3-LS-Week+3


 * Moore Magnet Elementary School ||
 * Weekly Lesson Plan Template Components-week 3 ||
 * Learning Target: (Essential Question) ||
 * How are living and nonliving organisms dependent upon one another? ||
 * What is the end result? ||
 * The students will be able to recognize interdependence amongst species through their interactions within a food chain. ||
 * Standards: ||  ||   ||   ||   ||   ||
 * Science- ||  ||   ||   ||   ||   ||
 * GLE 0307.2.1 Categorize things as living or non-living. ||
 * GLE 0307.2.2 Explain how organisms with similar needs compete with one another for resources. ||
 * 0307.2.2 Label a drawing of an environment to illustrate interrelationships among plants and animals. ||
 * 0307.2.3 Construct a diagram to demonstrate how plants, animals, and the environment interact to provide basic life requirements ||
 * SPI 0307.2.2 Determine how plants and animals compete for resources such as food, space, water, air, and shelter. ||
 * SPI 0307.3.2 Recognize that animals obtain their food by eating plants and other animals ||
 * Technology/ ISTE- ||  ||   ||   ||   ||   ||
 * 4b. Plan and mangae activities to develoop a solution or complete a project ||
 * 3a. Plan strategies to guide inquiry ||
 * Math- ||  ||   ||   ||   ||   ||
 * GLE 0306.2.1Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. ||
 * 0306.2.1 Represent whole numbers up to 10,000 using various models (such as base-ten blocks, number lines, place-value charts) and in standard form, written form, and expanded form. ||
 * SPI 0306.2.1 Read and write numbers up to 10,000 in numerals and up to 1,000 in words. ||
 * SPI 0306.2.2 Identify the place value of numbers in the ten-thousands, thousands, hundreds, tens, and ones positions. ||
 * SPI 0306.2.4 Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =. ||
 * Engineering/ Inquiry ||  ||   ||   ||   ||   ||
 * GLE 0307.T/E.3 identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specific problem. ||
 * CFU 0307.T/E.1 explian how different inventions and technologies impact people and other living organisms ||
 * Assessments, activities, and resources for learning: ||
 * Math |||||| Science ||
 * Using base ten blocks or drawings, create representations of large numbers |||||| What kinds of food do owls need? p 61 ||
 * Use dice to "roll out" numbers order them in various ways. |||||| Virtual owl pellet disection www.kidwings.com/teacher/index.htm ||
 * Compass learning activites |||||| Using index cards students manipulate themselves into a food chain ||
 * Work in partners to roll numbers and write and use symbols to represent greater/less than |||||| kidspiration food webs ||
 * ||  |||| Integrated Activities: ||   ||   ||
 * Graphing life spans p 99 science textbook. ||
 * Number the animal index cards and order numbers to find place value. ||
 * Water temperature p 125 math integration. ||
 * Subtrating large numbers p 163 math in science, using reading a table strategies. ||
 * Work in partners to roll numbers and write and use symbols to represent greater/less than |||||| kidspiration food webs ||
 * ||  |||| Integrated Activities: ||   ||   ||
 * Graphing life spans p 99 science textbook. ||
 * Number the animal index cards and order numbers to find place value. ||
 * Water temperature p 125 math integration. ||
 * Subtrating large numbers p 163 math in science, using reading a table strategies. ||
 * Subtrating large numbers p 163 math in science, using reading a table strategies. ||