3 VanVliet Science Charts

Rebecca VanVliet
EDUC 410-002
LEGEND – Science
A – Art
CC – Collaboration with Colleagues
CE – Current Events
CI – Community Involvement – Collaboration with the Community
CM – Communication
CP – Character Principle
CZ – Citizenship
DA – Differentiation / Accommodation
E – Evaluation
GA – Group Activity
LA – Language Arts
LI – Listening
H – Health
HS – Home / School Connection – Collaboration with Family
HW – Homework
M – Math
MA – Manipulative Activity
MO – Movement / Physical Education
MU – Music
OL – Oral Language / Public Speaking
PA – Participation
PS – Problem Solving / Critical Thinking
Q – Quiz
R – Reading
S – Science
T – Technology
TD – Teacher Demonstration
VA – Visual Arts
W – Writing
Rebecca VanVliet
EDUC 410-002
Science – Week 3
Monday Tuesday Wednesday Thursday Friday
Day 11 Day 12 Day 13 Day 14 Day 15
RVSOL S 3.7 RVSOL S 3.7 RVSOL S 3.7 RVSOL S 3.7 RVSOL S 3.7
Simple Simple Machines Simple Simple Simple Machines
Machines Machines Machines
S/E: Teacher will give the S: Teacher will instruct S: Teacher will instruct S: Teacher will instruct S/PA: Teacher will collect
class the “Simple students in the simple students in the simple students in the simple the Post-Test, and review
Machines Pre-Test” from machines of pulley and machines of wedge and machine of lever and its the answers with the class.
http://edheads.org/ screw, noting how and why inclined plane. uses.
activities/simple- they are used. S/T/PA: Teacher will take
machines/pdf/simple- PA/OL: Students will PA/OL: Students will the class to
machines-pre-test.pdf. T/VA: The class will watch compare the two compare the lever to all the http://edheads.org/activ
a short movie on pulleys machines, noting previous simple machines ities/simple-machines/ to
S: Teacher will explain from similarities and discussed, noting review the simple
that simple machines are http://www.brainpop.com/ differences. similarities and machines discussed all
machine with few or no technology/simplemachines differences. week.
moving parts, which make / pulley/. GA/PS/W: Students will
work easier. re-gather into their groups. GA/PS/W: Students will H/CC/MO/PA: Teacher
Teacher will instruct GA/PS/W: Students will re- Teacher will hand out the re-gather into their groups. will set up a time with the
students in the simple gather into their groups. papers from the previous Teacher will hand out the physical fitness instructor
machines of wheel-and- Teacher will hand out the day, and students will add papers from the previous for the children to visit the
axle and gear. papers from the previous to their brainstorm list day, and students will add school’s weight room.
day, and students will add to examples of wedges and to their brainstorm list Students will be asked to
PA/OL: Students will their brainstorm list inclined planes. examples of levers. identify the simple
compare the two simple examples of pulleys and machines in the different
machines, noting screws. Teacher will collect OL/LI/PA/W: Teacher will E/HW/HS/CP: Teacher equipment in the weight
similarities and the papers again. call on each group to read will give the class the room. Students will be
differences. their lists, asking the class “Simple Machines Post- encouraged to try out the
to add any new ideas to Test” from equipment (under
GA/PS/W: Students will their own lists. Each http://edheads.org/ supervision and with the
be divided into groups to group will read their lists, activities/simple- proper reduction of
brainstorm as many putting the entire class on machines/pdf/simple- weights).
examples of wheel-and- the same level. machines-post-test.pdf.
axles and gears as they Students must get it signed
can. Students will record by a parent stating that the
their ideas on a piece of student did not cheat or get
notebook paper, which the help.
teacher will collect for
future use.
HW: Students will

complete the “Things with
Wheels” word search
found at
http://printables.family
education.com/puzzles-
and-games/word-
searches/51524.html?
detoured=1.
CP: Integrity
DA: Students with difficult
home situations will be
given an opportunity to
take the Post-Test before
leaving school for the day,
under the supervision of a
teacher or an aide.
Rebecca VanVliet
EDUC 410-002
Science – Week 4
Compound Compound Compound Compound Compound
Machines Machines Machines Machines Machines
S/T: The class will view a S: Teacher will explain that S/MA: Teacher will OL: Each student will CC: The teacher will get
video on simple and compound machines are provide the class with present his/her compound together with the gym
compound machines from made up of a combination cards, each showing a machine and/or picture to teacher to arrange a time to
http://www.schoolvideos. of simple machines that picture of a compound the class, explaining what use the gymnasium and
com/videos/9776S.cfm as work together to make machine. Around the room simple machines can be enough scooter boards for
an introduction to work easier. will be posted large sheets identified within it. the entire class.
compound machines. of paper, each with a
PA: Teacher will give simple machine at the top. S/GA/PS/W: Teacher will S: The teacher will conduct
S: Teacher will review the examples of compound divide the class into their a short review of simple
simple machines and how machines (wheelbarrow, PA/MO: Teacher will give groups from the past week, and compound machines,
each functions. can opener, and bicycle), students a piece of tape for and hand out the notebook emphasizing the elements
asking students to identify each of their cards. The paper lists again. Students that go into a scooter board
the simple machines within class will then have to find will then use another piece (wheel, axle, and
each. the simple machine that is of paper to brainstorm platform).
part of each of their (separately) compound
H: Teacher will remind compound machines. machines that use the LI: The teacher will
students of their trip to the (Compound machines are simple machines listed, explain the activity – the
weight room the previous made up of more than one and indentify any other students will be required to
week, and how the simple machine, so there simple machines within maneuver their scooter
machines they looked at will be more than one any compound machines boards around a simple
were compound because picture of each compound already listed (Ex: for track outlined by orange
they were made up of machine. Students must “wheel” a student listed cones, controlling their
many simple machines. find a simple machine that “bicycle.” Student would speed so they do not run
Teacher will discuss the someone else has not then identify bicycle as a into the cones or other
health benefits of using already matched with their compound machine, students.
weights and other compound machine. Ex: because it also has
equipment. there will be three pictures “gears.”) Each student GA/MO: The students will
of a wheelbarrow. One will have generated their maneuver around the track
T: Teacher will take the will go on the “lever” own list by the end of the of cones, experimenting
class to poster, another on the class. with different ways of
http://www.edheads.org/ “wheel” poster, and the last controlling the scooter
activities/simple- on the “inclined plane” boards to discover what
machines/index.htm, to poster.) method or position allows
complete the compound them the most reasonable
machines “Tool Shed” HW: Students will be speed and the easiest
activity. asked to find a compound control of the scooter.
machine from home, and
bring it in to the next class OL: After the activity, the
for a “show and tell” of class will gather back in
compound machines. the classroom to discuss
Students will be allowed to their discoveries
bring a picture if their item concerning controlling the
is too large to be easily boards.
carried.
DA: Students with writing CP: Self-Control
difficulties will be allowed
to dictate their ideas to a
classmate or teacher, who
will write the list for them.
Rebecca VanVliet
EDUC 410-002
Science – Week 7
Environments Environments Environments Soil Soil
S: Teacher will instruct the S: Teacher will instruct the S: Teacher will discuss the S: The teacher will explain MA/PA: The class will
class in the watery class in the environments characteristics of open the components of soil, the check their soil bottles
environments, including of rainforest and forest, environments (desert and three parts being sand, silt, from the last class period
oceans, rivers, and ponds. noting the variety of plant grassland), noting the and clay, explaining and and discuss the results.
and animal life. weather, kinds of animals, writing difficult words on
MU/LI: Class will listen to and availability of shelter. the board for students to S: Teacher will explain the
a song on Ponds, found at GA/MA/VA/A: Groups of reference. uses of soil: for growing
http://www.brunswick. students will be given T/R: Students will visit plants, as a filter for
k12.me.us/lon/lonlinks nature magazines, and http://www.desertusa TD/MA: The class will nutrients, for holding
/grade3/home.html. asked to find pictures of .com/survive.html, for an conduct the “Soil Sizes – water, etc.
plants and animals found idea of how animals Some Surprises!” activity
LA/R/LI: Class will read in rainforest and forest survive in areas with little found at CC: Teacher will meet with
Our Wet World by Sneed environments. Each group rain. http://soils.gsfc.nasa. someone from the cafeteria
B. Collard III, about the will create two collages, gov/activ_98/soilsizs.htm . to borrow mixing bowls
interactions of plants and one for each environment. T/PA: The class will view Once the experiment is and materials.
animals in the water. a video on “Forests, completed, the bottles must
MO/A/VA: The class will Wetlands, and Deserts” be left to sit overnight. MA/GA: The class will
PA/OL: Students will take a nature walk and from work together to make a
brainstorm animals that collect natural artifacts http://idahoptv.org/dialogue GA/T/R/PS: Students will “soil cake”
live in the water. (rocks, leaves, sticks, 4kids/archive/episodePage. go online to: (http://soils.gsfc.nasa.gov
feathers) to display in a cfm?versionID=154701, http://www.urbanext.uiuc.e /soilcake/soilcake.htm) to
VA/PA: Teacher will show collage. Students will and discuss the differences du/gpe/case2/index.html, represent the different
pictures of different water- identify what kind of and similarities in the (case two – Soiled again!) layers of soil on the earth,
dwelling animals, and the environment they believe environments. and complete the case in discussing the properties
class will try to determine the school to be in, based pairs or threes. and uses of each as they
which watery environment on the artifacts they are made.
each lives in. The teacher collect.
will group the pictures H: The class will discuss
accordingly on the board. the nutrition content of the
Once all have been placed, ingredients of the soil cake,
teacher will review the and brainstorm any
characteristics of animals possible healthy
for each location, and the substitutes.
class will work together to
rearrange any misplaced
animals.
HW: Students will

complete the ocean word
search found at
and-games/word-
detoured=1.
DA: Students who struggle
with reading will be paired
with students who are
more proficient, who will
be asked to read the cases
aloud for the benefit of the
whole group.
Cornett, p.205
Rebecca VanVliet
EDUC 410-002
Science – Week 8
Natural Events Natural Events Natural Events Humans Modify Humans Modify
Modify Modify Environment Environment
Environment Environment
S: Teacher will explain S/VA: “Picture More S/CP/CZ/MA/GA/CI: S: Teacher will explain that S: Teacher will explain that
that natural events occur Perfect” Activity: The Students will compile their humans modify the humans modify the
in patterns, such as teacher will show the class care package, neatly environment by producing environment to fit their
day/night, seasons, and pictures of global/national placing everything in a waste. needs.
tides. Teacher will also natural events, such as large box, to donate to the
explain that some natural hurricanes, floods, Red Cross or other T/VA: Class will view a T/VA: Class will view a
events are unpredictable, volcanoes, and famines, organization. short video on garbage and video on the creation of
such as the weather. and explain the ways in its effects on the dams at
which the events modified H: Teacher will discuss the environment at http://idahoptv.org/dialogue
PA: Students will be asked the environment. health needs that will be http://idahoptv.org/dialogue 4kids/archive/episodePage
to volunteer examples of met by each contributed 4kids/archive/episodePage. .cfm?versionID=105996, to
natural events that they PA: The class will discuss item. cfm?versionID=129016. demonstrate useful ways
have experienced. the causes, effects, and humans modify the
natural properties of each CZ: Teacher will explain T: Students will go to environment.
MA/PA/OL/MO: The event. that the people who work http://www.epa.gov/OWOW
teacher will pass out for or volunteer at such /NPS/kids/whatwrng.htm PA/W: Class will discuss
pictures and descriptions PA/CI/CZ/CP/CE: The organizations are regular for an interactive picture of the pros and cons of
of natural events. On the class will discuss ways people, and that anyone humans hurting the building dams (effect on
teacher’s signal, students they can be a good citizen can help. environment, and natural life, effect on
will find their partner in times of trouble, and http://www.epa.gov/gmpo/ human life). Students will
(picture that matches design a care package to W: Students will write edresources/debris_t.html to copy the pros and cons into
description, and vice donate to the Red Cross or thank-you notes to the see a timeline of how long it a chart to keep in their
versa) and quickly move another organization that organization for the help takes trash to decompose in notes.
to the sides of the helps victims of natural they give to hurting the water.
classroom, determined by disasters. people, and place the notes
whether their event is in the box with the care Q/T: Class will take a quiz
predictable or HS/HW: Students will be package. on hazardous wastes at
unpredictable. Students asked to collect two [new] http://www.pca.state
will be asked to defend items from home to .mn.us/kids/kidsQuiz
their choice. contribute to the care Garbage.cfm.
package.
H: Class will discuss the
health hazards created by
improper disposal of waste
and trash.
CP: Citizenship CP: Citizenship
Hanson p.147 DA: Students who are
more visually oriented
may choose to draw a
picture expressing their
thanks.
Rebecca VanVliet
EDUC 410-002
Science – Week 11
Life Cycles Life Cycles Life Cycles Life Cycles Interdependency
S: The teacher will instruct GA: At the beginning of the GA: At the beginning of GA: At the beginning of GA: At the beginning of
the students in the various lesson, students will check the lesson, students will the lesson, students will the lesson, students will
parts of a plant. their seeds. check their seeds. check their seeds. check their seeds.
T: Students will go online to S: The teacher will explain LA/R/LI: Teacher will LA/R/LI: Teacher will S: The teacher will instruct
http://www.urbanext.uiuc.ed the different factors that are read Joanna Cole’s A read An Elephant in the the class in the ways plants
u/gpe/case1/c1m1app.html, needed to grow a plant Frog's Body to the class. Backyard by Richard and animals depend on
(case one – identifying parts (sunlight, water, nutrients), Sobol, about a pet each other to survive.
of the plant) and review the and the stages of plant elephant in Thailand. Flowers need bees and
S/LI: The teacher will
names of the different plant growth. other insects to pollinate
explain the life cycle of
parts by matching them to S: Teacher will discuss them, animals depend on
the frog, and how
the picture. LA/R/LI: The class will the life cycle of plants and other animals
development proceeds
read part of Amazing mammals, using the for food.
through the stages of egg,
GA/CM: Students will grow Dandelion by Millicent elephant as an example.
tadpole, young frog, and
plants in groups. The Ellis Selsam. PA/OL: The class will
mature frog.
teacher will provide plastic PA: Students will discuss different ways and
cups, potting soil, and seeds. MA/PA/W: The class will volunteer ideas on ways reasons humans need both
PS: Students will
Each student will be examine dandelions to to care for an elephant plants and animals.
complete a worksheet on
assigned a specific task: identify the parts of a plant during the different stages
ordering the life stages of
placing the cup on a sunny (roots, stem, leaves, seeds, of its life. H: The teacher will explain
the frog, by coloring the
windowsill each day (and flower), following the different medicinal uses for
stages, cutting out the
removing it at the end of the guidelines at A: Students will draw a plants.
pictures, and pasting them
day), fertilizing the plant, http://www.uen.org/Lesson picture of them with their
in the proper order on the
watering the plant, etc., and plan/preview.cgi?LPid=637, own “pet” elephant. They W/A: Students will choose
worksheet.
the students will be noticing and labeling each must be sure to give it a one reason humans need
responsible for their task part as the teacher reviews name! either plants or animals,
each day. the functions of each. and write a sentence
explaining the need, and
drawing an accompanying
picture.
CP: Reliability, Cooperation
DA: Students who are more
advanced may go to
http://www.urbanext.uiuc.e
du/gpe/case1/index.html,
and complete the entire case
on “The Mystery of Plant
Life.”
Henry, p.15
Rebecca VanVliet
EDUC 410-002
Science – Week 12
RVSOL S 3.13- RVSOL S 3.13- RVSOL S 3.16 RVSOL S 3.15 RVSOL S 3.17
14 14 Food Chain: Food Chain: Food Chain:
Animal Animal Herbivore, Producers, Predator, Prey
Characteristics Characteristics Carnivore, Consumers,
Omnivore Decomposers
GA: At the beginning of GA: At the beginning of GA: At the beginning of GA: At the beginning of GA: At the beginning of
the lesson, students will the lesson, students will the lesson, students will the lesson, students will the lesson, students will
check their plants. check their plants. check their plants. check their plants. check their plants.
S: Teacher will instruct the S: Teacher will instruct the S: Teacher will explain that S: Teacher will explain the S: Teacher will explain that
class in different ways class in the ways animals the kind of food that food chain. in order for some animals
animals find food and protect themselves from animals eat divides them to survive, they depend on
shelter. predators and nature into three categories: S/PA: Teacher will explain other animals for food.
(camouflage, location). herbivore, carnivore, and that animals and plants can Students will realize that
LA/R/LI: The class will omnivore. be divided into the three predators are primarily
read Animal Homes by T/W: Students will go categories of producer, carnivores.
Barbara Taylor, and online to Glossopedia and MA/VA: Students will use consumer, and
discuss different animal research the Red Panda. their animal magazines to decomposer, based on the H: Teacher will instruct the
shelters. Students will then list the find pictures to place in way they get their food. students in safety around
characteristics that they each category, based on wild animals. Teacher will
T/W: Students will go find that relate to the Red what the animals eat. At T/PA: Teacher will take the explain that animals may
online to Glossopedia and Panda’s ability to survive the top of three sheets of class to have diseases that are
research the Red Panda. predators and natural paper, the students will http://209.158.161.244/ harmful to humans.
Students will then list the occurances. write the categories and a mfalab/Food%20Chain/
characteristics that they short description (ex: Food_Chain.htm to quiz A/VA/MA/OL: As a
find that relate to the Red HW: Students will be Carnivore – eats primarily the class on the definitions review, each student will
Panda’s ability to find asked to bring in meat to survive). of food chain, producers, choose one level of the
food, shelter, and magazines with animals in consumers, and food chain (herbivore,
protection. them for the next class. H/T: Teacher will explain decomposers. carnivore, omnivore,
that animals have a healthy producer, consumer,
diet, eating what is good to decomposer, predator, or
make them grow strong. prey) and make a collage,
Class will use the food gathering as many pictures
pyramid design at of organisms in their
http://www.coweta.k12. category as they can.
ga.us/cweb/Kidspiration Students will paste their
/kidspics/f oodguide.bmp pictures on construction
to plan a healthy diet. paper, and be prepared to
explain how each picture
HW: Students will find the qualifies for inclusion in
words in the word search their chosen category.
found at
and-games/word-
detoured=1, to show them
what kinds of fresh fruits
they can eat as snacks.
DA: Students who struggle
with writing may type their
characteristics.
Rebecca VanVliet
EDUC 410-002
Science – Week 15
Properties of Properties of Properties of Properties of Properties of
Matter Matter Matter Matter Matter
S: Teacher will explain the S: Teacher will explain that S: Teacher will explain that LA/R/LI: The class will S/TD: Teacher will have
three states of matter – all matter takes up space. matter has properties that read The Magic School pre-made oobleck (using
solid, liquid, and gas, using This means that no two can be felt (texture, Bus Ups and Downs: A recipe from
the “Toying with things can be in the same hardness/softness, Book About Floating and http://people.ucls.
Phenomena in the Physical place at the same time. flexibility, brittleness, etc). Sinking by Jane Mason, uchicago.edu/~ghanck/
World” activity. about density. html/matter.html), and
TD: The teacher will use MA/PA/CP: Teacher will discuss the different
TD/PA: Teacher will show an example of play dough have prepared a number of GA/MA/PS: Students will properties of it with the
the class different and a marble, and explain “mystery” shoeboxes, each work in groups, and drop class.
substances, and the that while the marble can with a hole in the side just different classroom objects
students will guess what be inside the play dough, it large enough for the in a bowl of water to see if GA/MA/W/PS: The class
state of matter each is, and has to displace the play students to reach a hand they sink or float. will be divided into groups,
explain the properties they dough that was in the inside. Students will be and each group will make
identified to draw them to middle to make room for allowed to reach inside W: Each group will keep a their own oobleck, and
that conclusion. it. each box, and list all the chart of the objects that examine the properties for
properties that they can, sink and the objects that themselves. Students will
T: Students will complete PA/OL/CM: Teacher will just by feeling the object float. They will write a list all properties they can,
the computer worksheet of call on a student to pick inside. Students will work sentence explaining which and come to an agreement
the states of matter, found out any object in the room together to record the group of objects is denser. on whether it is a solid or a
at http://www.cdaschools that they can see. When an observations of their liquid, based on the
.org/tech_integration/third object has been chosen, classmates. After each H: The class will discuss properties identified. Class
/sci_3.htm. Students will students will list all of the student has felt each item, the density of people (in will re-gather to discuss.
be required to click and properties they can about the class will compile a terms of sinking and
drag items on the page to the object, just by looking master list of properties floating) and discuss safe H: Teacher will explain
complete the worksheet. at it. Teacher will record that can be felt, once again behaviors when in or that there are dangerous
the properties, and another grouping them into general around water. products in the home that
student will choose another categories (texture, are used for cleaning, etc.,
object, and the class will flexibility, hardness, etc.) W: Class will add a final and should not be used for
again list all the properties column to their “Properties experiments without clear
they can see. W: Class will add a new of Matter” charts, labeled direction and supervision.
column to their “Properties “Properties that can be The class will discuss
PS/PA: When five or six of Matter” charts, labeled discovered.” emergency procedures for
items have been chosen, “Properties that can be ingested chemicals.
the class will help the felt.”
teacher arrange the T: As individual review,
properties by kind (shapes, students will go to
sizes, colors, surface http://www.quia.com/
appearances, etc.) cc/504943.html and play a
matching game on matter.
S: Teacher will explain that
these are properties of
matter that can be seen:
such as color, shape, and
size.
W: Class will start a chart

in their notes, titled
“Properties of Matter.”
The first column will be
“Properties that can be
seen.” Students will list
the kinds of properties that
can be seen.
CP: Cooperation DA: Students who finish
quickly and want an extra
challenge may go to
http://www.quia.com/
ws/504943.html for a
challenging word search.
Klag, pp.191-194
Science – Week 16
Rebecca VanVliet
EDUC 410-002

RVSOL 3.11 RVSOL 3.11 RVSOL 3.12 RVSOL 3.12 TEST
Matter is Matter is Physical Physical
Microscopic Microscopic Properties that Properties that
do not change do not change
S: Teacher will instruct S: Teacher will instruct the Q: Students will complete S/MA/GA/W: Teacher will S: Teacher will hold a short
students that matter is class in the use of a simple a short quiz on the parts of bring into class a variety of review session on trouble
made up of atoms and microscope. the microscope. household items and toys areas of matter.
molecules. (slinky, play dough,
MA/PA/GA: Each group of S: Teacher will explain that balloons, popsicle sticks, E/S/W/CP: Test covers
T: Teacher will show the students will have a there are some properties poster paper, etc) and set properties of matter.
class the movement of the microscope, and three of matter that do not up stations around the Students will be honorable
atoms of each state, using prepared slides of different change if the object classroom. In five-minute by not cheating.
the demonstration found at materials. Teacher will changes size. intervals, groups of
http://www.harcourt explain that the molecules students will be allowed to
school.com/activity/states and atoms that the class TD/PA: Teacher will use manipulate the items by
_of_matter/, which shows has been looking at in this the example of a graham changing their size
the particles in action. unit are even smaller than cracker. Teacher will hold (stretching, cutting,
the smallest cells that can up a whole graham ripping, etc), and record
S: Teacher will explain that be seen with the cracker, and ask students to the properties that do not
everything is made of microscope. The cells are describe the properties change, such as color,
matter, and the particles made up of atoms and they can identify. Teacher substance, texture,
that the students are molecules. will then break the graham flexibility, and more. The
viewing are so small that cracker in half, and ask groups will then rotate to
they cannot be seen H: Students will be students to list the the next station, and new
without magnification. required to share the properties that changed materials will be set out if
microscopes and take (size, weight). Students necessary.
A: Students will draw a turns. Teacher will explain will then identify
sketch of the molecular that when working in properties that stayed the PA: Once the class has
structure of each state of groups sometimes conflicts same (color, flavor, made it to all the stations,
matter. come up, but it is best to texture, ability to crumble, the teacher will call on
find peaceful resolutions to hardness, etc). Teacher students to share the
all conflicts. will record all student properties they listed.
suggestions on the board. Class will discuss why the
PS/W/A: Students will properties did not change,
determine if their S: Teacher will explain that as opposed to any
microscope slides are of only properties that depend properties that DID
solids or liquids, and on size will change when change.
sketch a picture of what the size changes.
they see. Next to their
sketch they will draw their
estimation of the
arrangement of the
molecules, based on
previous lessons.
CP: Integrity
DA: Students who do not
do well on written
examinations will be
allowed to complete an
oral test instead.
Rebecca VanVliet
EDUC 410-002
Science – Week 19
Predictions & Investigations of Investigations of Making Making
Observations Measurable Measurable Hypotheses Hypotheses
Properties Properties
S: Teacher will instruct S: Teacher will explain the S: Teacher will explain the S/LI: Teacher will explain CC: Teacher will procure a
students in the basic proper way to use a proper use of a balance. that all scientific microwave oven from a
abilities needed for graduated cylinder and a investigations begin with a colleague.
scientific investigation. centimeter ruler. GA/MA/PS/CP: Students problem or question, about
will work in groups to which the scientists must S/LI: Teacher will explain
GA/R/PS: Teacher will GA/MA/PS/CP: Students measure and record the make a guess concerning to the class that they are
present groups of students will work in groups to mass of common the answer to the question going to conduct an
with cards which will measure and record the classroom/household or problem. experiment. Students will
present a situation in which volumes of common objects to the nearest gram have to listen carefully and
a decision must be made. household/ classroom or milligram. S: Teacher will introduce form a hypothesis before
items by water making hypotheses by the experiment begins.
PS/W: Students will displacement to the nearest PS/M/W: Students will having the class do simple Teacher will ask the class
discuss the situation and milliliter. Students will compare the masses of the experiments with gravity, to guess what will happen
brainstorm possible have to decide who does objects, and order their hypothesizing which will to a marshmallow in the
options, choosing the best what (preparing, objects from the object fall fastest out of a rock, a microwave.
two and listing the pros measuring, recording) in with the least mass to the pebble, and a crumpled up
and cons of each, using the order to finish quickly and object with the most mass, paper that is the same size W: Students will write
“Decision Making efficiently. drawing a sketch of each as the rock. down their hypotheses.
Worksheet.” and recording the mass
W: Students will write a next to it. PS/PA/MA/W: Students TD: Teacher will place two
OL: Students will elect a short paragraph explaining will conduct the marshmallows in a
reader and a speaker from who was responsible for experiment and complete microwave oven for one
the group who will read what part of the the hypothesis/ results minute, and the class will
the situation, and explain investigation, and the worksheet. watch and record their
the group’s options and student’s opinion on observations.
final decision to the class. whether or not the group
came up with an effective W/PS: After the
arrangement. experiment, students will
determine if their
GA/MA/PS/CP/W: hypothesis was correct.
Students will work in
groups to measure and H: Students will be able to
record the lengths of touch the marshmallows to
common objects to the feel how sticky and
nearest centimeter. crunchy they are, and the
teacher will explain the
importance of brushing
your teeth after eating
sugary foods.
DA: Students who learn CP: Cooperation CP: Cooperation
better through motion will
be allowed to act out their
chosen option.
Klag, p.102 Klag, pp.712-713
Rebecca VanVliet
EDUC 410-002
Science – Week 20
Classifying Drawing Drawing Logical Logical
Objects in Conclusions Conclusions Sequencing of Sequencing of
Charts Events Events
S/MO/H: The teacher will H: Teacher will discuss the S: Teacher will review that S: Teacher will explain that S: Teacher will explain that
take the class outside to benefits for teeth of eating conclusions are a all things can be placed in life occurs in a logical
collect a variety of leaves, healthy foods. Class will restatement or rejection of some kind of order. This sequence. This is called
rocks, pinecones, sticks, complete the “dental a hypothesis, based on the order may be from most to chronology, meaning the
etc. The teacher will health” activity at information gathered from least important, from first first on the list will be the
explain to the students that http://www.coweta.k12.ga the experiment. Teacher to last, from earliest to event that happened the
walking outside is good .us/cweb/Kidspiration/kids will stress that the most recent, etc. Objects earliest in time.
exercise. Back in the pics/dentalhealtha.bmp. conclusion must agree with can also be placed in
classroom, the teacher will the data. orders, from oldest to A/W/CP: Students will use
explain classification based S/PA: Teacher will ask newest, from biggest to fill in the “Highlights of
on similarities, and how how students decided what PA/R/PS: Teacher will pass smallest, from most My Life” film strip
classification charts have items would go in which out sheets of paper with influential to least worksheet, drawing
both broad and narrow groups. Students will give samples of data and influential. pictures and writing
categories. their reasons. Teacher will conclusions on them. descriptions of the high
explain that the students Students must determine PA: Students will be asked points in their lives, such
MA/A/PS/(GA): Using were drawing conclusions whether the conclusion to identify the logical as learning to ride a
poster board or poster based on their previous reflects the information sequence of their bicycle, winning a contest,
paper, each student (or knowledge of healthy gathered in the data. experiments from the past even a memorable birthday
groups of students) will eating. Teacher will lessons. (Sequence is party. Students will be
draw a classification chart explain that scientists draw OL: Students will be asked forming a hypothesis, asked to arrange the events
big enough to fit all of the conclusions based on their to stand and read their gathering data, forming a in chronological order
items he/she (they) experiments. Conclusions sheets, telling the class conclusion.) Class will within the film strip.
collected. Students will are statements that either whether or not the discuss the problems with
divide their charts into support or reject a conclusion reflects the rearranging the order of
categories such as hypothesis, based on data. experiments.
living/nonliving (plants v. experience.
rocks), sizes, shapes, and PA: If a conclusion is LI/PA: Teacher will read a
colors. PS: Students will refer incorrect based on the data, list of four or five events in
back to their experiments the class will discuss a natural occurrence (out
GA/W/CM/CP: The class from the past week, and possible correct of order). Students will
will complete the “We Are identify and state the conclusions based on the rearrange the events to
All Different, We Are All conclusions they arrived at information that was read. form a logical sequence.
the Same” activity, through each experiment.
recognizing that people HW: Students will be
have differences just like given a list of data, and
leaves and rocks. asked to come up with a
fitting conclusion.
CP: Respect for differences DA: Students with hearing CP: Self-Esteem
difficulties will be given a
print-out of the events the
teacher reads, and will be
directed to cut them apart
and rearrange them in the
proper order.
Hanson p.130 Siccone pp.45-46
Rebecca VanVliet
EDUC 410-002
Science – Week 23
Electricity Electricity Electricity Sources of Energy: Fossil
Energy Fuels
Overview
S: The teacher will explain S/PA: Teacher will begin S/PA: Teacher will have a S: Teacher will discuss S: Teacher will instruct the
positive and negative the lesson by asking the lemon, and ask the class, different sources of energy class in the variety of fossil
charges to the class, class where we get “Can you use a lemon as a (wind, fossil fuels, the sun, fuels in the world.
referring back to the electricity from (batteries). battery?” (Probable water/steam, etc).
lessons on atoms and response: NO!) T/W: Class will go to
molecules. Teacher will TD/PA: Teacher will show PA/T: Class will go to http://www.darvill.clara
explain that alike charges the class a battery and TD/PA: Teacher will cut http://www.energy .net/altenerg/fossil.htm to
repel, and opposites explain that in order to get two slits in the lemon, and quest.ca.gov/index.html to find advantages and
attract. Teacher will also the electricity out of the put a (disinfected) penny in learn about energy. disadvantages of using
explain that static battery we have to provide one, and a piece of fossil fuels. Each student
electricity can be made by a path for the electricity to aluminum in the other, and MA/PA: Class will make a will record two advantages
rubbing things together. follow. Teacher will hold ask for a volunteer to wind gauge and two disadvantages.
up a flashlight bulb, and gently place their tongue on (http://www.energyquest
TD: The teacher will take suggestions from the the two pieces of metal. .ca.gov/projects/wind PA: The class will
demonstrate how static class as to how to make the The student should feel a measure.html) to brainstorm different ways
electricity works by tying bulb light up. Try any slight current of electricity. determine relative they or their families use
two balloons together with suggestions (within The class will discuss why direction and velocity of fossil fuel energy.
a piece of string, hanging reason). Teacher will then and how this is possible. the wind.
them over a stick, and hold up some wire, and W: Students will write a
rubbing each with a piece again ask students to try to PS /M: Class will estimate MA/PA: Class will make a letter to their parents,
of wool. The class will be make the bulb light up. how many lemons it would model of a water turbine explaining the advantages
asked to respond to what Again, try suggestions, take to power a light bulb. (http://www.energyquest and disadvantages of using
happens to the two explaining why a complete .ca.gov/projects/water fossil fuels, and offering
balloons (they push apart). circuit is needed to light T: Class will go to energy.html). one suggestion on how to
the bulb. Add another http://www.energyquest cut down on fossil fuel use.
MA/GA: Each student will battery. Ask students how .ca.gov/projects/lemon.htm PA/OL: Class will discuss
be given a balloon. The they would arrange the l to see if they were right. the differences in getting
teacher will explain that batteries, wire, and bulb to energy from air and from
the two balloons in the again make the bulb light LI/MU: Class will listen to water. Students will state
example pushed apart up. Refer to the previous the Schoolhouse Rock their opinions of which
because they were both day’s lesson on the song, Electricity, they think is the most
charged. This experiment attraction of positive and Electricity! effective.
will cause the balloons to negative charges. Discuss
be attracted to something why the bulb gets brighter
(the wall) by only charging with more batteries.
one (the balloon, not the
wall). Each student will H: Teacher will explain
rub his/her balloon with that electricity is
the wool, and stick it to the dangerous and can
wall. Compare the length seriously injure a person
of time spent rubbing the who is not careful. The
balloon with the wool to class will discuss electrical
the length of time the safety.
balloon stays on the wall.
DA: Students who have
trouble with writing may
type their letter.
Cash et al, pp.52-53 Cash et al, pp. 62-65 Cash et al, p.61
Rebecca VanVliet
EDUC 410-002
Science – Week 24
Energy: Fossil Energy: Sun Energy: Sun Natural Natural
Fuels Resources Resources
S/T/R: Class will go to S: Teacher will explain the S: Teacher will explain to S: Teacher will instruct the S: Teacher will explain to
http://www.energy ways humans use the sun’s students that the energy class in scarcity of natural the class that natural
quest.ca.gov/story/ energy. from the sun can even be resources, explaining that resources can be
chapter08.html to read the used to power cars. there are limited quantities conserved. Conservation is
“Energy Story” on fossil T: The class will go to in the world, and that the the cutting back of how
fuels. http://www.darvill.clara T: Students will use a use of all the resources much of a resource is used.
.net/altenerg/solar.htm to computer to research other hurts the populations of
PA/OL: Class will discuss look at the different ways things that are able to run animals who depend on PA/PS/OL/W: As a class,
the similarities and humans are able to capture on “solar power” alone. them. the students will
differences in the fossil the sun’s energy. brainstorm ways in which
fuels discussed in the PS/W: Students will write PS/MA/W: Teacher will they can conserve
Energy Story. S/PS/W: The class will a description of an original create matching cards in resources at home. Each
brainstorm ways they have invention of their creation sets of three (resource, student will choose one
Q: Class will return to already learned about the that runs on solar energy. animal that depends on resource from his/her log
http://www.darvill.clara sun’s energy, from food resource, human use of and write down the name
.net/altenerg/fossil.htm to chains to the weather, and H/PA: Teacher will explain resource – for example, of the resource, the reason
take a quiz on fossil fuels. will list them in a large that too much sun is one set would be a tropical they want to conserve the
poster labeled “Jobs of the harmful to skin. The class bird, rainforest trees, and resource, and ways in
H: The class will discuss Sun.” Each entry on the will discuss ways to paper mills). Students which they can do that.
safety procedures when it poster will start with “It is protect their skin from too would have to identify and
comes to gas leaks. the sun’s job to…” and much sun. match the three cards from HS/HW: Over the next two
Teacher will go over students will complete the a larger group of cards, and weeks, students will keep a
important emergency sentences. They will leave HS/HW: Students will be write a statement about log of the amount of their
numbers, and ways to tell room for further entries as asked to keep a written log, how they connect. chosen resource they use
if there is a gas leak in the well. over this afternoon and the each day, and the ways in
house or school building. next day, of the resources which they cut back their
A: Students will be able to they use at home, from use of the resource.
decorate the chart with electricity to paper to water
drawings, pictures, and (with parental help, if
stickers. necessary). Students will
be asked to estimate times
and amounts (does not
need to be exact).
DA: Students who are CP: Integrity
more visually stimulated
may draw a picture of their
invention instead of
writing the paragraph.
Cash et al, p.137
Rebecca VanVliet
EDUC 410-002
Science – Week 27
Water Cycle Water Cycle Water Cycle Sun Powers the Sun Powers the
Water Cycle Water Cycle
TD/PS/PA: Teacher will S/TD/PS: Teacher will S/TD: Teacher will create a S: Teacher will instruct S: Teacher will review the
conduct an experiment on conduct an experiment on miniature water cycle to students in understanding water cycle and the sun’s
evaporation: what happens condensation for the class: demonstrate precipitation: that the heat from the sun involvement.
Teacher will fill a shallow
to the puddles after it teacher will fill one clear cardboard box with dirt to
affects the state of the
rains? At the beginning of glass jar with tap water, represent the earth, and use water molecules, and T/PA: Class will watch a
the lesson, the teacher will and one with ice cubes, four paper towel tubes to therefore powers the water video on water from
place two identical saucers and let them stand for five support a tray full of ice cycle. http://idahoptv.org/dialogue
of water on the window sill minutes. The teacher will (representing the cooler air 4kids/archive/episodePage.
– one shaded from direct then wipe the outside of high in the atmosphere). The GA/W: The class will be cfm?versionID=118003.
sunlight by a book – and both jars with paper teacher will also place a tea divided into groups, to Teacher will ask the
kettle on a hot plate (warning
ask students to make a towels, and have the students not to touch it), with
investigate the effect of the students to point out the
prediction about what will students record any the steam directed underneath sun on each of the stages different stages of the water
happen to the water. The observations. Teacher will the tray. The class will watch of the water cycle, writing cycle and states of water
teacher will then ignore the then put sugar in the ice closely to see the “raindrops” a sentence to explain each. (solid, liquid, gas) as the
saucers until the end of the water, and ask for a student fall from the condensation on movie progresses. Teacher
lesson. volunteer to taste the water the bottom of the tray. MO: Class will move to will instruct the class that
on the OUTSIDE of the mimic the molecular the weather depends largely
PA/W/A: Students will record
LA/R/LI: The class will glass, and the class will their observations on the
movement of water as it on the water cycle.
read A Drop of Water : A record any observations. accompanying worksheet. goes through the water
Book of Science and cycle and the three stages W/PA: Class will add “It is
Wonder by Walter Wick. PA: The class will then OL/PA: The class will discuss of matter. Teacher will the sun’s job to power the
discuss where the water on the stages of the water cycle lead the class in water cycle” to their “Jobs
S: The teacher will explain the outside came from that are evident in the model mimicking melting, of the Sun” poster.
evaporation and the (inside or outside the jar), (evaporation in the kettle, condensing, and
condensation on the bottom of
presence of water vapor in and what caused it the tray, and precipitation
evaporating.
the air. Teacher will ask (condensation). falling from the tray).
students if they want to H: Students will
change their predictions PA/TD: The teacher will S: The teacher will explain understand the benefits of
about the saucers. then ask the class how precipitation as part of the movement and stretching
clouds form, and record water cycle. during the activity.
PA/OL: After the lesson, any ideas on the board.
PS: Teacher will ask the
the class will check on the The teacher will then students to name different
saucers, and discuss the conduct a second kinds of precipitation, and to
results based on the experiment, filling a jar discuss how one would form
information they just full of hot water, pouring them with the model. How
learned. out all but 5cm (2in). would placing the entire setup
Teacher will then strike a in a freezer change the form of
OL/HW/HS: Teacher will match and drop it in the the precipitation?
ask students to volunteer to jar, quickly covering the GA/MU/LI: Students will
report on their resource opening with ice cubes. simulate a rainstorm by sitting
conservation log from the Teacher will use a in a circle on the floor and
past two weeks. flashlight to reflect off of closing their eyes. One person
the condensing water will begin, rubbing their palms
droplets, noticing what is together. After a second, the
happening in the jar (ice person to their right will pick
up the action, letting it
cools the air and forms continue around the circle.
clouds in the top of the The first person will then move
jar.) on to finger snaps, thigh slaps,
and foot stomps, each
S: Teacher will explain progressing around the circle.
cloud formation in terms of Reverse the order to simulate
the atmosphere. the storm ending.
HW/W/LA: Students will write

a rainy day poem.
DA: For students who learn
better by doing, the teacher
may choose to allow the class
to conduct the first experiment
in groups, so as to gain the
hands-on learning.
Cash et al, p.144 Forman-Hitt, pp. 8-11 Forman-Hitt, pp.14-15 Cornett, p.316
Cornett, p.367
Rebecca VanVliet
EDUC 410-002
Science – Week 28
RVSOL S 3.24 RVSOL S 3.24 RVSOL S 3.24 PROJECT PROJECT
Water as a Water as a Water as a
Resource Resource Resource
S/PA: Water supply: where S: Teacher will explain that S/PA: Teacher will begin E/S/GA/VA/W: Students E/S/GA/VA/W: Students
does water come from? over 99% of all the water the lesson by asking the will be divided into will finish working on their
Teacher will record student in the world is not usable class “If water is matter, groups, and will design projects, which will be
ideas. by humans. and therefore cannot be and produce a poster of the displayed around the room.
created or destroyed, and water cycle, incorporating
S/T: Teacher will explain T: Teacher will return to the water that we have the three stages T/R/PS: Students who
that water is old. The http://ga.water.usgs.gov/ today is the same water (condensation, finish early will visit
water we drink today is the edu/earthwherewater.html that was around when the evaporation, precipitation), http://www.madison.k12
same water that was to show a pie chart of world began, why are we how the sun is important, .ky.us/district/projects/Web
around during the time of human use of the earth’s told not to waste water? Is and how water is used by Quest/water/HTML/water
the dinosaurs water, and to show where it even possible to “waste” both people and animals. .htm to review the water
(http://www.kidzone it comes from. water?” Students will be cycle.
.ws/water/). allowed to respond.
PA/W/PS/H: Students will
T: Teacher will use brainstorm ways they use S/T: Teacher will explain
http://ga.water.usgs.gov/ water, and realize that to the class that the answer
edu/mearth.html to explain water is essential to to this question can be
the different sources and healthy living. Students found in yesterday’s
uses of water. will research the lesson. Returning to
percentage of water in the http://ga.water.usgs.gov/
S: Students will realize human body, and how edu/earthwherewater.html,
that all living things need much is needed every day the teacher will show that
water to survive. to maintain good health. most of the water on earth
is in the oceans and
therefore salty. Referring
back to the water cycle, the
teacher will note that fresh
water (drinkable water)
can be evaporated and
precipitated into rivers and
streams, which all
eventually end in the
ocean, where the water is
contaminated with salt and
other minerals that make it
unusable for humans. We
must conserve water
because there is a limited
supply of fresh water, even
though the total amount of
water in the world does not
change.
PA: Students will make a

list of ways they use water
every day.
DA: Students who need
extra help will meet with
the teacher during project
time for a review of the
material.
Rebecca VanVliet
EDUC 410-002
Science – Week 31
Solar System Solar System Solar System Space Space
Exploration Exploration
S: Teacher will explain S: Teacher will instruct S: Teacher will explain that S: The teacher will explain CI: Teacher will arrange
that the tilt of the earth’s students in the phases of the sun and stars move in that there have been many for a guest speaker to come
axis as well as the the moon. predictable patterns across achievements in space into class: someone
revolution of the earth the sky. This is because exploration. involved in the space
around the sun causes the W: Students will complete the earth moves in a program.
changing of the seasons. the “Phases of the Moon” predictable pattern through T/VA: The class will watch
template found at the solar system. the 28 minute video on LI/PA/CM/CP: Students
TD/MA/LI: Teacher will http://www.cdaschools America’s first decade in will listen to the guest
demonstrate the principle .org/tech_integration/third/ PA: Teacher will ask space, found at speaker talk about his/her
of changing seasons by sci_3.htm#Solar_, on students to name any http://video.google.com/ job. Students will be
making a ball of clay and matching the phases to the constellations they can. videoplay?docid=71202428 allowed to ask questions,
putting a pencil through it names with the position of 79616552990. and students must display
to represent the earth and the earth and the light as a VA/T: Teacher will show respect for the guest and
the earth’s axis. The guide. overhead projections of PA: Students will comment each other.
teacher will mark the various constellations, on the video.
equator, turn off the light, HW: Students will noting that they are H: Teacher will ask the
and position a flashlight complete the “Phases of identifiable because all the guest speaker to discuss
(representing the sun) to the Moon 2” template stars within the the health benefits/
simulate winter and found at constellation move detractions of being in
summer in the two http://www.cdaschools together. space (weightlessness, pre-
hemispheres. .org/tech_integration/third/ dried food, etc.) Class will
sci_3.htm#Solar_, MO/GA: The class will be discuss.
MA: Students will make matching the names of the divided into groups and
their own imitations of the phases to the images. each group will be
experiment to take home, assigned a constellation.
using Styrofoam balls, The students will then
pencils, and markers. form their constellation
and mimic its movement
E: Students will across the night sky.
individually represent the
different seasons using HW: Students will
their own models, when complete the “Star Search”
asked to do so by the word search found at
teacher. http://printables.family
and-games/skill-
builder/51378.html?
detoured=1.
DA: Students who have CP: Respect
trouble with computer
programs will print out the
worksheets and complete
them by hand.
VanCleave, pp.16-17 Cornett, p.316
Rebecca VanVliet
EDUC 410-002
Science – Week 32
REVIEW REVIEW REVIEW REVIEW REVIEW
S: Teacher will review S: Teacher will review S: Teacher will review S/PA/LI/OL/E: Teacher will S: Teacher will review
environments. animal characteristics and matter and energy. review using Jeopardy: based on student requests.
life cycles. http://www.salem.k12.va.us/
T: Class will go to T: Class will go to south/soljeopardy/Science3/ T: Class will return to
http://www.internet T: Class will go to http://www.internet question_answer.htm#Animal http://www.internet
4classrooms.com/skills http://www.internet 4classrooms.com/skills %20Habitats. 4classrooms.com/skills
_3rd_science.htm to 4classrooms.com/skills _3rd_science.htm to _3rd_science.htm to
review environments. _3rd_science.htm to review matter and energy. GA/CP/HW/E/A/VA: review any other areas
review plants and animals. Students must have agreed students feel they need
GA/CP/HW/E/A/VA: upon an animal they will help in.
Teacher will divide the research in their groups.
class into groups of three, They will begin research PA: Class will vote on the
and assign each group an outside of class. areas that need the most
environment (desert, review.
ocean, rainforest, marsh,
grassland, forest, river),
and explain the final
project: each group must
choose one animal that
lives in their environment,
research the animal based
on how it survives, where
it is in the food chain
(what it eats – carnivore/
herbivore/ omnivore, and
what eats it –
predator/prey
relationship), where and
how it provides food,
water and shelter for itself,
and how humans have or
have not affected the
population of the animal.
Each group will create a
diorama based on the life
of their chosen animal in
their assigned habitat.
CP: Cooperation CP: Cooperation DA: Students who have
extra review needs will be
taken aside by an aide or
other teacher for more
comprehensive review.
Cornett, p.206
Rebecca VanVliet
EDUC 410-002
Science – Week 35
STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED
TESTING TESTING TESTING TESTING TESTING
Rebecca VanVliet
EDUC 410-002
Science – Week 36
GROUP GROUP GROUP GROUP GROUP
PROJECTS PROJECTS PROJECTS PROJECTS PROJECTS
GA/CP/E/A/VA: Students GA/CP/E/A/VA: Students GA/CP/E/A/VA/OL: GA/CP/E/A/VA/OL: GA/CP/E/A/VA/OL:
may work on their projects may work on their projects Students will present their Students will present their Students will present their
in class. in class. dioramas to the class, dioramas to the class, dioramas to the class,
explaining the animal they explaining the animal they explaining the animal they
chose based on the criteria chose based on the criteria chose based on the criteria
given. given. given.
DA: Students with
speaking difficulties (who
do not wish to present
because of it) will be
allowed to turn in a short
written report with their
diorama instead of
speaking to the class.
Rebecca VanVliet
EDUC 410-002
Works Cited – Science
“BrainPOP.” BrainPOP. Retrieved Oct. 14, 2007 from http://www.brainpop.com/.
Cornett, Claudia E. Creating Meaning Through Literature and the Arts. NJ: Pearson Education
Inc., 2007.
“Environment.” D4K: Dialogue for Kids. Retrieved Oct. 15, 2007 from
http://idahoptv.org/dialogue4kids/archive/environment.cfm.
“The Great Plant Escape.” Urban Programs Resource Network: University of Illinois Extension.
Retrieved Oct. 14, 2007 from http://www.urbanext.uiuc.edu/gpe/index.html.
“Simple Machines.” Edheads Activate Your Mind! Retrieved Oct. 14, 2007 from
http://edheads.org/activities/simple-machines/ and http://edheads.org/activities/simple-
machines/teacher.htm#p.
“Third Grade Resource Page.” Third Grade Resource Page. Retrieved Oct. 15, 2007 from
http://www.ri.net/schools/Glocester/WGES/Rsrcpgs/res3.html.
“Third Grade Resources!” Brunswick Schools. Retrieved Oct. 16, 2007 from
http://www.brunswick.k12.me.us/lon/lonlinks/grade3/home.html.
“Third Grade Science Activities.” Coeur d’Alene School District: Idaho. Retrieved Oct 15,
2007 from http://www.cdaschools.org/tech_integration/third/sci_3.htm.
“Third Grade Science Skills.” Internet 4 Classrooms. Retrieved Oct. 16, 2007 from
http://www.internet4classrooms.com/skills_3rd_science.htm.
Idea Books
Cash, Terry, Steve Parker, and Barbara Taylor. 175 More Science Experiments to Amuse and
Amaze Your Friends. NY: Random House, 1990.
Forman-Hitt, Kathy, and Janet Petrich-Young. The Weather Around Us. CA: Creative Teaching
Press, Inc., 1987.

Rebecca VanVliet
EDUC 410-002
Henry, Lucia K. Science in Special Places. CA: David S. Lake Publishers, 1989.
Klag, Prent. Exploring Terrific Opportunities for Young Scientists. UT: Thumbs Up Enterprises,
L., 1996.
VanCleave, Janice. Earth Science for Every Kid. NY: John Wiley & Sons, Inc., 1991.

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Rebecca VanVliet

HW: Students will

HW: Students will

W: Class will start a chart

Monday Tuesday Wednesday Thursday Friday

HW/W/LA: Students will write

PA: Students will make a

Works Cited – Science

“BrainPOP.” BrainPOP. Retrieved Oct. 14, 2007 from http://www.brainpop.com/.

Retrieved Oct. 14, 2007 from http://www.urbanext.uiuc.edu/gpe/index.html.

http://edheads.org/activities/simple-machines/ and http://edheads.org/activities/simple-

2007 from http://www.cdaschools.org/tech_integration/third/sci_3.htm.

Amaze Your Friends. NY: Random House, 1990.

Press, Inc., 1987.

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