Objectives Students will form an ordered pair using two numbers. Students will use ordered pairs to locate points on a graph. Materials Needed Candy Coordinate Graph reproducible Dice (one pair per student) Mini candy bars Small candy pieces (such as candy corn or candy-coated chocolate) Tape Preparation: Draw a large version of the Candy Coordinate Graph reproducible on posterboard or the whiteboard. Use tape to attach mini candy bars to various points on the graph. Introduction Discuss with students that grids and graphs have a variety of uses in architecture, geography, and geometry. Explain that coordinates are used to indicate where a certain object or place is located on a graph. Draw a simple coordinate graph on the board and write the ordered pair (1, 4). Then demonstrate how to plot that point on the grid.
Objectives CCSS Math: Measurement & Data 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Materials Needed Lakeshore Magnetic Teaching Clock Lakeshore Student Clocks - Set of 12 “Elapsed Time Word Problems” activity page Elapsed time worksheet Introduction Ask a student what time school starts. Write this time on the board under the heading “Start Time.” Then ask another student what time school ends. Write this time next to the start time under the heading “End Time.” Ask, “From the time school starts to the time it ends, how much time elapses, or passes?” (Invite students to respond and explain their reasoning and calculations.) Hold up the teaching clock and demonstrate how to set the clock at the start time and count the hours and minutes until the end time. (Hint: Move the hour hand first and have students count the hours aloud with you. Then move the minute hand and have them count the minutes.) Explain to students that you are going to teach them some strategies to help them calculate elapsed time.
Objective Students will recognize and name fractions. Materials Needed Jar of jelly beans (four pink and four green) Jelly Bean Fractions reproducible Jelly beans template Scissors Glue Crayons Introduction Set out a glass jar with eight jelly beans—four pink and four green. Pull out three pink ones and one green one, and ask, “Out of these four jelly beans, how many are pink? That’s right—three.” Then explain, “To express this in the form of a fraction, we would write three-fourths.” Write 3/4 on the board. Point to each number as you reinforce what it means, saying, “The fraction three-fourths shows that three out of the four jelly beans are pink.” Ask, “Can anyone tell me how many of these four jelly beans are green? That’s right—one.” Then ask, “How do you think we could express that in the form of a fraction?” Invite volunteers to offer answers until someone explains that one-fourth shows that one out of the four jelly beans is green.
Objectives CCSS Writing W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.3.2d: Provide a concluding statement or section related to the information or explanation presented. Materials Needed Jackie Robinson reading passage Jackie Robinson Fact Sheet graphic organizer Whiteboard, overhead projector, document camera or interactive whiteboard Informative passages and graphic organizers (“Chocolate Town,” “Praying Mantis” and “Why Can’t You Tickle Yourself?”) Fact cards and writing assignment prompts (“Scientists at Work,” “Natural U.S. Landmarks,” “The Olympic® Games” and “Going West”) Introduction Note: This lesson plan can be completed in more than one day. Explain to students that authors of informative/explanatory texts write to convey specific facts or ideas about a person, topic or event. State that you will read aloud an example of this type of writing using the Jackie Robinson passage. Have students read along with you. As a class, list the key pieces of information to determine the facts that the author wants the reader to know about the topic. Explain that deconstructing a passage in this way helps them become better writers. This process will assist them in thinking about how to use a list of facts to create an interesting paragraph or passage about a given topic.
Objectives Students will understand Newton’s First Law of Motion. Students will understand friction’s effect on moving objects. Materials Needed “What Is Friction?” information page and experiment sheet Books Sandpaper (one strip, approximately 4" - 5" long, for each group) Tape measure (one for each group) Toy cars (one heavier car and one lighter car for each group) 2" x 4" wood boards (each approximately 6" long for each group) Introduction Explain to students that Newton’s First Law of Motion states that an object at rest will remain at rest and an object moving in a straight line will continue to move in that direction unless an outside force interferes. Demonstrate this by setting a toy car down on a table. Ask, “Is the car moving?” (no) Reinforce that it will not move until an outside force moves it. Then push the car gently with your finger to make it roll forward, and ask students to explain what happened. (The car rolled forward because it was pushed.) Point out that the car eventually stopped rolling because it encountered friction. Tell students that friction occurs when two surfaces rub against each other. In this case, the wheels of the car rubbing against the surface of the table eventually slowed the car’s movement and caused the car to stop. In addition, heavier objects, or objects with more mass, create more friction when they come in contact with another object or surface.
