Standard 3 Artifacts

Artifact 3A

Vinegar Lesson Plan

MA Frameworks
Grades 3-5
Properties of Objects and Materials
1. Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness).

Learning Goal
Students will understand that substances react in various ways when acid is added.

Objectives
1. Use a chemical test to identify a substance
2. Continue using a common scientific vocabulary
3. Use vinegar as an indicator for baking soda
4. Practice the scientific skill of close observation
5. Notice differences between properties of the substances when vinegar is added to them
6. Use procedures for taking materials from and returning them to a science area in a neat and organized manner.

Vocabulary
Indicator
Acid
Base

Implementation

·         Inform students that they will be performing the vinegar test on their substances to see how they react when vinegar is added.

·         Talk to students about acid and bases.

·         Talk about chemical reactions.

·         Tell the students that in this science investigation we will be observing a chemical reaction—when it happens, a substance will bubble.

·         Demo

·         Students will gather materials from the science area and perform the vinegar test.

·         Students will perform the test on the first 5 substances then the baking soda.

·         Clean up materials

·         Class discussion

Assessment
Look at students’ assessment chart
Group discussion on observations

Differentiated Instruction
Molly—Para in the room, can have scribe as long as learning is assessed verbally.
Jack R.—Para in the classroom, descriptions can be less developed on paper as long as there is a verbal assessment of the lab—can have scribe with more description.
Students that are finished early—Look back at prior observations and write down 3-5 things that have changed each time from the senses test. 

Artifact 3B

 

Artifact 3C

 

Alanna, Tam, Maria

1 March 2011

Grade 3

Stage 1

G-Established Goals

Students will understand major events and geography of Massachusetts’ history.

1.      Students will understand and be able to explain the meaning and differences time periods (ex: decade, century, 1600s, 1776).

2.      Students will be able to recall major and other significant events in each time period.

3.      Students will understand different geographical maps of Massachusetts.

Q-Essential Questions

·         What do you already know about the history Massachusetts?

·         What are some different ways history can be divided to make up time periods?

·         What groups of people made up the population of colonists in Massachusetts?

·         How do maps from historical Massachusetts relate and/or differ from today’s map of our state?

U-Understandings

Students will understand that…

·         Massachusetts was one of the first thirteen colonies of the New World.

·         History is divided into time fragments such as years, decades, and centuries.

·         The types of groups in the colony of Massachusetts derived from different religious backgrounds.

·         The land and towns of Massachusetts have evolved over time.

K- Knowledge

Students will know…

·         Key terms—city, state, Pilgrims, Puritans, colony, Mayflower, decade, and century.

·         How to locate major rivers, cities, and mountains on a map.

·         How Massachusetts contributed to the different conflicts and wars from US history.

·         Major events such as the American Revolution (the Battle of Bunker Hill, the Boston Tea Party, and Revolutionary leaders).

·         The different religious backgrounds of the colonists that immigrated to Massachusetts.

S- Skills

Students will be able to…

·         Make maps of Massachusetts and note differences from how it has evolved.

·         Create a timeline (as a class) of major events in Massachusetts history.

·         Use key terms correctly in written and oral form.

Stage 2

T- Performance Tasks

Time-Traveling Timeline- The students will individually present a major event from each time period and the class will place it on the timeline together. They will construct the timeline and hang it around the class.

Historical Montage of Massachusetts- Students will create a flip book of 5-7 Massachusetts land maps from the 15^th century to present day. The maps will include bodies of water, major cities, landmarks, and terrain.

QE- Other Evidence

Quiz- Key terms and major geographic landmarks.

Prompt- Describe what a dinner would be like between a Pilgrim and Puritan (what they are eating, discussing, wearing, and behaving).

Skill Check- Interpret the evolution of three major cities that contributed to the American Revolution.

Discussion/Observation- Students will discuss how Massachusetts was first settled and how major players helped the development of the colony.

SA- Student Self-Assessment

1.      Self-assess how the major event fits and relates to the timeline.

2.      Self-assess the decisions made to choose the time periods of the maps in the flip book.

3.      Reflect on the personal favorite event in Massachusetts history.

Stage 3

11. Dissect the words (century v. decade and a specific year v. 1600s) and participate in a matching game to demonstrate understanding.

22. Discussion/Observation- Students will discuss how Massachusetts was first settled and how major players helped the development of the colony.

33. Students will undergo historical research on what the colonists’ different religions were in Massachusetts. They will do this with support from a writing prompt and will each find three different religions to explain.

44. Make a model of Massachusetts including important rivers, mountains, ports, and trade routes.

55. Quiz- Key terms and major geographic landmarks.

66. Historical Montage of Massachusetts- Students will create a flip book of 5-7 Massachusetts land maps from the 15^th century to present day. The maps will include bodies of water, major cities, landmarks, and terrain.

77. Create a poem about an important city of Massachusetts.

88. As a class, the students will play a game of “Jeopardy” focusing on Massachusetts history and geography to distinguish between Sturbridge, Concord, and Lexington.

99. Skill Check- Interpret the evolution of three major cities that contributed to the American Revolution.

10. The class will do a read-a-loud about the Pilgrims leaving their mother country due to religious persecution. There will also be a discussion of if the students would choose to leave a location if their beliefs were persecuted.

11.  A story about the Mayflower will be read during a read-a-loud. The students will then create a map of the course the Mayflower took to the New World.

12.  Prompt- Describe what a dinner would be like between a Pilgrim and Puritan (what they are eating, discussing, wearing, and how they are behaving).

13.  The class will visit the Minute Man National Historic Park in Concord Massachusetts to see a reenactment of the American Revolution.

14.  The students will write an essay about their favorite part of the field trip to the historic park.

15.  Reenact the Boston Tea Party with a provided script. The class will then perform the play and then take a field trip to the Boston Harbor for a tour.

16.  The class will have a discussion about what happened during the Battle of Bunker Hill. Using a whiteboard, the class will then draw a picture of what the Battle of Bunker Hill may have looked like.

17.  As a class, the students will read excerpts from American documents such as the Declaration of Independence, the Constitution, and the Bill of Rights. They will pull important ideas out of the documents, and then make their own Declaration of Independence that they feel will represent all Americans.

18.  Each student will read a biography of a revolutionary leader and write a summary about his or her life. Each child will then make a paper-mâché puppet of their character.

19.  The students will draw pictures of a list of events with a proper title to explain time period along the top of the image.

20.  Use maps and statistics to determine a number of churches, mosques, etc, in an area to determine what religions are prevalent in Massachusetts today.

21.  Time-Traveling Timeline- The students will individually present a major event from each time period and the class will place it on the timeline together. They will construct the timeline and hang it around the class.