Learning Standards:

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6.1.5.HistoryCC.9: Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.

Learning Objective:

 Given the in-class reading about Thomas Edison and students’ independent research, third grade students will create a five-slide Google Slides presentation about Thomas Edison and a Thomas Edison invention displaying their knowledge of how to write a clear and coherent informative/explanatory text with 80% accuracy.

Learning Standards:

6.1.5.HistoryUP.6: Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives. 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world. NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.3.7. Conduct short research projects that build knowledge about a topic. W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Learning Objective:

Given the in-class review of the Women’s History Month Google Slides, third-grade students will work with partners to research an honorable woman and create a detailed banner that is coherently and clearly written and developed including at least twelve specific details.

Learning Standards:

 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Learning Objective:

 Given the in-class Lucky Charms activity, third-grade students will be able to create a scaled picture graph and a scaled bar graph and use their data to solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs on a worksheet, with 80% accuracy. 

Learning Standards:

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Learning Objective:

Given the Mystery Science instructional videos, third-grade students will make a claim about the best way to get rid of mosquitoes and compare solutions to this problem on a six-question assessment with 80% accuracy. 

Learning Standards:

 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 

Learning Objective:

Given the four graphing station rotations, third-grade students will be able to solve “how many more” and “how many less” problems using information presented in scaled bar graphs and picture graphs on a “check-up,” with 80% accuracy.