3rd Grade Power Up
Week #36 Date 5/15- 5/19
M- Poetry Unit-work on making your book using Alliterations, Autobiographical peoms, Adjective poems and Alliterations
T- Poetry Unit
W-Poetry Unit
Th-Poetry Unit
F- Poetry Unit
M- Poetry Unit-work on making your book using Alliterations, Autobiographical peoms, Adjective poems and Alliterations
T- Poetry Unit
W-Poetry Unit
Th-Poetry Unit
F- Poetry Unit
Week #35 Date 5/8- 5/12
M-F- testing week for CORE Assessments. Work on Poetry unit if not being tested.
M-F- testing week for CORE Assessments. Work on Poetry unit if not being tested.
Week #34 Date 5/1- 5/5
M-F- testing week for CORE Assessments. Work on Poetry unit if not being tested.
M-F- testing week for CORE Assessments. Work on Poetry unit if not being tested.
Week #33 Date 4/24- 4/28
M- No Mrs. Jerke
T- Poetry Unit. Begin with What a Line is then go to Stanza using the anchor charts. Students read the poems Spring and Summer. Fill out student worksheets to go with the poems.
W- Time to cut up poems. Students pick a poem. Cut it into Stanzas and glue on to Part to Whole Map. Also, cut into Lines and glue onto Part to Whole Map.
Th- Continue cutting and gluing.
F-
M- No Mrs. Jerke
T- Poetry Unit. Begin with What a Line is then go to Stanza using the anchor charts. Students read the poems Spring and Summer. Fill out student worksheets to go with the poems.
W- Time to cut up poems. Students pick a poem. Cut it into Stanzas and glue on to Part to Whole Map. Also, cut into Lines and glue onto Part to Whole Map.
Th- Continue cutting and gluing.
F-
Week #32 Date 4/17- 4/21
M-No school Easter Break
T-F Smarter Balance Testing week. No Growing Block
M-No school Easter Break
T-F Smarter Balance Testing week. No Growing Block
Week #31 Date 4/10- 4/14
M-Th Practice work for Smarter Balance - All week-On Monday go over the Assessment Rubric with T and A first.
F- No school Easter Break
M-Th Practice work for Smarter Balance - All week-On Monday go over the Assessment Rubric with T and A first.
F- No school Easter Break
Week #30 Date 4/3- 4/7
M-Main idea pic collage
T- Main idea pic collage
W- Main idea pic collage
Th- Main idea pic collage
F -Test Prep Crunch Time-Read the Flamingos article and answer test prep questions.
M-Main idea pic collage
T- Main idea pic collage
W- Main idea pic collage
Th- Main idea pic collage
F -Test Prep Crunch Time-Read the Flamingos article and answer test prep questions.
Week #29 Date 3/27- 3/31
M- Establish Round the Clock Partners then with your 12:00 partner, continue reading Easter Traditions Around the World on EPIC.
T- Try to finish reading Easter Traditions Around the World
W- When finished reading, pick one country and use the Main idea sentence frame to write down the main idea and supporting details.
Th- 10 in a Row Award and Play Main Idea Kahoot.
F- Continue working on Main Idea sentence frame. When finished, put your main idea and details into a PicCollage
M- Establish Round the Clock Partners then with your 12:00 partner, continue reading Easter Traditions Around the World on EPIC.
T- Try to finish reading Easter Traditions Around the World
W- When finished reading, pick one country and use the Main idea sentence frame to write down the main idea and supporting details.
Th- 10 in a Row Award and Play Main Idea Kahoot.
F- Continue working on Main Idea sentence frame. When finished, put your main idea and details into a PicCollage
Week #28 Date 3/20- 3/24
M- Continue Lucky Buckets work
T- Begin work on Main idea. Play the Main idea game in groups. Have students find the standard in their Data Folders and highlight. Tell them that is the next standard they will focus on.
W- Using the Common Core Guidebook, page 37, introduce students to the AT&T It's not Complicated Playlist. After watching, discuss with students what they see as details vs. the main idea. Write their ideas on chart paper.
Th- Model how to use the Main Idea Sentence frame using an AT&T video. Have students pick another video and fill out a sentence frame. Do together.
F- Begin Reading: Easter Traditions Around the World
M- Continue Lucky Buckets work
T- Begin work on Main idea. Play the Main idea game in groups. Have students find the standard in their Data Folders and highlight. Tell them that is the next standard they will focus on.
W- Using the Common Core Guidebook, page 37, introduce students to the AT&T It's not Complicated Playlist. After watching, discuss with students what they see as details vs. the main idea. Write their ideas on chart paper.
Th- Model how to use the Main Idea Sentence frame using an AT&T video. Have students pick another video and fill out a sentence frame. Do together.
F- Begin Reading: Easter Traditions Around the World
Week #28 Date 3/13 - 3/17
M- Continue work with the article Are Elephants Social Animals. Ask three questions and color where the answers are found in the text. Put them on small pieces of paper and play Lucky Buckets.
T- Continue article from yesterday. Main Idea: Write one word that describes the main idea. Write two details in the text that supports the main idea. How does one key detail support the main idea? Do this with Lucky Buckets.
W- no school
Th- no school
F- no school
M- Continue work with the article Are Elephants Social Animals. Ask three questions and color where the answers are found in the text. Put them on small pieces of paper and play Lucky Buckets.
T- Continue article from yesterday. Main Idea: Write one word that describes the main idea. Write two details in the text that supports the main idea. How does one key detail support the main idea? Do this with Lucky Buckets.
W- no school
Th- no school
F- no school
Week #27 Date 3/6 - 3/10
M- finish up with point of view project. Using a rubric, check to see if the project followed along the rubric.
T- Two students finish up Point of View project.
W- Read the Apples text and decide which character has the point of view listed.
Th- Read the text: Are Elephants Social Creatures? Talk about what it means to be social. Begin a K-W-L chart on elephants.
F- Reread the text from yesterday. Think about the author's point of view. Students will think about their point of view and if it is the same or different from the author.
For 2 weeks from now: Look into standards and choose the next standard to work on. Make a rubric before class so they know what they need to achieve. Talk about how they can show their learning. Choose book from EPIC and begin learning.
M- finish up with point of view project. Using a rubric, check to see if the project followed along the rubric.
T- Two students finish up Point of View project.
W- Read the Apples text and decide which character has the point of view listed.
Th- Read the text: Are Elephants Social Creatures? Talk about what it means to be social. Begin a K-W-L chart on elephants.
F- Reread the text from yesterday. Think about the author's point of view. Students will think about their point of view and if it is the same or different from the author.
For 2 weeks from now: Look into standards and choose the next standard to work on. Make a rubric before class so they know what they need to achieve. Talk about how they can show their learning. Choose book from EPIC and begin learning.
Week #26 Date 2/27 - 3/3
M- When finished reading, assign 2 parts of the story to each student. Students will distinguish their own point of view from that of the narrator or those of the characters. Students will then have to write a sentence or two about the characters point of view. Then students write their point of view.
T- Continue Point of view project
W- Point of view
Th- Point of view
F- No School
M- When finished reading, assign 2 parts of the story to each student. Students will distinguish their own point of view from that of the narrator or those of the characters. Students will then have to write a sentence or two about the characters point of view. Then students write their point of view.
T- Continue Point of view project
W- Point of view
Th- Point of view
F- No School
Week #25 Date 2/20 - 2/24
M- No School
T- Continue Reading: Booker T. Washington on EPIC. Reading Strategy: Stretchy Snake. Teacher will talk/model the Point of view of the character as students read. Use t-chart to write down character point-of-view.
W- continue Booker T. Washington
Th- when finished reading, assign 2 parts of the story to each student. Students will then have to write a sentence or two about the characters point of view. Then students will write what they think.
F- Continue point of view work.
M- No School
T- Continue Reading: Booker T. Washington on EPIC. Reading Strategy: Stretchy Snake. Teacher will talk/model the Point of view of the character as students read. Use t-chart to write down character point-of-view.
W- continue Booker T. Washington
Th- when finished reading, assign 2 parts of the story to each student. Students will then have to write a sentence or two about the characters point of view. Then students will write what they think.
F- Continue point of view work.
Week #24 Date 2/13 - 2/17
M- Play Kahoot called Let Recess Stay (point of view). Have 10 in a Row party with donuts.
T- Continue to work on RESPOND sheet from last week. May need to continue into Wednesday.
W- Read: Booker T. Washington on EPIC. Reading Strategy: Stretchy Snake. Teacher will talk/model the Point of view of the character as students read. Students will write down what they notice about how the character feels or thinks during the story when major events happen on a post-it "thinking note". Add to t-chart when needed. Put events on one side/Feelings and Thinking on the other.
Th- Continue reading book from yesterday and writing down events/thoughts and feelings on the t-chart.
F- No School
M- Play Kahoot called Let Recess Stay (point of view). Have 10 in a Row party with donuts.
T- Continue to work on RESPOND sheet from last week. May need to continue into Wednesday.
W- Read: Booker T. Washington on EPIC. Reading Strategy: Stretchy Snake. Teacher will talk/model the Point of view of the character as students read. Students will write down what they notice about how the character feels or thinks during the story when major events happen on a post-it "thinking note". Add to t-chart when needed. Put events on one side/Feelings and Thinking on the other.
Th- Continue reading book from yesterday and writing down events/thoughts and feelings on the t-chart.
F- No School
Week #23 Date 2/6 - 2/10
M- Finish up any CORE Assessments
T- Finish up any CORE Assessments
W- Go over student standards. Talk about which standards are low and what they are going to do to learn these standards.
Th- Read article on Point of view called Let Recess Stay
F- glue RESPOND worksheets in notebooks. Begin to answer the questions.
M- Finish up any CORE Assessments
T- Finish up any CORE Assessments
W- Go over student standards. Talk about which standards are low and what they are going to do to learn these standards.
Th- Read article on Point of view called Let Recess Stay
F- glue RESPOND worksheets in notebooks. Begin to answer the questions.
Week #22 Date 1/30 - 2/3
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- CORE Assessments
Th- CORE Assessments
F- CORE Assessments (First watch the mindset video and write 2-5 things they agreed about mindset).
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- CORE Assessments
Th- CORE Assessments
F- CORE Assessments (First watch the mindset video and write 2-5 things they agreed about mindset).
Focus Standard:
4.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
4.R.I.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Week #21 1/23 - 1/27 Group #3 (Last Group-16 students)
M- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
T- Activity: Hopper Poppers-Make your Hopper Popper
W- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
Th- Mystery #1 Assessment.
F- Read the article: Fishing for Forces by Pat Murphy. Record your voice reading this article in SeeSaw for a reading sample.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
M- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
T- Activity: Hopper Poppers-Make your Hopper Popper
W- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
Th- Mystery #1 Assessment.
F- Read the article: Fishing for Forces by Pat Murphy. Record your voice reading this article in SeeSaw for a reading sample.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
Week #20 1/16 - 1/20 Group #2 (Middle Group-15 students)
M- No School-Teacher In-Service
T- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
W- Activity: Hopper Poppers-Make your Hopper Popper
Th- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
F- Mystery #1 Assessment.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
M- No School-Teacher In-Service
T- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
W- Activity: Hopper Poppers-Make your Hopper Popper
Th- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
F- Mystery #1 Assessment.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
Week #19 1/9 - 1/13 Group #3 (Top Group-15 students)
M- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
T- Activity: Hopper Poppers-Make your Hopper Popper
W- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
Th- Mystery #1 Assessment.
F- Read the article: Fishing for Forces by Pat Murphy. Record your voice reading this article in SeeSaw for a reading sample.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
M- Begin Mystery #1 on Invisible Forces called How can you win a tug of war against a group of adults? In this Mystery, students will see that by learning to think about pushes and pulls — forces — they can accomplish extraordinary things!
T- Activity: Hopper Poppers-Make your Hopper Popper
W- Continue Hopper Poppers Activity. Use the High Hop Scorecard to record your hoppers jumps.
Th- Mystery #1 Assessment.
F- Read the article: Fishing for Forces by Pat Murphy. Record your voice reading this article in SeeSaw for a reading sample.
To Start the Next time- Mystery #2 on Invisible Forces called What makes Bridges so strong?
Week #18 1/3 - 1/6 Group #1 (Last Group-16 students)
M-Christmas break
T- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
W- Activity: Lizard Island
Th- Continue Lizard Island
F- Assessment. If time, begin reading the Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
To Start the Next time- Begin New Mystery Thread about Force, Motion and Magnetism
M-Christmas break
T- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
W- Activity: Lizard Island
Th- Continue Lizard Island
F- Assessment. If time, begin reading the Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
To Start the Next time- Begin New Mystery Thread about Force, Motion and Magnetism
Week #17 12/19 - 12/22 Group #2 (Middle Group-15 students)
M- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
T- Activity: Lizard Island
W- Continue Lizard Island
Th- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
F- Continue Lucky Buckets, then complete Assessment
To Start the Next time-
M- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
T- Activity: Lizard Island
W- Continue Lizard Island
Th- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
F- Continue Lucky Buckets, then complete Assessment
To Start the Next time-
Week #16 12/12 - 12/16 Group #3 (Top Group-15 students)
M- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
T- Activity: Lizard Island
W- Continue Lizard Island
Th- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
F- Continue Lucky Buckets, then complete Assessment
To Start the Next time-
M- Begin Mystery #5. In this Mystery, students will play a simulation based on a real-life experiment called “Lizard Island.” The simulation shows an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. Discussion questions to be answered: 1. Predict: What do you think might have happened to the green anoles, once the brown anoles arrived in Florida and started to get hungry? 2. Not all of the green anoles are exactly the same. Which green anoles do you think the brown anoles are most likely to catch? 3. What do you think is going to happen to each group of climbers: The excellent climbers? The good climbers? The not-so-good climbers? Why do you think that?
T- Activity: Lizard Island
W- Continue Lizard Island
Th- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
F- Continue Lucky Buckets, then complete Assessment
To Start the Next time-
Week #15 12/5 - 12/9 Group #1 (Last Group-15 students)
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-Activity: Spot the Differences--Both animals are dogs. But two dogs are different in many ways. What are three ways that these dogs are different from each other? What are three ways these animals are similar?
F- End of Mystery #4 Assessment
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-Activity: Spot the Differences--Both animals are dogs. But two dogs are different in many ways. What are three ways that these dogs are different from each other? What are three ways these animals are similar?
F- End of Mystery #4 Assessment
Week #14 11/28 - 12/2 Group #2 (Middle Group-15 students)
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-Activity: Spot the Differences--Both animals are dogs. But two dogs are different in many ways. What are three ways that these dogs are different from each other? What are three ways these animals are similar?
F- End of Mystery #4 Assessment. When finished you may watch videos of animals on
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-Activity: Spot the Differences--Both animals are dogs. But two dogs are different in many ways. What are three ways that these dogs are different from each other? What are three ways these animals are similar?
F- End of Mystery #4 Assessment. When finished you may watch videos of animals on
Week #13 11/21 - 11/25 Group #3 (Top Group-15 students)
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-no School-Happy Thanksgiving!
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
M- Begin Mystery #4. In this Mystery, students learn how people create new breeds of animals by mating (selecting) individuals with desirable traits. Discussion questions to be answered on SeeSaw: 1. Suppose you want to get bluer iguanas. Which iguana should you pick to have babies with your iguana? 2. Now that you know how the first small dog breed was created, how do you think we created big dogs, like the Great Dane? 3. How do you think life was different for people before they discovered selection and created all these different breeds of animals (dairy cows, muscular cows, chickens that lay big eggs)?
T- Activity: Designer Dogs
W- Article: Friendly Foxes by Pat Murphy. Play Lucky Buckets- Students answer 4 questions that relate to the article. Put answers on slips of paper with names on the back and add to buckets. After everyone is finished, teacher draws one answer out of each bucket. If the answer is correct, that student gets a piece of candy!
Th-no School-Happy Thanksgiving!
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
Week #12 11/14 - 11/18 Group #1 (Last Group-15 students)
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-(Mrs. Bernard) Mystery #3 Can you outrun a Dinosaur?in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th-(Mrs. Bernard) Activity: Be a Sleuth-How Dinosaurs behaved
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-(Mrs. Bernard) Mystery #3 Can you outrun a Dinosaur?in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th-(Mrs. Bernard) Activity: Be a Sleuth-How Dinosaurs behaved
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
Week #11 11/7 - 11/11 Group #2 (Middle Group-15 students)
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-Mystery #3 Can you outrun a Dinosaur? in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th-Activity: Be a Sleuth-How Dinosaurs behaved
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-Mystery #3 Can you outrun a Dinosaur? in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th-Activity: Be a Sleuth-How Dinosaurs behaved
F- No School
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
Week #10 10/31 - 11/4 Group #3 (Top Group-15 students)
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-(Mrs. Bernard) Mystery #3 Can you outrun a Dinosaur? in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th- Activity: Be a Sleuth-How Dinosaurs behaved
F- Continue Activity from Thursday. Use the photo and voice tool to answer the activity questions.
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
M- Housekeeping items. Dates/Welcome new students/Paint Dinosaurs/Old work take home/Round the Clock Partners.
T-(Mrs. Bernard) Mystery #3 Can you outrun a Dinosaur? in 3:00 partners: Complete the following activity: Students will try to “outrun” a dinosaur by taking larger steps than the dinosaur took. Using a number line, students will calculate the “stride length” of their classmates. Using a graph, students will also figure out whether their classmates could outrun a stegosaurus, a Tyrannosaurus rex, or a triceratops.
W- Continue Dinosaur Race Track
Th- Activity: Be a Sleuth-How Dinosaurs behaved
F- Continue Activity from Thursday. Use the photo and voice tool to answer the activity questions.
To Start the Next time- Mystery #4 What kinds of animals might there be in the future?
Week #9 10/24 - 10/28 Group #1 (Last group-13 students)
M- Begin Mystery #2. How do we know what Dinosaurs looked like? Discussion question: In 12:00 groups, discuss and upload to SeeSaw: Based on what you’ve just learned, summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) Continue working on summary, then present. In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
M- Begin Mystery #2. How do we know what Dinosaurs looked like? Discussion question: In 12:00 groups, discuss and upload to SeeSaw: Based on what you’ve just learned, summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) Continue working on summary, then present. In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
Week #8 10/17 - 10/21 Group #2 (Middle Group-15 students)
M- Re-watch Mystery #2-ended at the Discussion question: Based on what you’ve just learned, draw a diagram to summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
M- Re-watch Mystery #2-ended at the Discussion question: Based on what you’ve just learned, draw a diagram to summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
Week #7 10/10 - 10/14 Group #3 (Top Group-13 students)
M- Mystery #2-ended at the Discussion question: Based on what you’ve just learned, draw a diagram to summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
M- Mystery #2-ended at the Discussion question: Based on what you’ve just learned, draw a diagram to summarize why scientists think dinosaurs looked like lizards.
T-(Mrs. Bernard) In 12:00 groups complete Activity: What do these animals eat? If finished early read article for tomorrow.
W- Read article: Plant Eating Dinosaurs Had Lots of Spare Teeth by Science. Play Kahoot using questions from this article.
Th-(Mrs. Bernard) Fossilized Fashion-hands on activity from American Museum of Natural History. Read the activity then Design your own dinosaur. Think about the features you would like your dinosaur to have. First, list its traits, then draw a sketch on paper. Why does your dinosaur look that way?
F- Continue working on Dinosaur Design and create your dinosaur using air dry clay.
To Start the Next time- Mystery #3 Can you outrun a dinosaur?
Week #6 10/3 - 10/7 Group #1 (Last Group-13 students)
M- Myster Science-Animals Through Time, Mystery 1: Where can you find whales in the desert? Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois?
T-(Mrs. Bernard) Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Finish Fossil Exploration Activity. Begin End of Unit Assessment
Th-(Mrs. Bernard) Finish End of Unit Assessment
F- In 9:00 Partners, practice reading Whale of a Find article and Upload to SeeSaw using microphone tool
To Start the Next time- Mystery #2
M- Myster Science-Animals Through Time, Mystery 1: Where can you find whales in the desert? Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois?
T-(Mrs. Bernard) Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Finish Fossil Exploration Activity. Begin End of Unit Assessment
Th-(Mrs. Bernard) Finish End of Unit Assessment
F- In 9:00 Partners, practice reading Whale of a Find article and Upload to SeeSaw using microphone tool
To Start the Next time- Mystery #2
Week #5 9/26 - 9/30 Group #2 (Middle Group-15 students)
M- Those who need to finish their Introduction to SeeSaw may. The rest read silently.
T-(Mrs. Bernard) Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin by showing the initial video. Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois? Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Pick 2 out of 3 activities. 1. Mystery #1 End of Mystery Assessment 2. Take a picture of What Habitat Is It and upload to SeeSaw commenting on what you learned. 3. Read A Whale of a Find Article and Record your voice on SeeSaw.
Th-(Mrs. Bernard) Finish up with Pick 2. Then if extra time, upload your Introduction video to SeeSaw or start the next Mystery #2 Animals Through Time.
F- Mystery #2. Animals Through Time (Ended with: Discuss: Based on what you’ve just learned, summarize why scientists think dinosaurs looked like lizards.)
To Start the Next time- Continue Mystery #2
M- Those who need to finish their Introduction to SeeSaw may. The rest read silently.
T-(Mrs. Bernard) Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin by showing the initial video. Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois? Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Pick 2 out of 3 activities. 1. Mystery #1 End of Mystery Assessment 2. Take a picture of What Habitat Is It and upload to SeeSaw commenting on what you learned. 3. Read A Whale of a Find Article and Record your voice on SeeSaw.
Th-(Mrs. Bernard) Finish up with Pick 2. Then if extra time, upload your Introduction video to SeeSaw or start the next Mystery #2 Animals Through Time.
F- Mystery #2. Animals Through Time (Ended with: Discuss: Based on what you’ve just learned, summarize why scientists think dinosaurs looked like lizards.)
To Start the Next time- Continue Mystery #2
Week #4 9/19 - 9/23 Group #3 (Top Group-13 Students)
M- Those who need to finish their Introduction to SeeSaw may. The rest read silently.
T-(Mrs. Bernard) Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin by showing the initial video. Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois? Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Pick 2 out of 3 activities. 1. Mystery #1 End of Mystery Assessment 2. Take a picture of What Habitat Is It and upload to SeeSaw commenting on what you learned. 3. Read A Whale of a Find Article and Record your voice on SeeSaw.
Th-(Mrs. Bernard) Finish up with Pick 2. Then if extra time, upload your Introduction video to SeeSaw or start the next Mystery #2 Animals Through Time.
F- Mystery #2. Animals Through Time
To Start the Next time- Continue Mystery #2
M- Those who need to finish their Introduction to SeeSaw may. The rest read silently.
T-(Mrs. Bernard) Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin by showing the initial video. Groups- answer this essential question and Post on SeeSaw-Why do you think there are fossils of ocean animals in the middle of Illinois? Continue Visual Activity-What Habitat Is It? Show video of answers. Learn about Trilobites and other Extinct Animals revealed by fossils. Fossil Exploration activity.
W- Pick 2 out of 3 activities. 1. Mystery #1 End of Mystery Assessment 2. Take a picture of What Habitat Is It and upload to SeeSaw commenting on what you learned. 3. Read A Whale of a Find Article and Record your voice on SeeSaw.
Th-(Mrs. Bernard) Finish up with Pick 2. Then if extra time, upload your Introduction video to SeeSaw or start the next Mystery #2 Animals Through Time.
F- Mystery #2. Animals Through Time
To Start the Next time- Continue Mystery #2
Week #3 9/12-9/16 Group #1 (Third to top Group-13 students)
M- Play Just Like Me (ask CB if she would video the activity), Establish Round the Clock Partners.
T- (Mrs. Bernard) Begin Personality Test and add names to T-chart.
W- With 3:00 partners, read about your personality. Highlight key words that describe the animal personality. Put 5 on H-Chart, Decide before you start who does what job. Writing? Reading? Highlighting? Teacher and student model what it could look like.
Th-(Mrs. Bernard) Discuss animal Characteristics. Show Student Intro Presentation 1st. SeeSaw Student Challenge Tasks 1-4. Have Mrs. Bernard work with Charlie to figure out his animal personality.
F- Finish Up Video Introductions on SeeSaw. Then begin Mystery #1
M- Play Just Like Me (ask CB if she would video the activity), Establish Round the Clock Partners.
T- (Mrs. Bernard) Begin Personality Test and add names to T-chart.
W- With 3:00 partners, read about your personality. Highlight key words that describe the animal personality. Put 5 on H-Chart, Decide before you start who does what job. Writing? Reading? Highlighting? Teacher and student model what it could look like.
Th-(Mrs. Bernard) Discuss animal Characteristics. Show Student Intro Presentation 1st. SeeSaw Student Challenge Tasks 1-4. Have Mrs. Bernard work with Charlie to figure out his animal personality.
F- Finish Up Video Introductions on SeeSaw. Then begin Mystery #1
Week #2 9/5 - 9/9 Group #2 (Second to Top Group coming from Mrs. Sand)
M- No School-Labor Day
T- (Mrs. Bernard) Play Just Like Me (take Photos), Establish Round the Clock Partners
W- Begin Personality Test and add names to T-chart.
Th-(Mrs. Bernard) With 3:00 partners, read about your personality. Record 5 characteristics on each animal on H -chart.
F-Discuss animal Character Traits. Thumbs up/over/or down if you think these traits describe you. Show Student Intro Presentation 1st. SeeSaw using 3-8 Grade Student Challenge Tasks 1-4.
For next time: Continue Student Challenge Tasks 5-17
Where do I go after SeeSaw Challenge with this group? Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin with essential question-Why do you think there are fossils of ocean animals in the middle of Illinois?
M- No School-Labor Day
T- (Mrs. Bernard) Play Just Like Me (take Photos), Establish Round the Clock Partners
W- Begin Personality Test and add names to T-chart.
Th-(Mrs. Bernard) With 3:00 partners, read about your personality. Record 5 characteristics on each animal on H -chart.
F-Discuss animal Character Traits. Thumbs up/over/or down if you think these traits describe you. Show Student Intro Presentation 1st. SeeSaw using 3-8 Grade Student Challenge Tasks 1-4.
For next time: Continue Student Challenge Tasks 5-17
Where do I go after SeeSaw Challenge with this group? Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin with essential question-Why do you think there are fossils of ocean animals in the middle of Illinois?
Week #1 8/29 - 9/2 Group #3 (Top Group)
M- Rules with Mrs. Huber and Mrs. Sand
T-(Marilyn) Play Just Like Me and Personality Test with Mrs. Bernard.
W- Finish Personality Test. Have students add post it notes with their name to the correct animal on the chart. Establish Around the Clock partners.
Th-(Marilyn) Finish putting names on Post It's for Animal Personality. Read about each animal in Personality test in your common animal partners.
F-- Introduction to SeeSaw using 3-8 Grade Student Challenge by showing Student Intro Presentation quickly. Get into 3 o'clock partners and complete the 1-8 tasks on SeeSaw Challenge.
To Start the Next time-
1. Continue 4-8 Student Challenge with 6:00 partner and work on Tasks 9-17 with 3 o'clock partner.
2. Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin with essential question-Why do you think there are fossils of ocean animals in the middle of Illinois?
M- Rules with Mrs. Huber and Mrs. Sand
T-(Marilyn) Play Just Like Me and Personality Test with Mrs. Bernard.
W- Finish Personality Test. Have students add post it notes with their name to the correct animal on the chart. Establish Around the Clock partners.
Th-(Marilyn) Finish putting names on Post It's for Animal Personality. Read about each animal in Personality test in your common animal partners.
F-- Introduction to SeeSaw using 3-8 Grade Student Challenge by showing Student Intro Presentation quickly. Get into 3 o'clock partners and complete the 1-8 tasks on SeeSaw Challenge.
To Start the Next time-
1. Continue 4-8 Student Challenge with 6:00 partner and work on Tasks 9-17 with 3 o'clock partner.
2. Mystery Science Animals Through Time Mystery 1 Where can you find whales in the desert? Begin with essential question-Why do you think there are fossils of ocean animals in the middle of Illinois?
fiveminutepersonalitytestforclass.pdf |
SeeSaw Digital Citizenship Guide
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