G3+Sci+U3+-+Simple+Machines


 * P.S. 208: The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **


 * GRADE 3 SCIENCE: **February 4th – April 12th
 * Unit 3: **Forces & Motion/Simple Machines


 * Essential Question: **Are inventions always sustainable?
 * Enduring Understanding: **Simple machines help us sustain our practices in everyday life.


 * End of Unit Performance Task: Due April 12th (if needed to finish projects during afternoons on testing days) **
 * 3-D Models ** – As an engineer, students will construct 3-D models of simple machines that aid in the pumping and the transportation of water to villages in Kenya. The models will be accompanied by diary entries from the engineer’s point of view. Entries will include the description of the building plan, the building process, tools and materials used, and changes made to make a working machine. The diary will also include how the machine will change and affect village life, customs, and thoughts and feelings associated with the change.

3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.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. 3.RI.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. <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">where, when, why, and how key events occur). <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. <span style="font-family: 'Lucida Grande','serif';">3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and <span style="font-family: 'Lucida Grande','serif';">collaborate with others. <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.W.7 - Conduct short research projects that build knowledge about a topic. <span style="font-family: 'Lucida Grande','serif';">3.SL.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. <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. <span style="font-family: 'Lucida Grande','serif';">3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. <span style="font-family: 'Lucida Grande','serif';">3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. <span style="font-family: 'Lucida Grande','serif';">3.L.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. <span style="font-family: 'Lucida Grande','serif';">a. Use sentence-level context as a clue to the meaning of a word or phrase. <span style="font-family: 'Lucida Grande','serif';">b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, <span style="font-family: 'Lucida Grande','serif';">comfortable/uncomfortable, care/careless, heat/preheat). <span style="font-family: 'Lucida Grande','serif';">c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). <span style="font-family: 'Lucida Grande','serif';">d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. <span style="font-family: 'Lucida Grande','serif';">3.L.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
 * <span style="font-family: 'Lucida Grande','serif';">Common Core Learning Standards ****<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">(Green = Assessed) **

<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Creating models – displaying information, using multisensory representations <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Making decisions – identifying alternatives and choosing a course of action from among the alternatives after basing the judgment for the selection on justifiable reasons <span style="font-family: 'Lucida Grande','serif';">Manipulating materials – handling or treating materials and equipment safely, skillfully, and effectively
 * <span style="font-family: 'Lucida Grande','serif';">New York Scope and Sequence: **
 * <span style="font-family: 'Lucida Grande','serif';">Inquiry Skills: **

<span style="font-family: 'Lucida Grande','serif';">iii. Develop an appreciation of and respect for all learning environments (classroom, laboratory, field, etc.). <span style="font-family: 'Lucida Grande','serif';">iv. Manipulate materials through teacher direction and free discovery. <span style="font-family: 'Lucida Grande','serif';">xv. Observe, identify, and communicate cause-and-effect relationships.
 * <span style="font-family: 'Lucida Grande','serif';">General Skills **

<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Demonstrate how mechanical energy may cause change in motion through the application of force or the use of simple machines such as: <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">• Levers, pulleys, inclined planes <span style="color: #1d9322; font-family: 'Lucida Grande','serif';">• Wheel and axle PS 5.1f
 * <span style="font-family: 'Lucida Grande','serif';">Unit 3 How do simple machines help us move objects? **

<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Observe and describe how the amount of change in the motion of an object is affected by friction PS 5.1d

<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Observe and describe how the position or direction of motion of an object can be changed by pushing or pulling. PS 5.1b

<span style="color: #1d9322; font-family: 'Lucida Grande','serif';">Observe how the force of gravity pulls objects toward

<span style="font-family: 'Lucida Grande','serif';">A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.** <span style="font-family: 'Lucida Grande','serif';">8. Use stories and the arts to document and make visible what we want to preserve and what needs to change to contribute to the sustainability of our communities in our places over time.
 * <span style="font-family: 'Lucida Grande','serif';">EfS Standards: **

<span style="font-family: 'Lucida Grande','serif';">B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. <span style="font-family: 'lucida grande','serif';">2. Demonstrate individual and collective respect for themselves and others, and for the things that they share, depend on, and are responsible for (the commons). <span style="font-family: 'lucida grande','serif';">6. Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices. <span style="font-family: 'lucida grande','serif';">11. Develop a sense of self-empowerment and ability to advocate for what is important to them by using authentic voice as a tool.

<span style="font-family: 'Lucida Grande','serif';">E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. <span style="font-family: 'lucida grande','serif';">2. Articulate the distinguishing characteristics of a commons and the types of measures required to keep different types of commons healthy <span style="font-family: 'lucida grande','serif';">3. Identify several examples of commons in their classroom, school, town and in our world and explain how those commons function.

<span style="font-family: 'Lucida Grande','serif';">F. Natural Laws and Ecological Principles: The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live.

<span style="font-family: 'Lucida Grande','serif';">G. Inventing and Affecting the Future: The vital role of vision, imagination, and intention in creating the desired future. Students will design, implement, and assess actions in the service of their individual and collective visions. <span style="font-family: 'lucida grande','serif';">1. Develop visioning skills to create a healthy and sustainable future. <span style="font-family: 'lucida grande','serif';">2. Set goals; develop indicators (rubrics, checklists, and quantitative measures) to measure the extent to which they are moving toward or away from their goals. <span style="font-family: 'lucida grande','serif';">5. Demonstrate the ability to turn problems into opportunities to make positive change. <span style="font-family: 'lucida grande','serif';">7. Make a contribution to actions that solve more than one problem at a time and that minimize the creation of new problems (create value). <span style="font-family: 'lucida grande','serif';">14. Articulate their strengths and limitations as they design a sustainable future. <span style="font-family: 'lucida grande','serif';">34. Believe in their ability to succeed as they address issues of sustainability. <span style="font-family: 'lucida grande','serif';">35. Understand how to be accountable for their actions (and inaction) understand what the short term and long term consequences of those actions are.

<span style="font-family: 'Lucida Grande','serif';">The unit is also in a power point presentation format. The power point includes pictures and video clips.
 * <span style="font-family: 'Lucida Grande','serif';">Hands-On Activity: ***As a suggestion – lessons could be taught as: **
 * 1) <span style="font-family: 'Lucida Grande','serif';">Demo Investigate
 * 2) <span style="font-family: 'Lucida Grande','serif';">Intro vocabulary and do reading
 * 3) <span style="font-family: 'Lucida Grande','serif';">Students do investigate

<span style="font-family: 'Lucida Grande','serif';">February 4th <span style="font-family: 'Lucida Grande','serif';">Chapter 15 <span style="font-family: 'Lucida Grande','serif';">Lesson #1 <span style="font-family: 'Lucida Grande','serif';">motion, distance, speed, work || <span style="font-family: 'Lucida Grande','serif';">Students identify and describe types of motion; and define speed <span style="font-family: 'Lucida Grande','serif';">Students investigate different kinds motion (push/pull, change in direction) || <span style="font-family: 'Lucida Grande','serif';">*1.Investigate p. 497; <span style="font-family: 'Lucida Grande','serif';">LM p. 178-180 <span style="font-family: 'Lucida Grande','serif';">2. Partners read pages 496-502 <span style="font-family: 'Lucida Grande','serif';">Writing exercise p. 503 <span style="font-family: 'Lucida Grande','serif';">How are energy and motion related in our natural environment? || <span style="font-family: 'Lucida Grande','serif';">Chapter 15 <span style="font-family: 'Lucida Grande','serif';">Lesson #2 <span style="font-family: 'Lucida Grande','serif';">Weight, gravity, force || <span style="font-family: 'Lucida Grande','serif';">Students investigate the motion of an object sliding down a ramp <span style="font-family: 'Lucida Grande','serif';">Students learn how force (gravity) and describe how forces affect motion; Define weight || <span style="font-family: 'Lucida Grande','serif';">Watch video on gravity and force, National Geographic video on beaver dam <span style="font-family: 'Lucida Grande','serif';">*1.Investigate p. 505; <span style="font-family: 'Lucida Grande','serif';">LM p. 181-183 <span style="font-family: 'Lucida Grande','serif';">2. Partners read pages 506-510 <span style="font-family: 'Lucida Grande','serif';">Writing exercise p. 511 <span style="font-family: 'Lucida Grande','serif';">Change in movement in rivers with dams || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson #1 <span style="font-family: 'Lucida Grande','serif';">Work, friction || <span style="font-family: 'Lucida Grande','serif';">Students learn and describe how friction changes the movement <span style="font-family: 'Lucida Grande','serif';">Define work; identify what is need to measure work || <span style="font-family: 'Lucida Grande','serif';">Investigate, p. 527; <span style="font-family: 'Lucida Grande','serif';">LM p. 187-189 <span style="font-family: 'Lucida Grande','serif';">Read pages 526-533 <span style="font-family: 'Lucida Grande','serif';">Optional <span style="color: #000e36; font-family: 'Lucida Grande','serif';">-Create a collage of people doing work (computer pictures or from magazines). Explain why some people are doing work and others are not. <span style="font-family: 'Lucida Grande','serif';">Finish collage || <span style="font-family: 'Lucida Grande','serif';">EfS: C, D, F || <span style="font-family: 'Lucida Grande','serif';">Unit 15 Assess <span style="font-family: 'Lucida Grande','serif';">Sustainability <span style="font-family: 'Lucida Grande','serif';">Simple machine || <span style="font-family: 'Lucida Grande','serif';">Students are assessed on their knowledge of the factors that influence the movement of simple machines. <span style="font-family: 'Lucida Grande','serif';">Students explain the advantage and disadvantage of performing a task with/without the help of the simple machine || <span style="font-family: 'Lucida Grande','serif';">Assessment Guide, <span style="font-family: 'Lucida Grande','serif';">p. 115-120 <span style="font-family: 'Lucida Grande','serif';">Partners read about Michael Moshier p. 518 and answer questions. <span style="font-family: 'Lucida Grande','serif';">Critical Thinking p. 523, # 19 <span style="font-family: 'Lucida Grande','serif';">Performance - “Net Force” p. 521 <span style="font-family: 'Lucida Grande','serif';">How can we ensure that using simple machines will help us live sustainably? || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson 2A <span style="font-family: 'Lucida Grande','serif';">lever fulcrum; wheel and axle; pulley; incline plane; wedge; screw <span style="font-family: 'Lucida Grande','serif';">sustainable practices || <span style="font-family: 'Lucida Grande','serif';">Students are introduced to the 6 types of machines. <span style="font-family: 'Lucida Grande','serif';">Students will be able to define mechanical energy and demonstrate how it is used to move a simple machine. || <span style="font-family: 'Lucida Grande','serif';">Investigate, p. 535; <span style="font-family: 'Lucida Grande','serif';">LM p. 190-192 <span style="font-family: 'Lucida Grande','serif';">Read pages 536-537, answer Math in Science p. 537 <span style="font-family: 'Lucida Grande','serif';">**Power Point presentation as overview** <span style="font-family: 'Lucida Grande','serif';">How do simple machines help societies support sustainable practices? || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson 2B <span style="font-family: 'Lucida Grande','serif';">Lever <span style="font-family: 'Lucida Grande','serif';">fulcrum || <span style="font-family: 'Lucida Grande','serif';">Students identify, describe and explain a lever. <span style="font-family: 'Lucida Grande','serif';">Students experiment with how force of a lever related to the position of the fulcrum. || <span style="font-family: 'Lucida Grande','serif';">Partners read p. 538-539 <span style="font-family: 'Lucida Grande','serif';">Brainpop video & quiz <span style="font-family: 'Lucida Grande','serif';">Look around the room and identify as many levers as possible. <span style="font-family: 'Lucida Grande','serif';">Use of gardening tools for planting || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson 2C <span style="font-family: 'Lucida Grande','serif';">Wheel and axle || <span style="font-family: 'Lucida Grande','serif';">Students identify, describe and explain the wheel and axle, and how wheel-and-axles make work easier. || <span style="font-family: 'Lucida Grande','serif';">Partners read p. 540-541 <span style="font-family: 'Lucida Grande','serif';">Brainpop video & quiz <span style="font-family: 'Lucida Grande','serif';">Look around the room and identify as many wheel and axle as possible. <span style="font-family: 'Lucida Grande','serif';">Optional Class Activity - make ice cream || <span style="font-family: 'Lucida Grande','serif';">Describe how wheels and axles work on a wind turbine or water transport system (not a car) || <span style="font-family: 'Lucida Grande','serif';">EfS: B 2, 6 <span style="font-family: 'Lucida Grande','serif';">E 3 <span style="font-family: 'Lucida Grande','serif';">Examples of power sources and the type of simple machine – turbine/windmill, water mills, wheelbarrow || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson 2D <span style="font-family: 'Lucida Grande','serif';">Pulley || <span style="font-family: 'Lucida Grande','serif';">Students identify, describe and explain the purpose of a pulley, and how it makes work easier. || <span style="font-family: 'Lucida Grande','serif';">Partners read p. 542 <span style="font-family: 'Lucida Grande','serif';">Brainpop video & quiz <span style="font-family: 'Lucida Grande','serif';">Look around the room and identify as many pulley as possible. <span style="font-family: 'Lucida Grande','serif';">Optional - Making an Elevator p. 555 <span style="font-family: 'Lucida Grande','serif';">Water wells in Kenya and other third world countries || <span style="font-family: 'Lucida Grande','serif';">April 3rd <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson #3A <span style="font-family: 'Lucida Grande','serif';">Inclined plane, wedge, screw || <span style="font-family: 'Lucida Grande','serif';">Students identify and explain the purpose of an inclined plane <span style="font-family: 'Lucida Grande','serif';">Students explain how and why a screw and a wedge are kinds of inclined planes || <span style="font-family: 'Lucida Grande','serif';">Investigate p. 545; LM p. 193-195 <span style="font-family: 'Lucida Grande','serif';">Partners read p. 544-551 <span style="font-family: 'Lucida Grande','serif';">BrainPop video and quiz. <span style="font-family: 'Lucida Grande','serif';">How does the use of solar panels on a house or building sustain energy for us? || <span style="font-family: 'Lucida Grande','serif';">Chapter 16 <span style="font-family: 'Lucida Grande','serif';">Lesson 3C || <span style="font-family: 'Lucida Grande','serif';">Students explore the class/school/neighborhood for examples of simple machines. || <span style="font-family: 'Lucida Grande','serif';">Take a school or block walk to identify simple machines. Describe what 3 of these machines are used for in the commons and how they make work easier for community members. <span style="font-family: 'Lucida Grande','serif';">Optional– Simple machines centers (file folders, or internet picture searches) <span style="font-family: 'Lucida Grande','serif';">Optional - Bird Feeder projects (Outdoor Classroom p. 75) || <span style="font-family: 'Lucida Grande','serif';">Study review <span style="font-family: 'Lucida Grande','serif';">Finish descriptions || <span style="font-family: 'Lucida Grande','serif';">EfS: E 3, G <span style="font-family: 'Lucida Grande','serif';">Bird Feeder <span style="font-family: 'Lucida Grande','serif';">How would the use of more than one (compound) simple machine sustain a bird’s habitat in its environment? || <span style="font-family: 'Lucida Grande','serif';">Assessment <span style="font-family: 'Lucida Grande','serif';">Project building – Due April 12th ||  || <span style="font-family: 'Lucida Grande','serif';">EfS: A 4, 8 <span style="font-family: 'Lucida Grande','serif';">B 2, 6, 11 <span style="font-family: 'Lucida Grande','serif';">E 2, 3 <span style="font-family: 'Lucida Grande','serif';">G 1, 2, 5, 7, 14, 34, 35 ||
 * **<span style="font-family: 'Lucida Grande','serif';">Lesson ** || **<span style="font-family: 'Lucida Grande','serif';">Objectives/KBAD ** || **<span style="font-family: 'Lucida Grande','serif';">Investigate/Activity ** || **<span style="font-family: 'Lucida Grande','serif';">Homework ** || **<span style="font-family: 'Lucida Grande','serif';">Environmental **
 * <span style="font-family: 'Lucida Grande','serif';">Tie-ins ** ||
 * <span style="font-family: 'Lucida Grande','serif';">Week of
 * <span style="font-family: 'Lucida Grande','serif';">Vocabulary **
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Slate - write the 3 words related to motion || <span style="font-family: 'Lucida Grande','serif';">Reading Support, p. 112-113, and finish the writing started in class || <span style="font-family: 'Lucida Grande','serif';">EfS: C, D, F
 * <span style="font-family: 'Lucida Grande','serif';">Week of February 11th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Slate - write the word for the force that keeps us and things on the ground || <span style="font-family: 'Lucida Grande','serif';">Reading Support, p. 114-115, finish writing started in class || <span style="font-family: 'Lucida Grande','serif';">EfS: F
 * <span style="font-family: 'Lucida Grande','serif';">Week of February 11th
 * <span style="color: #000e36; font-family: 'Lucida Grande','serif';">CFU: **<span style="color: #000e36; font-family: 'Lucida Grande','serif';">Thumbs-up for pictures that show work, thumbs-down for pictures that do not. || <span style="font-family: 'Lucida Grande','serif';">RS, p. 119- 120
 * <span style="font-family: 'Lucida Grande','serif';">Week of February 25th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">the words that are related to sustainability and simple machines || <span style="font-family: 'Lucida Grande','serif';">Read p. 520 and explain what you think Michael Zollars learned from his experience. || <span style="font-family: 'Lucida Grande','serif';">EFS: C, D, F, I
 * <span style="font-family: 'Lucida Grande','serif';">Week of Feb 25th & March 4th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Slate - what makes a machine simple? || <span style="font-family: 'Lucida Grande','serif';">RS. p. 121-122 || <span style="font-family: 'Lucida Grande','serif';">EfS: A 4, 8 (story) – Egypt and the pyramids/rollers -
 * <span style="font-family: 'Lucida Grande','serif';">Week of March 11th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';"> Students point to the fulcrum on a lever**.** || <span style="font-family: 'Lucida Grande','serif';">Gardening – sketch garden tool like a garden shovel and label it with the parts of a lever then describe how it makes work easier when working in your garden. || <span style="font-family: 'Lucida Grande','serif';">EfS: E 2, 3
 * <span style="font-family: 'Lucida Grande','serif';">Week of March 18th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Point to axle and tell what it’s purpose is
 * <span style="font-family: 'Lucida Grande','serif';">Cont’d Week of March 18th
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';">Show the motion of using a pulley and use one word that describes its motion || <span style="font-family: 'Lucida Grande','serif';">Draw and describe how the pulley works in a water well system that will aid in the distribution of water in your village. || <span style="font-family: 'Lucida Grande','serif';">EfS: B 2, 6 E 3
 * <span style="font-family: 'Lucida Grande','serif';">Week of
 * <span style="font-family: 'Lucida Grande','serif';">CFU: **<span style="font-family: 'Lucida Grande','serif';"> Look around the room and choose an object that is an inclined plane, wedge, screw || <span style="font-family: 'Lucida Grande','serif';">RS p. 123-124 || <span style="font-family: 'Lucida Grande','serif';">EfS: E 3
 * <span style="font-family: 'Lucida Grande','serif';">Cont’d Week of April 3rd
 * <span style="font-family: 'Lucida Grande','serif';">April 8th || <span style="font-family: 'Lucida Grande','serif';">Students review and assess, and work on projects. || <span style="font-family: 'Lucida Grande','serif';">Partners work on questions in text p. 556-557

<span style="font-family: 'Lucida Grande','serif';">Informal observations (checklist) - vocabulary use, participation, partner work, homework <span style="font-family: 'Lucida Grande','serif';">Formal – vocabulary quizzes, class application questions, final project
 * <span style="font-family: 'Lucida Grande','serif';">Assessments: **


 * <span style="font-family: 'Lucida Grande','serif';">Other Resources: **

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Comprehension Activities for Reading in SS and Science – p. 21, 22

Outdoor Science Classroom p. 75 & 76

Clean Water: Sally Ride Science p. 21, 34 & 35

<span style="font-family: 'Lucida Grande','serif';">File Folder Centers

<span style="font-family: 'Lucida Grande','serif';">Windmill <span style="font-family: 'Lucida Grande','serif';">Water mill <span style="font-family: 'Lucida Grande','serif';">Solar panels <span style="font-family: 'Lucida Grande','serif';">River dam <span style="font-family: 'Lucida Grande','serif';">Pyramids and rollers <span style="font-family: 'Lucida Grande','serif';">Garden tools and wheel barrow
 * <span style="font-family: 'Lucida Grande','serif';">Pictures for classroom: **

<span style="font-family: 'lucida grande','serif';">- African museum <span style="font-family: 'lucida grande','serif';">- Studio Museum of Harlem <span style="font-family: 'lucida grande','serif';">- Cooper Hewitt - Kenya exhibition?
 * <span style="font-family: 'Lucida Grande','serif';">Field trips: **