Language Arts
Read-Aloud
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The Tiny Seed
Title: The Tiny Seed
Grade: 3
Subject: Language
Learning Expectations: Reading
Specific Expectations:
- 1.3 – comprehension strategies - 1.5 – making inferences
Writing
Overall Expectations:
- OE2 – draft and revise their writing, using a variety of information, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
Specific Expectations:
- 2.1 – form - 2.3 – voice - 2.3 – word choice
Before Reading:
- What do you think this book is about? - What is a seed?
- What can a seed turn into?
During Reading:
- Pg. 2 – do you think the tiny seed will be able to keep up with the others? Why or why not? - Pg. 6 – why can’t the seed grow in the desert?
After Reading:
- Have you ever eaten a seed? What kind(s)? - Why do seeds grow in the spring?
- What happened to the tiny seed? - What happens to the flowers in the fall?
Writing Task:
- Why did being small help the Tiny Seed survive?
- Students will need to repeat part of the question in their answer, answer the question, and give 3 supporting reasons for their answer.
Modifications:
- This lesson/read-aloud can be presented in multiple modes (written, oral, braille, etc.) - Prompts can be given in the before/during/after reading components when needed - Prompts can be given in the writing task portion when needed
Science & Technology
Lesson Plan
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Plant Life Cycles
Title: Plant Life Cycles
Grade: 3
Subject: Science & Technology/Understanding Life Systems
Focus of Lesson: Growth and Changes in Plants
Learning Expectations:
Overall Expectations:
- OE3 – demonstrate an understanding that plants grow and change and have distinct characteristics
Specific Expectations:
- 2.1 – follow established safety procedures during science and technology investigations - 2.5 – use scientific inquiry/experimentation skills, and knowledge acquired from previous
investigations, to investigate a variety of ways in which plants met their basic needs - 2.6 – use appropriate science and technology vocabulary, including stem, leaf, root, pistil,
stamen, flower, adaptation, and germination, in oral and written communication - 3.1 – describe the basic needs of plants, including air, water, light, warmth, and space
Students will:
- Understand what plants need to survive and grow. - Explore the different stages in a plant’s lifecycle. - Research the life cycle of a specific plant.
- Compare the life cycles of different kinds of plants.
Essential Question:
- How do plants grow?
Introduction/Hook/Bridge:
- What do you need to survive and grow? Make a list. - What do plants need to survive and grow? Make a list.
- How do plants get the things that they need (specifically light, water and warmth)? Think of as many sources for each that you can.
- Plants grow, just like us! However, in order to grow, plants need water, food, sunlight, and warmth.
- Plants start out as a small seed, and eventually grow into a big adult plant.
- Review the “Life Cycle of a Plant” slideshow that walks you through each stage of a plant
cycle: https://www.teacherspayteachers.com/Product/Life-Cycle-of-a-Plant-Clickable-3109648
Development:
- You will be researching the life cycle of a specific plant.
- You will research a specific plant. You can choose the plant or select from the following list: sunflower, tomato, pumpkin, apple, or bean plant.
- Note that some plant cycles may be more complex than others. Try to find a plant that follows a similar pattern of seed, germination, seedling, young plant, mature plant, and then ending with a flower or fruit/vegetable (do not over-complicate the activity by adding too many stages).
- You should research your plant by searching “lifecycle of a ______” or similar. This should bring up several images of the plant life cycle.
- Find the most common life cycle for that plant and re-create the image in a circular diagram.
Closure:
- Students will share their life cycles with their classmates.
- This could take the form of a gallery walk or posting the images online. - Students should compare their lifecycle to another student’s lifecycle.
- Students will write down one similarity and one difference between the two lifecycles.
Assessment:
- Students will be assessed on participation in this activity.
- Students will be assessed on the detail and accuracy of their lifecycles and their similarities and differences in the closure section of this lesson.
Individual Practice:
- Scavenger hunt! Look around your yard or neighborhood for trees at different stages in their lifecycle. Look for a seedling, a sapling, a young adult tree, a mature tree, and a dead tree. Record on a piece of paper each of the trees that you find. Draw a picture of each of your findings.
Materials & Safety: Materials:
- Computer - Internet - Paper - Pencil
- Plant Cycle Slideshow
Safety:
- Always have a parent or guardian with you when you are researching online. - Always have a parent or guardian with you when you are exploring outside.
- Be kind and respectful to all plants and animals that you may come into contact with. - Never taste any part of plant unless instructed.
- Avoid touching your eyes when handling plants.
Modifications:
- Specific plants can be assigned to students/groups of students.
- A template can be given to students to outline where they should draw their diagrams for the stages of the lifecycle (see below).
- Students could draw out 2 or more different plant lifecycles and compare them to one another for similarities and differences.
Lesson Plan
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We Need Plants!
Title: We Need Plants!
Grade: 3
Subject: Science & Technology/Understanding Life Systems
Focus of Lesson: Growth and Changes in Plants
Learning Expectations:
Overall Expectations:
- OE1 – assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats
Specific Expectations:
- 1.1 – assess ways in which plants are important to humans and other living things, taking different points of view into consideration, and suggest ways in which humans can protect plants
- 3.5 – describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine, and clothing
- 3.6 – describe ways in which plants and animals depend on each other
Students will:
- Explore the different ways that plants are used by humans - Explore the impact of human activity on plants
- Understand how humans need plants for many different things
Essential Question:
- How do plants and humans impact each other?
Introduction/Hook/Bridge:
- The Giving Tree will be read aloud to the class ( https://www.youtube.com/watch?v=ZdWnH-wv_vg)
- The class will then answer the following questions: 1. What is this book about?
2. How did the boy use the tree for his own benefit?
3. What impact did the boy have on the tree at the start of the book? In the middle of the book? At the end of the book?
- This book shows us how trees can be used in many different ways to benefit humans. The boy in the story uses the apples, branches, and trunk of the tree to help him in his life. This is human activity that can help and hurt plants such as trees.
- Today we will be looking at the different ways that humans use different plants in our lives.
Development:
- The class will make a list of the different ways that plants are used in the pictures. - Students will be encouraged to think outside of the box and can be prompted by asking
different questions such as “what are clothes made out of? What is used to make bread? What parts of plants can be used?” etc.
- Answers should include fruit juice (fruit from plants), vegetables for food, flowers for gifts/decoration, furniture made out of wood, clothing made out of cotton and vegetable dyes, coffee (coffee beans), and bread made out of grains, seeds, nuts and other plant ingredients.
Closure:
- Students will participate in a “think-pair-square-share”. Students will think of the clothes they
are wearing, the lunch and snacks that they brought to school, and the classroom around them.
- They should make a list of everything they can think of, and then will pair, discuss, square (group) and discuss.
- This will get students thinking about the many uses of plants around them.
- Students should think of the examples that were used in the first two activities (The Giving Tree book and the photo of the market).
Assessment:
- Students will be assessed based on their participation in this lesson.
- Students will be assessed based on the detail and accuracy of their exit ticket.
Individual Practice:
- Exit ticket: think of a plant that we get at least three products from. List the plant, the parts of the plant we use, and the products.
Materials:
- Paper - Pencil
- The Giving Tree book
Modifications:
- The development of this lesson could be completed in pairs or groups instead of the entire class. Then, groups could share their ideas with the class and the class could make a joined list
of everyone’s ideas.
- Students could also explain the part of the plant (if this has been learned) that is used by the human for the specific use.
Math
Lesson Plan
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Building a Garden
Title: Building a Garden
Grade: 3
Subject/Strand: Math/Measurement
Focus of Lesson: Perimeter
Learning Expectations:
Process Expectations:
- Problem Solving - Reasoning and Proving - Connecting
Overall Expectations:
- OE1 – estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units
Specific Expectations:
- AUMS2 – draw items using a ruler, given specific lengths in centimetres
- AUMS6 – estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units
- MR1 – compare standard units of length and select and justify the most appropriate standard unit to measure length
Learning Goals:
- Understand what a perimeter is and how to find it.
- Find the perimeter of an object when given the side lengths. - Find the side lengths of an object when given the perimeter. - Convert a measurement from metres to centimetres. - Convert a measurement from centimetres to metres.
Minds On:
- The teacher will draw different shapes (~6) on the floor tiles with tape either in the classroom, in the hall, or wherever they may be found in the school (see picture below). - The teacher can choose whether the shapes are common (squares, rectangles, hexagon) or
irregular shapes.
- The entire class will overlook one of the shapes and the teacher will explain or review what the perimeter is.
- The class will calculate the first shape’s perimeter together.
- Students will then break out and work in groups (2-4) to calculate the perimeters of the other shapes.
- The tiles will give a unit (1 tile) for students to calculate the perimeter.
- The shapes should be numbered, and paper should be given for students to record the perimeters, which can be taken up once everyone is done.
Working On It:
Students will work in pairs to complete the problem below.
You want to build a rectangular garden in your backyard. You also want your garden to be fenced in so that the animals do not eat your plants. You only have $60 to spend on your fencing. Garden fencing costs $2 per metre.
a) How many metres of garden fencing can you buy? b) How many centimetres of fencing can you buy? You go to the store and buy your garden fencing.
c) What is the total perimeter of your garden in metres?
d) What are the possible side lengths that you could use when building your rectangular garden? Make sure to use all of the fencing that you bought so your garden can be as large as possible. Show as many solutions as possible.
Enabling Prompts/Questions:
- How do you know how much fencing you can buy?
- What previous knowledge do you need to solve part a)?
- How many centimetres are in a metre?
- What information do you need to find a perimeter?
- Why do you choose to use a certain unit when measuring a certain object?
- How do you know how to find the side lengths once you have the perimeter?
Extending Prompts/Questions:
- How much does the fencing cost per centimeter?
- Can we measure the amount of fencing in litres? Grams? Why or why not?
- What if you only wanted your garden to have 3 sides? What if all of the sides were different lengths?
- What option would you choose for your garden? Why?
- What would change if the fencing was on sale for $1 per metre?
- You decide you want a square garden instead of a rectangle garden. How long would each side be?
Consolidation:
- The teacher will walk around to ensure that each pair has the correct answer for part a), b), and c).
- Once each pair has the correct answer, each pair will pair up with another pair, creating groups of 4 (think, pair, share, square).
- The groups will discuss and compare/contrast their findings for part d).
- Each group will then document their solutions on a piece of chart paper.
- The class will then reconvene.
- Students will complete a gallery walk to observe the solutions of their classmates.
- After students have had a chance to see all of the other work, the class will reconvene.
- If there are any further questions, students will have a chance to ask in front of the whole class.
Key Points to Address:
- The perimeter is the outside boundaries of a closed shape.
- You can calculate the perimeter of an object if you know all side lengths.
- Perimeter is found by adding all of the side lengths together.
- One metre is equivalent to 100 centimetres.
- 1 centimetre is equal to 0.01 metres.
- Perimeters appear in everyday scenarios.
Can Students:
- Understand what a perimeter is and how to find it?
- Find a perimeter using a variety of strategies?
- Describe the relationship between centimetres and metres?
- Understand the relationship between the side lengths and perimeter of a rectangle?
- Apply their knowledge of perimeters to real-life examples?
- Prove their final answer by showing their work?
Assessment:
- Students will be assessed on participation through observation.
- Students will be assessed on their Individual Practice:
- Exit ticket: Create and draw a polygon with a perimeter of 30cm. Show your side lengths in centimetres and metres.
- Rulers
- Markers
- Paper
- Pencils
- Chart paper
- Manipulatives if needed
Modifications:
- Conversions can be given to students if needed
- Certain parts of the question may be omitted if needed.
- This activity could be completed individually to make it more difficult.
- Prompts or assistance may need to be given to students when completing the questions.
Lesson Plan
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Flower Glyphs
Title: Flower Glyphs
Grade: 3
Subject/Strand: Math/Data Management
Focus of Lesson: Data Collection, Interpretation and Representation
Learning Expectations:
Process Expectations:
- Connecting - Representing
Overall Expectations:
- OE1: collect and organize categorical or discrete primary data and display the data in charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed
- OE2: read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs
Specific Expectations:
- COD3: collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs, with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence
- DR1: read primary data presented in charts, tables, and graphs, then describe the data using comparative language, and describe the shape of the data
- DR2: interpret and draw conclusions from data presented in charts, tables, and graphs
Learning Goals:
- Create a glyph graph to display data about myself
- Interpret data from other classmate’s glyphs using the legend
Minds On:
- Students will be working individually to create glyphs.
- A glyph is a picture that is actually a graph. It originates from ancient hieroglyphics. It is a pictorial display in which colours and/or symbols represent information.
- Students will be creating aliens based on the given legend (see below). - Options and variations can be altered or added accordingly.
- Students will start with a blank piece of paper, and draw their alien based on their preferences and characteristics listed on the legend.
- Students should colour their glyphs if time permits.
Working On It:
- To practice interpreting a glyph, the class will first interpret the example created by the teacher. As a class, they will decide which category the teacher fits into based on their glyph (picture attached below for reference).
- Students will then work in pairs.
- Each pair will choose one of the categories that was used to create the glyphs that has more than two options to choose from.
- These include: favourite colour, transportation to school, birth month or favourite subject. - Pairs will walk around the class looking at each person’s glyph that they created. Pairs will
interpret the graphs for their chosen area. They will collect the data on their area from every glyph in the class and record this data in a chart.
- Pairs should double check that they have collected data from every single glyph in the class by verifying the amount of data that they have in their chart.
- Pairs will then create a pictograph to represent their findings. - Ensure that students are using appropriate titles and labels.
- Students should each create a first draft that is approved by the teacher, and then each create a final draft (each student will have their own graph, but the graphs should represent the same data).
- Each student should hand in their glyph, their chart, and their first and final copy of their graph.
Consolidation:
- Each pair should try and find another pair that interpreted the same data as them. - The pairs should compare their graphs and look for any differences.
- If there are differences, the pairs should work together to find the correct answer.
Assessment:
- Students will be assessed on their accuracy of interpreting and representing the data both in the chart and in their graph.
- Students will be assessed on their inclusion of titles and labels on their graph.
Materials:
- Blank paper - Pencils - Markers - Pencil crayons - Crayons - Graph paper
- Rulers
Modifications:
- Chart and graph outlines can be pre-created for students if needed.
- Assistance and prompts can be given in regard to interpreting the glyphs if needed. - Extension: have students calculate the mode of their data.
- Extension: have students represent their data in two different types of graphs (pictograph and bar graph).
- This activity could be turned into a visual arts lesson by getting students to create a good copy of their flower glyph.
Example:
Favourite colour = Pink Transportation to school = Car Birthday = July
# of Siblings = 1 Pets = Yes
Favourite subject = Physical education
Flower Glyphs Legend
Pistil Shape: Favourite Colour:
- Red = Round - Blue = Square - Green = Rectangle
- Pink = Oval - Purple = Hexagon - Orange = Triangle - Yellow = Octagon - Other = Diamond Stem Shape:
Transportation to School: - Bus to school = Straight - Walk to school = Zig-zagged - Drive to school = Wavy Roots:
Birthday:
- The month you were born = how many main roots your flower has (i.e., January = 1, July = 7, October = 10, etc.)
Leaves: Siblings:
- Number of siblings that you have = how many leaves your stem has Petal Shape:
Pets:
- No pets = Pointy - Pets = Rounded Design of Petals: Favourite Subject:
- Math = Stripes - Science = Checkered - Language = Jagged lines - Art = Squiggly lines
- Physical education = Polka dots - Other = Swirls
Social Studies
Lesson Plan
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Land Use
Title: Pros & Cons of Land Use
Grade: 3
Subject: Social Studies
Focus of Lesson: Ecological Footprints/Sustainability
Learning Expectations:
Overall Expectations:
- B2 – Inquiry: use the social studies inquiry process to investigate some of the environmental effects of different types of land and/or resource use in two or more Ontario municipal regions, as well as some of the measures taken to reduce the negative impact of that use
Specific Expectations:
- B2.2 – gather and organize a variety of data and information on the environmental effects of different land and/or resource use and the measures taken to reduce the negative impact of that use
- B2.5 – evaluate evidence and draw conclusions about some of the short- and long-term effects on the environment of different types of land use in municipal regions of Ontario and about key measures to reduce the negative impact of that use
- B2.6 – communicate the results of the inquiries, using appropriate vocabulary
Learning Goals:
- Understand that humans can have negative short-term and long-term impacts on the environment through land use
- Understand that humans use land for specific purposes
- Create ways to be more sustainable in the classroom and at home - Understand the need to take action
- Learn ways in which I can reduce my ecological footprint
Framing Questions:
- What impact do human activities and different land uses have on the environment? - Why do humans participate in activities that are harmful to the land and the environment? - How can I reduce my negative impact on the environment?
Introduction/Hook/Bridge:
- This lesson will begin with a read-aloud. The teacher will read the book “The Lorax” by Dr.
Seuss. Following the read-aloud, the teacher will ask the following questions to the class: 1. Why did the characters in the book cut down all of the truffula trees?
2. Do you think that it was necessary for all of the trees to be cut down?
3. How did cutting down all of the trees help or hurt the characters in the book? 4. How does “The Lorax” relate to real-life?
Development:
- Students will work in pairs for this lesson.
- Pairs will be assigned one human land use or resource use from the following options: 1. Driving vehicles
2. Agriculture (farming) 3. Fishing
4. Hunting
5. Building skyscrapers 6. Waste disposal (garbage) 7. Mining
8. Water consumption (use) 9. Construction of houses 10. Deforestation
Note: More than one pair can be assigned to the same land/resource use.
- Pairs will brainstorm the positive and negative effects of their assigned land use/resource use. - Students will be encouraged to try and think of short-term and long-term impacts.
- Pairs will have 5 minutes to jot down their ideas on a piece of paper. Pairs will then go onto a computer or get a Chromebook/iPad and research their topic.
- They will create a pros and cons chart on chart paper for their assigned topic.
- The pros will consist of ways in which the land or resource use benefits humans or the environment.
- The cons will consist of ways in which the land or resource use has a negative impact on humans or the environment.
- Students will be encouraged to think about the effects on nature, wildlife, cost, convenience, necessity, etc.
- At the bottom of their page, students will write down at least one way/one thing we can do to can help reduce this negative impact (sustainability).
- Some groups may have more pros than cons and vice versa.
Closure:
- Students will participate in a gallery walk to see the ideas of their classmates.
- One group member will stay with their poster in case students need clarification or want an explanation about their work.
- This allows students to show off their work to others and to learn from the work of others. - If there is time (or in another lesson), discussion could arise about each of the topics.
- Students could add to the lists created by their classmates and the teacher could express the importance of sustainability and efforts that reduce our ecological footprint.
Assessment:
- Students will be assessed on participation through observation throughout the activity. - Students will be assessed on the exit ticket activity.
Individual Practice:
- Exit ticket: The exit ticket will ask students to write down three ways that they could help reduce the negative impacts of human land/resource use. The examples should apply to school or home. Students should think of at least one example that was not used in the prior activity.
Materials:
- “The Lorax” book by Dr. Seuss
- Pencils - Paper
- Computers/Chromebooks/iPads - Chart paper
- Markers - Tape Modifications:
- Prompts/assistance may be given for pairs that are struggling with the task.
- Assistance will be given for students who may not be able to effectively use a computer. - Alternative options could be available such as the teacher assisting the student by typing for
them.
- Speech-to-text or text-to-speech software can be used if needed.
- If needed, the teacher could do research ahead of the lesson for a few of the topics and print out pages for students who are struggling finding information.
Physical Education
Plant the Trees Activity
Set Up:
- Use cones to separate the playing area into 3 sections. - Divide the class into two teams.
- Each team will start at one end of the playing area (leaving the middle section open). Each end
will act as that team’s “garden”.
- Scatter bean bags (“seeds”) in the middle section (10+).
Game Play:
- On “GO”, teams will run to the middle and attempt to bring 1 seed per person at a time back to
their garden.
- Players can also go to the other side of the playing area (the other team’s garden) to collect
seeds.
- There is no throwing – players must run their seeds back to their garden. - After 2-3 minutes, the team with the most seeds in their garden wins. - You can play multiple rounds if time permits.
