Curriculum / ELA / 3rd Grade / Unit 5: Forces and Motion / Lesson 16
ELA
Unit 5
3rd Grade
Lesson 16 of 16
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Lesson Notes
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Analyze and debate unit-essential questions by stating a claim and supporting the claim with evidence from the entire unit.
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Pick two or three unit-essential questions to debate and discuss.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
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Suggestions for teachers to help them teach this lesson
This is a discussion/writing day. Give students a chance to reflect on what they have learned about two or three of the unit-essential questions. The essential questions in this unit are much more factual than in other units; therefore, they do not support a deep, rigorous discussion. The focus rather is on ensuring that students have internalized and can articulate the different science concepts they learned in the unit.
RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
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.
W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.
Explain why the author says that “forces are all around us” by describing the relationship between scientific concepts in a text.
Standards
RI.3.3
Explain if all forces are the same and defend why or why not by describing the relationship between scientific concepts in a text.
Explain why Isaac Newton’s laws of motion are important by describing the relationship between scientific concepts in a text.
Participate in a hands-on activity to deepen understanding of scientific concepts and ideas.
Explain what life would be like without gravity by describing the relationship between scientific concepts in a text.
Explain what life would be like without friction by describing the relationship between scientific concepts in a text.
Explain what life would be like without magnets and magnetism by describing the relationship between scientific concepts in a text.
Explain what life would be like without energy and the ability to transfer energy by describing the relationship between scientific concepts in a text.
RI.3.3W.3.1
Explain how Newton’s three laws of motion connect to soccer by describing the relationship between scientific concepts in a text.
2 days
Design an experiment that shows how force affects the motion of a soccer ball by using the scientific method to confirm or deny a hypothesis.
Explain how the parts of a racecar affect how it moves by describing the relationship between scientific concepts in a text.
Create an experiment that shows which type of racecar will reach the finish line the fastest by using the scientific method to confirm or deny a hypothesis.
Explain the forces that make a roller-coaster car move from the beginning to the end of a ride by describing the relationship between scientific concepts in a text.
Design and build a roller-coaster track to get a marble from one desk to another and explain why it did or did not work by using the scientific method to confirm or deny a hypothesis.
3-5-ETS1-1
RI.3.3SL.3.1W.3.1
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