Building and Testing Materials and Designs Lesson Plan (3) w/ 1 worksheet

Lesson
Title/Focus

Fairness Test

Date

November 19, 2014

Subject/Gra
de Level

Grade Three: Science

Time
Duratio
n

60 minutes

Unit

Unit B and C: Building with a Variety of

Materials and Testing Materials and Designs (3)

Teacher

Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

3-1 Investigate the nature of things, demonstrating purposeful action that leads to
observations and inferences
3-4 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways
37 Construct structures, using a variety of materials and designs, and compare the
effectiveness of the various materials and designs for their intended purposes
3-1 Students will:
Ask questions that lead to exploration and investigation
Identify one or more possible answers to questions by stating predictions or
hypotheses
Work independently or with others to carry out the identified procedures
3-4 Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to explore materials and learn by direct study
inventiveness and willingness to consider new ideas
perseverance in the search for understandings and for solutions to problems
a willingness to base their conclusions and actions on the evidence of their own
experiences
a willingness to work with others in shared activities and in sharing of experiences
appreciation of the benefits gained from shared effort and cooperation
a sense of responsibility for personal and group actions
3-7 Students will:
Select tools that are suitable to particular tasks and materials, and use them safely
and effectively.

LEARNING OBJECTIVES
Students will:
1. Students will compare fairness in the completion of a task.
2. Students will predict the end result of a problem through observation.
3. Students will examine with curiosity and confidence.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Ensure that students understand what fairness means. (3-7)

Ensure that students are curios and willing to consider new ideas. (3-4)
Ensure that students understand what cooperation means and what it
means to work as a team (3-1, 3-4)
Do students understand what fairness means? (3-7)
Are students asking questions and showing willingness to learn and
consider new ideas? (3-1, 3-4)
Do students understand how to work together through cooperation? (3-1,
3-4)
Fairness activity
Answering questions group work
Glossary Terms (Fair Test)
Completed Materials List

LEARNING RESOURCES CONSULTED

http://misswilkie.wikispaces.com/Grade+3+Scie

MATERIALS AND EQUIPMENT

Computer/Smartboard

Grade 3 Science Topic C Smart Notes

2014
Different sized pencils with different
sharpness levels
Lined paper and pencils for group
activity
Science Journals
Question worksheet

nce
Program of studies

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body

Ensure that all materials are gathered and that lesson plan is firmly
understood
Introduction
Time
3-5
Ask the students: What is fairness?
minutes
See if the students understand the concept of fairness, and a
fair test.
Students should raise their hands when they have questions or
comments. During the fairness test, students should write
quietly in their notebooks until the time is up. Students should
work cooperatively and productively while in groups.
1. Introduce the concept of fairness and a fair test
2. Fair test (Individual)
60 minutes
3. Fair test (group)
4. Materials list
Hand out pencils
Body
Time

Learning Activity
#1

Introduce the concept of fairness and a fair test

Teacher Notes:
Assessments/
Differentiation

Page 8-9 on Smart notebook Ask the students: What does

fair mean? What does a fair test look like? How can you tell if
something is fair? Proceed to Page 10

Learning Activity
#2

Fair Test (Individual)

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation

Page 10-11 on Smart notebook Conduct a fairness test with

the students.
1. Hand out different sized and sharpness pencils.
2. Show the students the list of materials on Page 10.
Explain that when the clock is set, they will have only 2
minutes to write down as many items from the list as they
can. The students should write this list in their Science
Journals. Tell them it is okay if they dont get them all, and
that most of them wont get them all written down.
3. Tell the students to use the previously handed out pencils
to write their lists. Tell the students to problem solve if
they cant use the pencil right away. Explain the concept
of problem solving.
4. Start the timer and watch the students as they write the
list down.
5. When the timer goes off, pencils down.
6. Proceed to Page 11

3-5
minutes

5-10
minutes

Fair Test (Group)

Page 11-15 on Smart Notebook
1. Page 11 The timer has just gone off. Explain to students
that they will now work in groups to answer a few questions
about the activity. Read the questions on Page 11 to the
students so they have an idea of what they will be

10-20
minutes

discussing.
2. Have the students work at their tables with the group
mates. Put the two students in the middle table at
separate tables for more group members. Each group
needs to decide on someone in their group to report
the results to teacher after. Give each group a
question worksheet.
3. Allow time for group discussion (10 minutes or so)
4. Page 12-13 As a class, go over the results and write them
on the notebook pages. Fill in the slides that ask how
fair/unfair the test was.
5. Page 14-15 Decide what makes a fair test. Go through
Page 15 on what a fair test is and the components in it.
On the glossary page of the Science Journals, have
the students write the definition for Fair test. Use
the definition on Page 15
6. Return to Page 10
Learning Activity
#4

Materials List

Teacher Notes:
Assessments/
Differentiation

Page 10 on Smart Notebook Have the students finish

writing their materials list in their Science Journals.

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Closure
Ask the students: What does fair mean? What does a fair
test look like? How can you tell if something is fair? (learning
activity 1)
Ask the students: What are the rules that we follow when
designing and testing things? (transition)

Review the rules of the company with the students. Ask the
students: What are the rules that we follow when designing
and testing things?
Go through each material with students and ask if they know
what they are. Explain the ones that are unfamiliar.

10-15
minutes
Time

5-7
minutes
10-15
minutes

Names:__________________________________________________
________________________________________________________

Discuss the following questions:

How many items did you copy?

Did you feel this activity was fair?

What made the activity fair or unfair?