Unit Plan Theme: Olympics Grade Level: 3rd Rational: In this unit students will engage in activities dealing

with the Olympics through math, science, and problem solving lessons. Motivation/Class Management: Students will be participating in Olympic themed lesson where they will get to do many hands on tasks like measuring the weather, participating in a group game, and reading some stories that involve humor. Goals: 1. Gain knowledge of weather terms and their appropriate usage 2. Use observation skills to determine current weather conditions 3. Gather data from several sources to find Russias weather and compare it to the weather at school. 4. Use weather tools to predict or measure the weather 5. Students will listen to a story about the Olympics. 6. Students will participate in a group game, and will cheer other groups on when not participating. 7. Students will use estimation and other math computations while using a graphic organizer. 8. Discuss in class how to solve certain problems. 9. Relate some problems of worrying to that of athletes in the Olympics. 10. Participate in a group to work together to come up with solutions to a problem. Standards:

CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly CCSS.MATH.CONTENT.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. Instructional Strategies: Cooperative Learning: Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. Adaptive Learning Environments Model (ALEM): Combination of individual and whole class approach which helps to integrate students with special needs into the classroom. One Sentence Summary: Students are asked to write a single summary sentence that answers the "who, what, where, when, why, how" questions about the topic. Group Work: Any method involving two or more students. Students will work in groups to create being good sport posters. Graphic Organizer: Graphic organizers are visual frameworks to help the learner make connections between concepts. Some forms of graphic organizers are used before learning and help remind the learner of what they already know about a subject. Other graphic organizers are designed to be used during learning to act as cues to what to look for in the structure of the resources or information. Still other graphic organizers are used during review activities and help to remind students of the number and variety of components they should be remembering. Inventory Questioning: Inventory questions are designed to collect information about students' interests, to activate prior knowledge, or to help students become aware of their existing beliefs and background. Often used when dealing with controversial issues, or in the form of a "personal inventory" to explore emotional problems or limitations. Listen-Think-Pair-Share Students listen to questions, individually think about a response, discuss their ideas with a partner, and then share their ideas with the class. Technology: Students will be using weather tools to measure the weather. They will also be using an internet site to help further information on weather tools.

Real World Transfer: Students will learn about weather, and the tools used to measure the weather. They can use tools in the future or have a better understanding about the weather. Students will also get the chance to participate as a team for their math lesson where they will form a relay team. In their problem solving lesson they will also get a chance to work in a small group to form solutions to real world type problems they may have or have someday. Science Lesson Plan Standards:

CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly Objectives/Goals: Students will understand the following: 1. Gain knowledge of weather terms and their appropriate usage 2. Use observation skills to determine current weather conditions 3. Gather data from several sources to find Russias weather and compare it to the weather at school. 4. Use weather tools to predict or measure the weather Academic Language: Exact, prediction, anemometer, barometer, thermometer, rain gauge, wind vane, weather, compare and contrast, Russia, Olympics, record, data, measure Activities/Procedures: Hook: Assess students' prior knowledge through discussion and by asking questions such as: How can meteorologists predict tomorrow's weather or that a snowstorm is possible in three days? Do you think the weather is mostly the same everywhere? How do you think the weather is like at the Olympics?

What type of weather do you think most of the sports need in order to play? Introduction: Discuss the difference between guessing or predicting and taking an exact measurement. Ask students to think about instances when you want an exact measurement instead of a prediction. For example: If you were sick, would you want the doctor to guess what your temperature was? Would you like to just have the weather man say it probably is warm tomorrow, but we also might have snow? Ask students if they know of any tools that can be used for measuring weather. These include an anemometer, barometer, thermometer, rain gauge, and wind vane. Write the names of each of these on the board. Go through each tool, and explain how to use. As well as show an example like from this site that has a good explanation on the different weather reading tools. http://teacher.scholastic.com/activities/wwatch/gather_data/index.htm Explain to students they will use weather reading tools. They will about the weather for the next several days. Hand out the graphic organizer they will be using to record their data, and the weather. This is one I found online, but it can be modified in which one box can be used for Russias weather, so students can compare. Body: Have students divide into groups to take turns using the weather equipment, and recording their results. Next, have students visit the weather station and follow the directions for experimenting with an anemometer, wind vane, barometer, thermometer, or rain or snow gauge. Have them record the data they collect on the "Weather Station Data" sheet. Using weather.com or another weather site, look up the weather information in Russia. Have students fill in the chart with the information.

Closing: After data collecting, have students look over their results. (This can be over a few days or just a few times in one day.) Discuss how the weather pattern changed over the week. What were the highest and lowest temperatures? Did temperature remain consistent? How did temperature and wind speeds compare? Does one affect the other? Who observed the most rain/snow? How can location determine if an area gets rain or snow?

You could end this lesson by having student either compare Russias weather to ours or how students would enjoy the weather in Russia that day and why. Overall, look for students understanding about the Olympics in Russia needing for some of the sports. Ask students how different the weather in Russia is right now for the Olympics compared to our weather.

Evaluation: Students will be evaluated by how well they participate in group work collecting weather information, and having the weather filled in on their graphic organizer. Students will turn in their graphic organizers which teacher will look at for elements of understanding students would write about from the text. Observation from class discussion on understanding about weather and the Olympics Materials/Resources: Here is the graphic organizer for recording weather. Link to weather graphic organizer: http://www.lauracandler.com/filecabinet/science/weatherch.pdf Here is a link to go to if you want students to do review information on the weather tool they will be using. http://teacher.scholastic.com/activities/wwatch/gather_data/index.htm Differentiation For student with a Learning Disability: Students will be able to use a computer to fill out graphic organizer. Students are also allowed to draw pictures to show understanding on graphic organizer. For Students with ADHD: Students will be working in groups, and moving around using different weather tools to read the weather outside. Extension Activities: Students can compare the weather and the different sports played in the winter Olympics and the Summer Olympics. Math Lesson Plan Standards: 1. CCSS.MATH.CONTENT.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 2. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. Objectives/Goals: 1. Students will listen to a story about the Olympics. 2. Students will participate in a group game, and will cheer other groups on when not participating. 3. Students will use estimation and other math computations while using a graphic organizer. Academic Language: Estimation, subtraction, total, Olympics, milliliters, team work, Activities and Procedures: Hook: Students will listen to a book the teacher will read out loud called G is for Gold Medal: An Olympics Alphabet by Brad Herzog. Students will hear about the different sports in the Olympics as well about teamwork, motivation, and so on. Introduction: Think-Pair-Share: Have students discuss the book in pairs, and what they learned from the book. Have students then share their thoughts they talked about in their pairs with the class. When all pairs have shared praise them on their great discussions. Next have students count off into groups depending on the size of the class, but around 4 or 5 in each group. Explain they will be participating in a group game where they will work as a team to fill a clear bucket (the bucket needs to be sectioned off with milliliters) with water using a cup. (The cup could be decorated to look like a torch if you want to keep the Olympic theme going) Hand out estimation sheets that could look like this: Amount Estimated Actual Amount Difference

Team:

Estimated water in beaker after 2 minutes

Estimated how long it will take to fill a beaker with water

*Allow students to come up with their own team name for their team and fill it in on their sheet. Body: First Estimation: Estimated water in beaker or bucket in 2 minutes- Show student the beaker or bucket depending on what you use. Ask them how much of the bucket can their teams fill up together in two minutes. Also explain the first team member will carry the cup and fill with water and run to the bucket of beaker and pour the water into it. This will go throughout the team members until the timer beeps. They will also have a designated place or line each person will start from on their team. So, give them a few minutes to decide how much of the bucket they think they may be able to fill in two minutes. o Once they actually compete and look to see how much of the bucket is filled make sure they write down that amount on their totals sheet. Second estimation: This relay will be about the same as the first, but they will be timed for how long it will take their team to fill the whole bucket or beaker. Give them time to discuss how long they estimate it will take for them to fill the bucket or beaker with water. o Once a group participates make sure they mark down the amount of time it took to fill the bucket on their totals sheet. While teams are participating in this activity make sure the rest of the classmates are cheering them on. As they are all want to have motivation and praise while doing the relay race.

Closing:

Once all the teams have participated in the relay have student go back to classroom, and work on finding the difference between their estimation and their actual amount or times. Discuss as a class that even though the Olympics has many single competition events there still is a lot of team work happening as they cheered on their classmates in their activity or participating in the activity as a group.

Evaluation: Students will be evaluated from teacher observation on their participation in the group activity. Like if they cheered on their classmates, and helped in estimating amount and times. Students will also be evaluated on their filled out, and the correct total from the estimated amount and the actual total amounts. Extension activities: Students could participate in single Olympic competition where they compete in games for kids that work for the classroom and have students list their times or amounts, and have them try again. They could use subtraction to see if they had improvement from the first time. Materials/Resources: Picture Book: G is for Gold Medal: An Olympics Alphabet by Brad Herzog. Graphic organizer or a graph to write their estimations and totals: like the one I made above Differentiation: For student with a learning disability: Students can either use a handheld computer to write in totals, or the teacher or peer can write their totals and amounts if they are unable to write. Student with ADHD: Students be active in participating in the relay activity with peers. Extension Activities: Students can draw a picture of what their sport looks like with a person performing the sport or equipment that sport requires. Students can discuss how teamwork is important for any games.

Problem Solving Lesson Standards: 1. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. Objectives/Goals: 1. Discuss in class how to solve certain problems. 2. Relate some problems of worrying to that of athletes in the Olympics. 3. Participate in a group to work together to come up with solutions to a problem. Academic Language: Problem solving, identify, dilemmas, Activities and Procedures: Introduction: Hook: Read out loud the book Is a Worry Worrying You? Ferida Wolff & Harriet May Savitz to students. This books uses humor to discuss some worrying problems that many students may have, and way of problem solving them. Discuss with students how they felt about the book and dealing with worries they may have, or how do they deal with a problem of worry? Write students ways they may deal with a problem they have, like being sleepy because not going to bed on time, or not doing homework because they do not understand it.

Body: Explain that for today they will be reading some problems that may occur. Today they will be working in groups of 3 or 4 and will be discussing ways to work an out a certain problem. For an Olympic theme though have them be centered around sports, worry and so on. Ideas can include: What if I mess up in sport and let my team down? How can I help with being nervous about playing or participating in a sport or event? What if I am no good at a sport? How can I react in a good sportsmanship way of we lose?

Assign each group to a problem and have them come up with at least two solutions and reason for their solutions.

Identify the problem

Solution #1

Reason

Solution #

Reason

Solution #

Reason

Here is a graphic organizer I created, but there can be different kinds the students could use.

Closing: You can close by having groups discuss their problem they got and the solutions. This lesson can be good for students to know how to problems solve in daily life. Have students problem solving paper visible in the room so they can be seen by students.

Extension activity: Have students work on other real world problems from the book Think for Yourself: A Kid's Guide to Solving Life's Dilemmas and Other Sticky by Cynthia Macgregor. Have them use problem solving skills to think of other solutions besides the one listed in the chapters. Evaluation: Students will be evaluated on from observation of participation in group work. They will also be evaluated on their fill out graphic organizer for their problem and solutions. Materials/Resources: A graphic organizer for students to fill in their information like one posted above.

The two books: A Worry Worrying You? by Ferida Wolff & Harriet May Savitz Differentiation: Learning disability: Allow students to use a computer or another way to get their ideas for solutions on the graphic organizer. Allow them to also verbalize their solutions instead of writing if that is better for them. For student with ADHD: Students will be discussing ideas in groups, and will get a chance to move around. Allow students a break if they need to walk around or need to stand up to help with attention. Allow use of drawing or other ways to get their ideas for solutions out to the class.