Math Lesson Science Lesson #1
Lesson Digits Work Together To
Question/Purpose Create Meaning
Objectives 1. Given up to a 4- digit
number in standard form,
students will use expanded
form or unit form to
represent the number.
2. Given up to a 4- digit
number in unit or expanded
form, students will use
standard form to represent
the number.
3. Given up to a 4-digit
number, the student will
identify the appropriate place
value.
Standards MA.3.NS.1 - Read and write
whole numbers up to 10,000.
Use words, models, standard
form and expanded form to
represent and show
equivalent forms of whole
numbers up to 10,000.
Materials Bags of cotton balls (513,
153, 351), Set of Base 10
blocks, Place value foam
circles, anchor chart,
markers, construction paper,
groups PowerPoint, house
worksheet, big dice, sets of
dice, deck of cards with no
cards above 9, Kahoot, IXL
curriculum
Activities  Discuss and discover with
students the importance of
place value using the bags
of cotton balls as visuals.
Science Lesson #2
Strong Buildings Depend on
Each Other
1. Using their knowledge of
structures and buildings,
students will brainstorm 2
or more different structures
to create.
2. Given toothpicks and
marshmallows, students
will create a structure to be
tested in a mock earthquake
environment using Jello.
3. Given a pan of jello,
students will test and
observe the strengths and
weaknesses, and make
adjustments and retest.
3.ESS.2 Develop solutions
that could be implemented to
reduce the impact of weather
related hazards.
Earthquake sounds video,
buildings PowerPoint, paper
and pencils, “Tool” bags with
25 toothpicks and 25 mini
marshmallows, 2 small pans
of jello
 I will have the students close
their eyes and explain to
them how a earthquake can
feel and sound using the
Reading Lesson Writing Lesson
Let’s Save Fred! Text Features Work Together
To Build Meaning
1.The students will work 4. Given a non-fiction
1. text, the
in small groups to solve student will identify two text
the problem. features.
2.The students will put 5. Given a grade level high
Fred the gummy worm frequency word, the student
through the gummy will read the word correctly.
lifesaver using only 4 6. Given a word, the student will
paper clips. read the word and use it in a
sentence.
7. Given a word, the student will
spell the word using scrabble
tiles.
3-5.E.2 Construct and 3.RN.3.1 – Apply knowledge of
compare multiple text features to locate
plausible solutions to a information and gain meaning
problem based on how from a text
well each is likely to
meet the criteria and 3.RF.4.6 – Read multi-syllabic
constraints of the words composed of roots and
problem. related suffixes; read irregular
contractions and possessives
gummy worms, gummy Post-it notes, jiffy box mixes, A
lifesavers, paper clips, Hidden Message text (x5),
pieces of tape, water Wash and Dry text (x5),
bottle caps, toothpicks, Popsicle sticks with high
marshmallows, stickers, frequency words (green = 2nd
grade, blue = 3rd grade),
Scrabble tiles separated into 4
bags, Timer, Groups
PowerPoint
 Tell Fred’s story  Have students write on their
 “Now I need your post-it note something they
help!” Explain to need more than one person to
students the rules of
Strong Words Build
Strong Sentences
1. Students will write at
least 4 sentences using at
least 1 specific adjective
or adverb in each
sentence.
3.W.6.1c Adjectives/
Adverbs – Writing
sentences that include
comparative and
superlative adjectives,
choosing between them
depending on what is to
be modified, and
explaining their
functions in a sentence.
Student writing
workshop folders, goal
sheets, student
brainstorm journals,
“The Night I Followed
the Dog”, anchor chart,
writing record of
student goals and
progress, index cards
 Read aloud book and
then do initial
response (What did
 Even though the numbers YouTube video in the
have the same digits, they background. After, I will
mean very different things! explain how earthquakes can
 Talk through anchor chart, be really scary and have
explaining each place in horrible effects including
standard form as well as buildings collapsing. How
expanded form, unit form, can we build buildings that
and model form. won’t collapse during an
 Stations (10 minutes each): earthquake?
1. Students will work  Go through PowerPoint,
with me using Base 10 having students find
blocks to represent similarities and differences
numbers up to 1,000 between the buildings.
and manipulate  Precorrect: marshmallows
between numbers are science tools today!
2. Students will complete  Students turn! Explain
the house worksheet, directions and write on
rolling dice to fill in board:
each place in the 1. Brainstorm and draw two
‘house’ then converting ideas for structures
the number into the 2. Bring to Miss W to
other forms. approve and get ‘tool’ bag
3. Students will create a 3. Build one structure
place value foldable 4. Test at circle table
with Mrs. Armstrong 5. Improve and retest
and then play a card 6. If extra time, build second
game, drawing 3 cards structure and test.
and using the place  I will float around the room
value foam circles to while students draw and
break down the number build. When students come
into expanded and unit to the back to test their
form. structure, my cooperating
4. Students will work on teacher and I will be the
goals 3-B.5 and 3-B.7 ones shaking the jello. I will
independently on IXL. have the student observe the
 After stations, students will ‘earthquake’ and ask: What
clean up their station and do you think worked well?
head back to their desks to What didn’t? How could you
play the Kahoot. fix this problem?
 Have students share  The student will fix the
different ways they can weakness(s) then return to
write and show numbers the back table to retest.
 Answer any last questions  After 20-25 minutes the
students will clean up and
saving Fred. They do (game, sport, activity, etc.) you think? How did it
can only touch him and post it on the whiteboard. make you feel?)
with the tools in their  Share a few student ideas and  Talk through anchor
tool kit. There may ask “What would happen if chart and go back to
also be tools they only one person tried to do book, finding juicy
might not need. these things?” Discuss with words to add and
 Students will have students what teamwork is. allow students to add
15-20 minutes to  Write big idea on board juicy words too.
solve the problem in  Stations (15 min each)  Check for
as many ways as 2. Guided Reading with me: understanding by
possible using the Non-fiction text features having students hold
items in their tool kit using Hidden Message and up 1 or 2 fingers
 Each time the Wash and Dry choosing the juicer
students solve the  Students will explore the sentence you say.
problem I will take Jiffy boxes and we will  Students go into
away one or two of discuss what kinds of writers workshop and
their tools. text are on them I conference with
 I will float around (ingredients, directions, students for about 5
the room and ask etc) minutes each
students what they  Students read text to self focusing on their
have tried, what while I check on other individual goals as
worked, and what stations. well as incorporating
tools they have used.  What do you think about specific, strong
 Students will work this text? What is it adjectives/adverbs
for 15-20 minutes about? How is it set up while other students
then we will clean differently? What would work on wherever
up. happen if steps were out they are in the writing
 The students will of order? process.
share with the whole  Explain how authors use  Students will share at
class how their group different layouts for least 4 their stronger,
solved the problem different purposes and juicer sentences they
and also the helpful explain different created today with
tools, not helpful nonfiction text features. partners.
tools, and what Have students go back to  Students will fill out
hardest part was. the text. an exit ticket (the
 Students will reflect  Go back to baking mixes index card) listing 4
on how their group and identify text features strong, juicy words
worked together and such as the title, they used in their
cooperated and self- ingredients, directions writing today.
reflect on how they for baking, materials
did by showing 1, 3, needed, etc.
or 5 on their hands. 3. Team Kaboom
 Students take turns
pulling popsicle sticks

Assessment  Kahoot
 Answer questions during
the minilesson as they
occur
 Observe students and listen
to conversations at my
station as well as across the
room when partners are
completing the house
worksheet
 Students will turn in the
house worksheet
may eat their marshmallows
as we discuss:
-What worked?
-What didn’t work?
-What do you think the
strongest building looks
like?
 Guide students towards the
idea that strong buildings are
not just one part, they have a
strong base, strong sides that
depend on each other for
stability and have an overall
balance and typically
symmetry.
 Students will draw two
structures and build at least
one.
 They will participate in
testing, analyzing, and
adjusting the structure
based on weakness and
what did not work.
 I will ask questions that
will cause students to
critically think about how
their structure is built and
how they can improve.
 I will float around the room
observing and listening to
the students conversations
and processes.
and putting them in their
team’s pile. If a team
gets a KABOOM stick
all of their sticks go back
to the middle. The first
team to 15 sticks wins.
Students will play with
green sticks then blue
sticks.
4. Spelling Scrabble
 Students will work in
partners to practice their
spelling words. One
partner will say the word
and use it in a sentence
while the second partner
spells the word with the
scrabble tiles. After, the
students will pick 5
words and identify
synonyms and pick 5
words and identify
antonyms.
 Cleanup and transition back
to seats. Partner shout outs
 I will ask students  During the first few minutes  I will meet with
questions while they are of each station I will float students to conference
solving the problem to around the room to listen about their specific
help them think critically. during the conversation, goals as well as how to
 We will discuss what observe interactions , and incorporate specific
tools and methods answer questions. adjectives and
students found most  I will assess through a adverbs.
successful so I will hear variety of higher level  I will walk around,
how they used their questioning throughout the listen, and observe
critical thinking to solve guided reading groups. between the 2nd and 3rd
the problem together.  Students will report conferences.
 The students will reflect something they learned  The students will
on their group and during the stations in the complete an exit ticket
individual performance as closure. with the specific
well as their cooperation. adjectives and
adjectives they used in
their writing.
Safety  I will tell the students to  The students will not touch
walk to the stations. each other with the
materials
 The students will walk
when they are carrying
their structures.
 The students will
immediately report if
anyone is misusing the
materials.
 The students will not throw
the materials.
 The students will not  The students will walk to the  The students will walk
touch one another with stations. when moving around
the materials .  The students will not throw the classroom such as
 The students will only the Kaboom sticks or the from the carpet to their
use the materials to Scrabble pieces. seats and from their
complete the activity. seats to the back table
 The students will to conference with me.
immediately report if  When sitting at the
anyone is misusing the carpet, the students
materials. will keep their hands
 The students will not in their lap.
throw the materials.