
D. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
7. Engage Students:
a. Attention focusing strategy
Hilbert 10
Pictures and sounds of bats, lead to feelings about them
b. Sharing objective
Specific example of group benefits for animals
8. Activate Prior Knowledge:
Address and access potential stereotypes that surround bats
15. Model ways of talking about the animals while on the carpet
16. Instruct students to take what they have shared with their
neighbors, the content and my model to create a two paragraph
writing on bats
17. Once done students may draw bats
C. GUIDED PRACTICE
Hilbert 11
Lesson 5 Name: Slow Environmental Changes
Subject: Science, Engineering
Grade Level: 3rd
XXV. STANDARD (Include number and text for each standard)
NGSS 3-LS4-4
NGSS Engineering Practice 6 [generate and compare multiple solutions to a problem
based on how well they meet the criteria and constraints of the design solution]
over time__
banks of a river____.
XXVIII. ASSESSMENT-
● Informal (Formative)
Able to maintain academic scientific interest rather than splashing around
● Formal (Summative)
Able to design a model to showcase erosion and other effects that occur in the
relationship between water and soil
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XXIX. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
E. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
9. Engage Students:
a. Attention focusing strategy
Show pictures of grand canyon, death valley
b. Sharing objective
To be able to grasp the impact water has on a given environment
10. Activate Prior Knowledge:
What do we use water for? The differences between salt and fresh water?
[pair-share]
B. INSTRUCTION AND MODELING:
(Consider UDL: Multiple means of representation)
C. GUIDED PRACTICE
Give instructions and assist with the construction of models once group shows
a drawing of their desired model
Hilbert 13
Lesson 6 Name: Fast Environmental Changes
Subject: Science, Engineering, Writing
Grade Level: 3rd
XXXI. STANDARD (Include number and text for each standard)
NGSS LS2.C, LS4.D.
NGSS Engineering Practice 6 [generate and compare multiple solutions to a problem
based on how well they meet the criteria and constraints of the design solution]
CCSS Writing Standards 2b, c
XXXIV. ASSESSMENT-
● Informal (Formative)
White-board review of slow/fast changes and perm/temp changes in environment
● Formal (Summative)
Review of two paragraph writing and whether they answered the questions
Hilbert 14
XXXV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
F. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
C. GUIDED PRACTICE
Assess and answer any questions students have about the engineering solutions available
for them to write about
Be available for assistance in search and typing
Hilbert 15
Lesson 7 Name: Adaptation
Subject: Science
Grade Level: 3rd
XXXVII. STANDARD (Include number and text for each standard)
NGSS LS4-4, LS4.C , LS2.C
adaptations__________________________________________________.
XL. ASSESSMENT-
● Informal (Formative)
Share their favorite adaptation as I walk by
● Formal (Summative)
Worksheet complete and clear
XLI. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Hilbert 16
G. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
C. GUIDED PRACTICE
Hilbert 17
Lesson 8 Name: Changes in specific environments
Subject: Science, Writing
Grade Level: 3rd
XLIII. STANDARD (Include number and text for each standard)
by___conducting research on their animal and the changes that occur in their
Environment, adaptation
XLVI. ASSESSMENT-
● Informal (Formative)
Discussing animal choices and environment changes
● Formal (Summative)
Review of written research for scientific and knowledgeable reflection
XLVII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
H. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
Hilbert 18
15. Engage Students:
a. Attention focusing strategy
Show pictures of deforestation and degraded coral reef
b. Sharing objective
Research how our animal adapts to the natural and unnatural
changes that occur
16. Activate Prior Knowledge:
Recall previous lesson and discuss with neighbor about what the functions of
adaptations are
B. INSTRUCTION AND MODELING:
(Consider UDL: Multiple means of representation)
C. GUIDED PRACTICE
Further assistance on using a computer for research and a new focus on typing,
manage behavior and focus
Hilbert 19
Lesson 9 Name: Movement
Subject: Science, Math, Engineering
Grade Level: 3rd
XLIX. STANDARD (Include number and text for each standard)
NGSS 3-LS4-3, 3-LS4-4, LS2.C
CCSS Math 3.OA.1 (multiplication of whole numbers)
NGSS Engineering Practice 6 [generate and compare multiple solutions to a problem
based on how well they meet the criteria and constraints of the design solution]
by____using math to visualize migration and creating a solution for safety issues
● Informal (Formative)
Thumbs up, thumbs down
● Formal (Summative)
Completed math worksheet and multiple sentence understanding and solution
LIII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Hilbert 20
I. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
C. GUIDED PRACTICE
Hilbert 21
diversity above in engagement, instruction, and assessment.) Multiple means of
engagement, multiple means of representation, multiple means of expression
Descriptive drawing
Hilbert 22
Lesson 10 Name: Create an Animal
Subject: Science, Art
Grade Level: 3rd
LV. STANDARD (Include number and text for each standard)
NGSS LS4.C
CCSS for Visual Arts 2.3
● Informal (Formative)
Thumbs up, thumbs down
● Formal (Summative)
Poster introduction of animal
LIX. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
J. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
Hilbert 23
a. Attention focusing strategy
Showcase a previous student’s work for this activity
b. Sharing objective
Point to attention getting as basis for expectations
20. Activate Prior Knowledge:
Refer students back to the previous lessons that were centered on the chosen
animal and its environment
B. INSTRUCTION AND MODELING:
(Consider UDL: Multiple means of representation)
17. Discuss how we are expected to draw and color in the classroom
(pencil, then teacher pen then color)
18. Go over expectations as laid out in the worksheet; drawing of animal
in its natural habitat, labeling at least four adaptations of your
animal, and at least three attributes of your environment that is
unique to this location
19. Remind students how to research and create a poster using
references from the internet and their memory of their previous
research
C. GUIDED PRACTICE
Be available for consultation and provide approval before handing out posters
to those ready
D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)
Share your picture and one label from each piece of your drawing with your
neighbor
N. INDEPENDENT PRACTICE: May serve as the summative assessment
(Consider UDL/ multiple means of expression)
How can we best showcase this and your other works surrounding your
chosen animal?
LX. INCLUSIVE PRACTICES: To support learning differences or specific student needs for
English Learning, IEPs, 504, GATE, (You may restate your consideration for diversity
above in engagement, instruction, and assessment.) Multiple means of engagement,
multiple means of representation, multiple means of expression
Hilbert 24
Summative Assessment: Animal Presentation
Subject: Science, Writing, ELA
Grade Level: 3rd
LXI. STANDARD (Include number and text for each standard)
NGSS Standard: LS2.C, LS4.C
CCSS ELA Speaking and Listening grade 3, Speaking and Listening 1, 4
migratory habits and compiling this unit’s work surrounding their animal into
this presentation______.
LXIV. ASSESSMENT-
● Informal (Formative)
Confidence in material
● Formal (Summative)
Rubric provided for the presentation (potentially saved for SLC [student led
conferences])
LXV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
K. ANTICIPATORY SET-
Hilbert 25
(Consider UDL/ multiple means of engagement)
C. GUIDED PRACTICE
Check in with students and make it clear that you are available to provide
assistance and will help them practice their work
Put on background music for focus and to motivate individual work
Hilbert 26
Animal Presentation Rubric
Hilbert 27