Standard Number

3.EL.A.1

Text of Standard

Independently utilize digital and non-digital planning tools.

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

ELA Suggestion 1

ELA Standard(s)

RF.3.4

Lesson Synopsis

Students read a one-minute fluency passage daily and track their progress at the beginning and end of the week. The goal is to improve their fluency by reading the same passage multiple times and tracking the changes in their score. The teacher helps students set goals based on individual scores and benchmark scores.

Integrated Technology

The teacher will create a template Google Sheet for each student by forcing a copy when students open the Sheet. Column A will be labeled Monday (Date) Friday (Date) and column B will be left blank for students to fill in. Every Monday, students will read a one minute fluency passage and record their score in the appropriate cell on the Google Sheet. Students will set a goal for the week and record it in column C. The student will practice the same passage in a variety of ways throughout the week. On Friday, the student will record their one minute fluency score in the appropriate cell on the sheet. Students can then highlight their data and click Insert > Chart.

ELA Suggestion 2

ELA Standard(s)

SL.3.5, RF.3.4b, RF.3.4c

Lesson Synopsis

Students would read a story or poem while recording their voice. While reading, students would consider fluency, prosody, rate, and expression.

Integrated Technology

Students would prepare to read a story or poem. After students are able to read fluently, they will create a visual slideshow to go along with their reading using Google Slides or Prezi. Students will then record using Screen Cast-o-Matic presenting their slideshow while reading their passage. After recording, students will evaluate themselves using a teacher created rubric on fluency, prosody, rate, and expression. Students will set a goal to improve their rubric score and record again.

Math Suggestion 1

Math Standard(s)

3.OA.C.7

Lesson Synopsis

Students practice multiplication and division facts in a variety of ways. Students complete formative assessments to show mastery of specific sets of multiplication and division facts. For example, students will show mastery of 1's, 2's, 5's, and 10's and then move onto mastering 3's, 4's, 9's, 6's, 7's, and 8's.

Integrated Technology

The teacher signs up for a free XtraMath account. The teacher creates accounts for all of their students manually or using Clever or Google. The students take a placement test and then work on their fact fluency daily or weekly using Xtra Math. The teacher can print reports and conference with students to set goals and discuss progress.

Math Suggestion 2

Math Standard(s)

3.NBT.A.2

Lesson Synopsis

Teacher shows students a variety of strategies for adding and subtracting numbers within 1000. Students practice applying different strategies by showing their work while completing math problems.

Integrated Technology

Students will take a pretest on adding and subtracting within 1,000 using different strategies. Students will set a goal they want to show improvement after instruction. Students will go to Khan Academy to do the third grade lesson on Adding Within 1,000. They can watch instructional videos and practice different strategies. Students will take a post-test and reflect on the assessment.

Science Suggestion 1

Science Standard(s)

3-5-ETS1-2, 3-5-ETS1-3

Lesson Synopsis

Teacher gives students a certain amount of materials and introduces an engineering challenge (tower of marshmallows/spaghetti noodles, bridge with popsicles sticks, paper house to withstand wind, etc.). Students are given a set amount of time to complete the challenge using creativity and engineering.

Integrated Technology

After students complete their engineering task, students will set a goal to improve their project (make tower taller, bridge stronger, structure stronger, etc.). The students will be directed to go to kidrex.org and search for ideas to make their project better. Students will then design a new and improved engineering project to accomplish their goal.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.26, SS.3.27

Lesson Synopsis

Teacher would give students a sorting activity where they would sort objects into two groups. They would decide which objects were needs and which objects were wants.

Integrated Technology

Students would complete a sorting activity of needs and wants using a Google Slide template created by the teacher. The slide would also include a category for savings and a budget of $100. The students set a goal for how much money they want have saved at the end of sorting the needs and wants. The students must put all of the needs and then decide which wants to include and which ones they will leave off. Students will record how much they have in savings after subtracting the needs and wants out of their budget.

Videos

Google Sheets Charts Tutorial - https://www.youtube.com/watch?v=IFX9e9SqGlw - A video to show how to insert charts into Google Sheets

Using Place Value to Add 3-digit Numbers: Part 1 - https://youtu.be/Wm0zq-NqEFs - Instructional video from Khan Academy

Using Place Value to Add 3-digit Numbers: Part 2 - https://youtu.be/O9zSHs1TWMM - Instructional video from Khan Academy

Adding 3-digit Numbers - https://youtu.be/9hM32lsQ4aI - Instructional video from Khan Academy

Instructional Resources

Budget Needs vs. Wants Slide Template - https://docs.google.com/presentation/d/18_rfUlw0zlaRdM6p_-TiJ1uWoxRDB9b3p_XZ7de4TpE/copy - This will allow teachers to make a copy of a Slides template for the Budget Needs vs. Wants activity.

Google Sheets - https://docs.google.com/spreadsheets/ - Google Sheets is a free program that allows you to track and sort data.

Google Slides - https://docs.google.com/presentation/ - Google Slides is a free program that allows students to collaborate and create presentations.

Khan Academy - Khanacademy.org - A website that offers practice, instructional videos, and ways for students to continue learning at their own pace.

Kid Rex search engine - kidrex.org - This is a kid friendly search engine for students to complete research.

Prezi - https://prezi.com/ - A free presentation program to make a visually appealing slideshow.

Screen Cast-o-Matic - https://screencast-o-matic.com/ - A free screencasting program that allows you to record your face/voice and screen for up to 15 minutes and save directly to the computer or Google Drive.

Xtra Math - https://home.xtramath.org/ - The teacher creates a free account for students and students can use it to login and practice math facts based on their placement test.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.EL.D.1

Text of Standard

Demonstrate appropriate touch (blind) typing with speed and accuracy.

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

Videos

Home Row - https://www.youtube.com/watch?v=vbi2WeLTGxk - An instructional video to teach students about using the home row on the keyboard.

Instructional Resources

Keyboarding Zoo 2 - https://www.abcya.com/games/keyboarding_practice_2 - A free game through ABCya where students learn the basics of typing words and sentences using punctuation and the shift key for capitalization.

Nitro Type - nitrotype.com - The teacher can setup free student accounts or link through Clever. The students play a racing game where the faster they type, the faster their car goes. They can race against friends or others online and customize their racing cars.

Typing.com - https://www.typing.com/ - The teacher can setup free student accounts through Clever or Google Classroom. This site offers a comprehensive range of curriculum with engaging content with typing lessons, typings tests, and typing games.

Typing Club - https://www.typingclub.com/ - An engaging and interactive typing websites that has lessons and games to teach students how to type.

Vocabulary

operation - an action, resulting from a single instruction, that changes the state of data

Standard Number

3.DC.A.1

Text of Standard

Demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.

Focus Area

Digital Citizen (DC)

Focus Area Text

Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Indicator

Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Videos

Private and Personal Information - https://www.youtube.com/watch?v=MjPpG2e71Ec&list=PL8TjVyuBdsCkHVQo1ZoN2hfPK94mESCiE&index=2 - An instructional video to teach students about protecting private information when interacting online.

What Does It Mean to Be a Digital Citizen? - https://www.youtube.com/watch?v=MKhhXXQXIU0 - An instructional video to describe what it means to be a digital citizen.

Instructional Resources

Common Sense Education - https://www.commonsense.org/education/digital-citizenship/lesson/password-power-up - This hyperlink provides a full lesson plan for teaching students about how to protect their privacy using strong passwords.

Common Sense Education - https://www.commonsense.org/education/digital-citizenship/lesson/this-is-me - This hyperlink provides a full lesson plan for teaching students to think critically about the online identities they are creating.

Vocabulary

digital citizenship - the norms of appropriate, responsible behavior with regard to the use of technology

internet - the global collection of computer networks and their connections, all using shared protocols to communicate

Standard Number

3.DC.B.1

Text of Standard

Describe codes of conduct for using technology at school and the consequences for breaking those rules.

Focus Area

Digital Citizen (DC)

Focus Area Text

Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Indicator

Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

Videos

What Does It Mean to Be a Digital Citizen? - https://www.youtube.com/watch?v=MKhhXXQXIU0 - An instructional video to describe what it means to be a digital citizen.

Rings of Responsibility - https://www.youtube.com/watch?v=fQSnzrB5bso - An instructional video that shows the ripple effect about how student's online behavior affects themselves and others.

What's Cyberbullying - https://www.youtube.com/watch?v=6ctd75a7_Yw&list=PL8TjVyuBdsCkHVQo1ZoN2hfPK94mESCiE&index=1 - A video to teach kids what cyberbullying is.

Instructional Resources

Common Sense Education - https://www.commonsense.org/education/digital-citizenship/lesson/your-rings-of-responsibility - This hyperlink provides a full lesson plan about how a student's online behavior affects themselves and others.

Common Sense Education - https://www.commonsense.org/education/digital-citizenship/lesson/our-digital-citizenship-pledge - This hyperlink provides a full lesson plan to crete a pledge to adhere to shared norms for being in an online community.

Common Sense Education - https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-words - This hyperlink provides a full lesson plan about what to do when someone uses mean or hurtful language on the internet.

Vocabulary

digital citizenship - the norms of appropriate, responsible behavior with regard to the use of technology

internet - the global collection of computer networks and their connections, all using shared protocols to communicate

Standard Number

3.KC.B.1

Text of Standard

With teacher guidance, become familiar with age-appropriate criteria for evaluating digital content.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Indicator

Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

ELA Suggestion 1

ELA Standard(s)

W.3.7, W.3.8

Lesson Synopsis

The teacher helps guide students into choosing a topic for a research project or essay. The students visit the library to check out non-fiction books about their topic. The students read about their topic and brainstorm which subtopics they will use for their project or essay. The students continue to research their topic online to find more information. The students write their essay or complete their project with the information they researched.

Integrated Technology

Before students begin researching on the computer, the teacher will show a video about determining the credibility of sources. The teacher can create a checklist or rubric for the students to use to evaluate the sources they find. Here is an example rubric.

ELA Suggestion 2

ELA Standard(s)

SL.3.1a, SL.3.1d

Lesson Synopsis

Students would read a assigned text. Then students would meet in pairs or small groups to discuss the text. Students would discuss in groups the topic and main points of the text.

Integrated Technology

The teacher will show the House Hippo Commercial to the class (Zach King videos could work too). The teacher will explain the importance of evaluating the credibility of online resources and videos. The teacher will give students a list of websites to look at and evaluate. Students can use a rubric like this example to evaluate the websites. After a certain amount of time, the teacher will call students in small groups to have a discussion about what they found when evaluating the websites.

Math Suggestion 1

Math Standard(s)

3.OA.C.7

Lesson Synopsis

Students practice multiplication and division facts in a variety of ways. Students complete formative assessments to show mastery of specific sets of multiplication and division facts. For example, students will show mastery of 1's, 2's, 5's, and 10's and then move onto mastering 3's, 4's, 9's, 6's, 7's, and 8's.

Integrated Technology

In order to practice math fact fluency, the teacher will explain to students that they are going to go online. The teacher will give students two options for websites to practice. The students should try both websites for 5 minutes each. Then the students will evaluate the websites to decide which one they think will work best for them. They will then continue to use the option they selected for the rest of their time. The two websites are: Fact Monster and http://multiplication.com.

Math Suggestion 2

Math Standard(s)

3.NBT.A.1

Lesson Synopsis

Students would round two and three digit numbers to the nearest 10 and 100. Students would create vertical number lines to help visualize the place value. They will use the number line to find the midpoint and then round the number to the 10s and 100s place.

Integrated Technology

Students would watch a short teaching video on rounding with a vertical number line and then complete practice problems. After students complete practice problems rounding to the nearest ten and nearest hundred, the teacher will instruct students to go online to the following digital tools to check their work: https://www.calculatorsoup.com/calculators/math/roundingnumbers.php and https://onlinenumbertools.com/round-a-number.

Before students check their work, they should look at both tools to determine which one will be more useful to them. If students are having trouble, the teacher will guide them into using the Calculator Soup Calculator.

Science Suggestion 1

Science Standard(s)

3-ESS2-2

Lesson Synopsis

Teacher would introduce what climate is to the students. The class would read this readworks.org article on climate. This would be an introduction to the lesson to set the stage and the article did have questions. The questions could be used as a formative assessment.

Integrated Technology

The teacher will pass out a table with 5 places from around the world listed in the first column. The first place could be the city, state where the students live or somewhere nearby. The teacher will explain to students that they are going to look at the weather for the places in the table to compare contrast what the climate is like in the different places. They will collect 3-4 data points for the same dates in each place. The teacher will then look up the weather forecast for the first place and have a discussion about if this source is a reliable way to get accurate data. The teacher will explain that weather forecasts are helpful for planning, but they aren't reliable when tracking data. The teacher will then show student how to find weather in places using the Weather Underground website. The teacher will explain that this website is more accurate, and they will use this to complete their tables. The students can then fill in the rest of the table working in small groups on Weather Underground.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.3

Lesson Synopsis

Teacher would guide students into picking a nonfiction text. Students would checkout two nonfiction books on the same topic. Students would read those books. They would compare and contrast the facts in the text to determine if they are credible.

Integrated Technology

As students are researching their topics, they can use online resources as well. They can use kidrex.org to search for more information. They will find two websites about the same topic. They will compare and contrast the facts from the websites to determine which facts are most credible.

Videos

House Hippo Commercial - https://www.youtube.com/watch?v=TijcoS8qHIE - A fake commercial meant to look real so students can see how they can't believe everything they see.

Reading News Online - https://www.youtube.com/watch?v=IwptAak6Vho - An instructional video about evaluating a website to determine its credibility.

Rounding with a Vertical Number Line - https://youtu.be/ZbBmEKfL9K0 - An instructional video about rounding on a number line.

Writing Videos for Kids: How to Evaluate Sources for Reliability - https://www.youtube.com/watch?v=q1k8rcYUmbQ - An instructional video about evaluating a website to determine its credibility.

Instructional Resources

Fact Monster - https://www.factmonster.com/math/flashcards - A simple online multiplication flash card website. The students choose a level of difficulty and then practice for two minutes. At the end of two minutes, they receive an accuracy score.

Kid Rex - kidrex.org - A kid friendly search engine that uses Safe Search to limit which websites are shown when students search a topic.

Muliplication.com - multiplication.com - A website with a variety of math fact games for students to practice their fact fluency.

Readworks - readworks.org - A free website with science and other content area reading passages that are lexiled and have question sets. You can assign passages to students so the articles and questions can be viewed digitally or print them off for instruction.

Weather Underground - https://www.wunderground.com/history - A website with historical weather data from around the world. You can check any date range for any place around the world.

Webpage Credibility Checklist - https://drive.google.com/file/d/1t7zpd-T94Ks6BMD0O5TcLdT9sOPz6xO6/view?usp=sharing - A rubric for students to use to evaluate onine sources.

Vocabulary

artifact - anything created by a human

computational artifact - anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file

data - information that is collected and used for reference or analysis; digital or non digital information, including numbers, text, show of hands, images, sounds, or video

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.KC.C.1

Text of Standard

Organize information and make meaningful connections between resources.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Indicator

Curate information from digital resources using a variety of tools and methods to create collection of artifacts that demonstrate meaningful connections or conclusions.

ELA Suggestion 1

ELA Standard(s)

W.3.8

Lesson Synopsis

The teacher helps guide students into choosing a topic for a research project or essay. The students visit the library to check out non-fiction books about their topic. The students read about their topic and brainstorm which subtopics they will use for their project or essay. The students continue to research their topic online to find more information. The students write their essay or complete their project with the information they researched.

Integrated Technology

Students would take notes in Google Docs for their research project. Each source would be a separate page or section of the document. Students would write as many facts as they could from each source. When they are done gathering information they would pick categories for their research. Then students would assign a highlighter color for each category. Students would digitally highlight their research so that their information would fit into categories. Then they could used their sorted research to create their final project or essay.

ELA Suggestion 2

ELA Standard(s)

RI.3.9

Lesson Synopsis

Students read two articles on the same topic. Students answer questions comparing and contrasting the main points and key details in the two texts.

Integrated Technology

After students read two articles on the same topic, they will be instructed to open a Jamboard template that will force a copy for each student. The students will fill in the Jamboard by adding sticky notes in each section of the Venn diagram to compare and contrast the main points and key details in the two topics. Students may need to resize the sticky notes to make them fit into the Venn diagram.

Math Suggestion 1

Math Standard(s)

3.MD.B.3

Lesson Synopsis

Students would come up with a survey question and survey a group of people to collect data. They would organize their data into groups. Students would use their data they collected to create a bar graph with several categories. Students would create a reasonable scale for their graph and create questions that could be answered by using their data from the graph.

Integrated Technology

After students collect data from their classmates, they will make a bar graph and a picture graph on the computer to represent the data. To make the bar graph, they will use the website Create a Graph Classic. To create the picture graph, the teacher will show students how to insert a table in a Google Doc. The students will use the table to organize the information into a picture graph by copying and pasting emojis or clipart to represent the data. Students will compare their graphs to draw conclusions about the data.

Math Suggestion 2

Math Standard(s)

3.NF.A.1, 3.NF.A.2, 3.NF.A.2a, 3.NF.A.2b

Lesson Synopsis

After direct instruction on what are fractions, unit fractions, representing fractions on a number line, and equivalent fractions students can practice skills or challenge themselves by doing math stations or workshop.

Integrated Technology

As an independent practice activity, students will be given a list of websites to visit to play games about fractions. Here are some suggestions: https://www.education.com/games/third-grade/fractions/, https://www.splashlearn.com/fraction-games-for-3rd-graders, https://www.sheppardsoftware.com/mathgames/menus/fractions.htm. After the students evaluate the websites, they will create a Google Sheet with 3 columns. In the first column, they will paste the link to their favorite/most useful games that they found. In the second column, they will rate the game with a number from 1-10. In the third column, they will write a brief description of which specific fraction skill this game covers. (ex- fractions on a number line, comparing fractions, etc.) The teacher will determine a way for the students to share some of their favorite games with each other so they can use each other as a resource.

Science Suggestion 1

Science Standard(s)

3-LS4-3

Lesson Synopsis

The teacher brainstorms with students what organisms need to survive and what might cause some animals to survive better or worse. The teacher will guide students to explore what organisms need in specific habitats. The teacher would do a sorting activity where students place different animals in the habitats where they would best survive.

Integrated Technology

After students finish exploring the different organisms and their respective habitats, the teacher will show students how to use the Switch Zoo website. Click Play now and you will be able to mix animal parts to create a new animal. After students design an animal, they will take a screenshot and paste it into a Google Slide. The students will then add a text box to write a paragraph explain which habitat this animal will live in and why the different parts will help that animal survive in that habitat.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.4

Lesson Synopsis

After the teacher teaches students about primary and secondary sources, they would do a whole group practice activity. The teacher would display a source or read a source out loud to the class. After the teacher shows/reads each example, the students show a hand signal to say whether it is a primary or secondary source. The students should explain why they chose primary or secondary.

Integrated Technology

The teacher creates a Jamboard with a stack of sticky notes in the middle and two columns labeled Primary and Secondary on each side. Each sticky note has a website URL for the students to visit. The students then determine if that source is primary or secondary and sorts it onto the correct column of the Jamboard. After the teacher puts the website URLs on the sticky notes, they should change the end of the Jamboard URL before sharing the link so it forces a copy for each student.

Videos

Force Copy Link in the Jamboard Web App - https://www.youtube.com/watch?v=dfV4YKDCXI0 - This video shows how to edit the end of a URL so that it forces a copy with each student that opens it.

Instructional Resources

Bar Graph Creator - https://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar - This tool is an interactive and free bar graph creator.

Google Docs - https://docs.google.com/document/ - Google Docs is a free program that allows students create word processing documents.

Google Sheets - https://docs.google.com/spreadsheets/ - Google Sheets is a free program that allows you to track and sort data.

Google Slides - https://docs.google.com/presentation/ - Google Slides is a free program that allows students to collaborate and create presentations.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Switch Zoo - https://switchzoo.com/default.htm - A website where students can research to learn about animals and habitats. Students can design their own animal by mixing parts from a variety of animals and see a live picture of the animal they are creating.

Vocabulary

artifact - anything created by a human

computational artifact - anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.KC.D.1

Text of Standard

Create essential questions to guide investigation of a real-world problem using digital resources.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Indicator

Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

ELA Suggestion 1

ELA Standard(s)

RI.3.1, RI.3.5

Lesson Synopsis

The class would find a text about a nonfiction topic. Before reading the text, students will preview it by looking at text-features to identify the topic of the text. Students will brainstorm questions about the text using illustrations, headings, titles, captions, etc. Students would read the article and then they would pick a question to go more in depth with. Students would use text-based evidence to answer the question.

Integrated Technology

The students would go back to their list of questions and find a question that was not answered in the text that they read. Teacher would show a video on how to do online research. Then they would go on the Internet and use a kid friendly search engine to find the answer to that question. There is a list of kid friendly search engines in the instructional resources section for this standard.

ELA Suggestion 2

ELA Standard(s)

W.3.7

Lesson Synopsis

The teacher helps students determine a topic for a research project. The teacher takes students to the library to checkout books on that topic. Students read the books and organize notes about their topic. Students conduct online research to find more information about their topic. Students complete an essay or other project as a final draft to display the information they collected.

Integrated Technology

After the students choose a topic for their research, they will come up with three essential questions that they want to find the answers to. They will write their questions on sticky notes in this Jamboard. The Jamboard should be shared to force a copy for each student. The teacher can show one of these videos to teach their students about using search engines effectively. Video 1, Video 2. The students can use one of the kid friendly search engines listed in the instructional resources to find the answers to their essential question. Students will write their answers on sticky notes in the same Jamboard where they wrote their questions.

Math Suggestion 1

Math Standard(s)

3.MD.D.8

Lesson Synopsis

After teaching students about perimeter and area, students would work on a performance task. The class would brainstorm ideas of models they would create that involve perimeter and area. Some examples include gardens, malls, zoos, amusement parks, etc. Once students chose an idea they would need to come up with an essential question and parameters they need to consider. Students would draw out their project answering the essential question and following their parameters for their specific project.

Integrated Technology

Students would use online tools such as interactive geoboards to create their model project. Their models should answer the essential questions and follow parameters they created in the math lesson.

Math Suggestion 2

Math Standard(s)

3.MD.A.1

Lesson Synopsis

The teacher uses whiteboards to have students draw number lines for elapsed time, start time, and end time word problems. The students label the endpoints of the number line with start time and end time. The students label the elapsed time with arches to represent time intervals.

Integrated Technology

The teacher will ask students if they have enough time after school to do everything they want to do everyday while still doing the things they have to do. The students will be led to come up with the essential question: How can I organize my time to fit in the activities I want to do after school each day? The teacher will share a Jamboard template with a number line already made at the bottom. The teacher should use the force copy link so each student gets their own Jamboard to work on. The students will draw time intervals on the number line for the three essential activities that must be included on their timeline (homework, eat dinner, get ready for bed). The students will then draw intervals to fill the remaining gaps of time with activities of their choice.

Science Suggestion 1

Science Standard(s)

3-5-ETS1-2

Lesson Synopsis

Students would go through the engineering and design process to solve a real world problem. Students would first identify the problem, explore and design a solution in their science notebooks. Then students would create the solution to the problem by building an initial design. Students would need to find more than one solution if possible. Some examples of problems could be parachute that could prevent something from breaking, a paper airplane that can glide a long distance, or a bridge that could hold a certain amount of weight.

Integrated Technology

When students get to the part in the design process where they are going to make their design better, the teacher will guide students to go online and search for videos to help them improve their ideas. If Youtube is blocked for students, the teacher can find relevant videos and create SafeShare links for the students. After watching the videos, students will use what they learned to improve their design and record the results after testing it out.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.2

Lesson Synopsis

Students and teacher read an article about a social justice issue. The students brainstorm a list of questions that came to their mind as they read the article. They would pick a question to go more in depth with. The students would write a paragraph to answer their question using details from the article to support their answer.

Integrated Technology

After the students create an essential question in which they want to find the answer to, they will do online research to get other information on their chosen topic. Before the students begin their research, the teacher will show them a video about using search engines effectively. The teacher will also guide the students into using a kid friendly search engine. Their are kid friendly search engines linked in the instructional resources for this standard. After students find more information using the Internet, they will write a paragraph answering their essential question using a Google Doc.

Videos

Online Research For Younger Learners - https://www.youtube.com/watch?v=YI8wH3FY4A0 - An instructional video to show kids how to narrow down and safely search information on the internet.

Ruff Ruffman, How Search Engines Work, PBS Kids - https://www.youtube.com/watch?v=dR6YAZ54D2Q - An instructional video to show kids how to use a search engine more effectively.

Force Copy Link in the Jamboard Web App - https://www.youtube.com/watch?v=dfV4YKDCXI0 - This video shows how to edit the end of a URL so that it forces a copy with each student that opens it.

Instructional Resources

Ducksters - www.ducksters.com - A kid friendly search engine that filters results for children.

Geoboard - https://toytheater.com/geoboard/ - An online math manipulative where students can manipulate geoboards.

Google Docs - https://docs.google.com/document/ - Google Docs is a free program that allows students create word processing documents.

Fact Monster - www.factmonster.com - A kid friendly search engine that filters results for children.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

KidRex - www.kidrex.org - A kid friendly search engine that filters results for children.

Kidzsearch - www.kidzsearch.com - A kid friendly search engine that filters results for children.

Sweet Search - www.sweetsearch.com - A kid friendly search engine that filters results for children.

Safe Share - https://safeshare.tv/ - A link generator where teachers can paste a Youtube link and it will be converted into a link that students can access if Youtube is blocked.

Vocabulary

artifact - anything created by a human

computational artifact - anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.ID.A.1

Text of Standard

Explore and practice how a design process works to generate ideas, consider solutions, plan to solve a problem, or create innovative products that are shared with others.

Focus Area

Innovative Designer (ID)

Focus Area Text

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Indicator

Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

ELA Suggestion 1

ELA Standard(s)

RF.3.3a, L3.4b

Lesson Synopsis

Teacher would teach meaning of common prefixes and suffixes to students. Students would read throughout the day and when they would find word with a common prefixes or suffixes, they would write it down on a sticky note. The students would write the meaning of the word on the sticky note based on the prefix and suffixes. The students would display the sticky notes somewhere in the room such as bulletin board or anchor chart.

Integrated Technology

The teacher will create a Jamboard for the class. On the Jamboard, the teacher will write common prefixes and suffixes on each page of the Jamboard like making circle maps. The teacher will share the Jamboard with all of the students. As the students go through text to find examples, they will add sticky notes to the Jamboard on the correlating page.

ELA Suggestion 2

ELA Standard(s)

W.3.5, W.3.6, W.3.10

Lesson Synopsis

Students would write to a given topic or genre. Students would start with a topic sentence. Then students would expand their topic to give details and explain them. Students would end with a closing sentence. Students would use a Google Doc to type their writing and publish it. Students would peer edit.

Integrated Technology

Students would share their Google Doc with a group of peers making their classmates a commenter of their writing in the share settings of the doc. Then, students would read their classmates writing. They would add comments. They could give praise in the comments of things they liked and give helpful suggestions on parts that need editing and revising. Students highlight the part of the text they want to add a comment on and click the plus sign on the right side of the screen. A box will pop up to add their comment. Here is a teacher video explaining this process.

Math Suggestion 1

Math Standard(s)

3.MD.B.3

Lesson Synopsis

Students would come up with a survey question and survey a group of people to collect data. They would organize their data into groups. Students would use their data they collected to create a bar graph with several categories. Students would create a reasonable scale for their graph and create questions that could be answered by using their data from the graph.

Integrated Technology

In order to collect data from classmates, students will create a Google Form to ask a question and limit responses to 4-5 choices. The students will share the link to the survey with their classmates. After students have answered each other's surveys, they will go back to their own survey and switch tabs to look at the Responses. Students will use the data from the responses to create a bar graph and a picture graph in their math journal or on a template provided by the teacher. Students will compare their graphs to draw conclusions about the data. Here is a video about using Google Forms to create surveys.

Math Suggestion 2

Math Standard(s)

3.G.A.1

Lesson Synopsis

Students would learn about the properties of shapes such as quadrilaterals. Students would draw a sort of examples of quadrilaterals in one column of shapes that fit into that category. In the second column, students would draw shapes that did not fit into the category. For example, students might label one side "quadrilaterals" and put a square, rectangle, and rhombus. On the other side, they would put a triangle and circle.

Integrated Technology

Teacher would create a class Jamboard. Each student would have a slide on the Jamboard. Students would create a sort on the Jamboard. They would sort examples of quadrilaterals and shapes that are not quadrilaterals. They would search for images on the web to fit these examples. Students would purposely make an error or two so that it could be used to revise. When everyone is finished, students then would click through their classmates slides and add sticky notes on shapes that are in the wrong category and have to explain why.

Science Suggestion 1

Science Standard(s)

3-5-ETS1-3

Lesson Synopsis

The class would plant different types of seeds. The class would then change variable such as light, water, and air to see which seeds grow best in which controlled environments. The students would use a chart to track the data over time to see how the variable affects the growth.

Integrated Technology

The teacher will use a lesson from Course F on Code.org. The students will each need a copy of this worksheet to track the data of their simulations. After introducing the lesson to students, the teacher will share this link with students to go to on computers or Chromebooks. The Students will complete the first part and track their data. The class will then have a discussion about changing variable before completing part 2. The students will make a prediction about how the changing variable will affect the outcome of the simulation. Then students will complete part 2 using this link.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.9

Lesson Synopsis

The teacher will introduce the water shortage problem in Las Vegas. The teacher will show examples of images in Las Vegas that illustrated the water shortage problem. The teacher will brainstorm with students possible solutions to this problem. Students would write an opinion essay to persuade people to start taking steps to address the water shortage. Teacher will talk about the importance of water conservation.

Integrated Technology

Students would create an Adobe Spark presentation in groups to share with the community. Students would add pictures to add to their presentation slides and then record what the problem is with our water shortage and discuss some possible solutions to the problem. Students would publish and share their projects. Students could share with families by sending their video, present in class or to another class, or QR code their videos and post somewhere in the school. Here is a video explaining how to create a video using Adobe Spark.

Videos

Google Docs: Adding and Replying to Comments - https://www.youtube.com/watch?v=nbSmKACdfzM - A video for teachers showing how to create comments and change share setting to allow others to make comments.

How to Make a video with Adobe Spark for Students - https://www.youtube.com/watch?v=7VJf-RwoIbQ - An tutorial video for the teacher or students explaining how to create a video using Adobe Spark.

How to use Google Forms to create a survey - https://www.youtube.com/watch?v=fXQDFhKFuTU - An instructional video teachers can use to show students how to create a survey as a Google Form to collect data.

Instructional Resources

Adobe Spark - https://spark.adobe.com/ - Students can login for free with their Google Accounts. Students can create short video slideshows while narrating their voice to create a presentation.

Code.org - www.code.org - Code.org is a free website for students to learn about computer science. The teacher can create free accounts for the students or the students can complete this lesson without creating an account.

Google Docs - https://docs.google.com/document/ - Google Docs is a free program that allows students create word processing documents.

Google Forms - https://docs.google.com/forms/ - Google Forms is a free program that allows students create forms to gather information.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Vocabulary

artifact - anything created by a human

computational artifact - anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file

process—a series of actions or steps taken to achieve a particular outcome

Standard Number

3.ID.B.1

Text of Standard

Describe a variety of ways to interact and contribute to a digital product.

Focus Area

Innovative Designer (ID)

Focus Area Text

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Indicator

Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

ELA Suggestion 1

ELA Standard(s)

RI.3.7, RI.3.5

Lesson Synopsis

The teacher goes through different types of nonfiction text features. The teacher gives definitions for each feature and shows students examples. (maps, illustrations, photographs, etc.). The teacher passes out magazines and newspapers for students to find each type of nonfiction text feature. The students cut out examples and create a visual display labeling each feature.

Integrated Technology

The teacher creates a Google Slide template for students with each non-fiction text feature labeled. The teacher duplicates the template slide for as many students as are in the class. The teacher assigns a number to each student for which slide to work on. The students insert images to match each text feature. When all students are finished, they can look through each others' slides to see more examples of each text feature.

ELA Suggestion 2

ELA Standard(s)

L.3.5a

Lesson Synopsis

Teacher would teach lessons on figurative language. Students would understand what idioms, hyperboles, metaphors, and similes were. As they were reading, when they found an example in their text, they would stop and create a sticky note. They would tell the literal and nonliteral example of the phrase or words.

Integrated Technology

Teacher and students would create a class Google Slide deck. When students found an example of figurative language in their text they would add a slide to the class presentation. They would state which piece of figurative language was used and the example. They would then explain it by giving the literal and nonliteral meaning and finding images to explain it. Throughout the unit students could look through the slide deck to see examples of figurative language.

Math Suggestion 1

Math Standard(s)

3.OA.A.1

Lesson Synopsis

The teacher shows students a variety of strategies for interpreting products in multiplication equations. The students practice those different strategies to find products in multiplication problems. The teacher formatively assesses students using whiteboards and asking students to show specific strategies. For example, the teacher might ask students, "What is 4 x 3?" The teacher would then ask students to show their work using the "equal groups strategy." Students would then draw 4 equal groups of 3 on their whiteboards.

Integrated Technology

After students have learned the different strategies for interpreting products in multiplication, the teacher shares a Google Slide template with students. Students can either work in groups or independently to fill in the four multiplication strategies on the slide deck. Students will use the shape drawing tool to make arrays, the a text box for repeated addition and skip counting, and an image search for the equal groups. The teacher can duplicate the template as many times as needed depending on how many problems they want the students to model.

Math Suggestion 2

Math Standard(s)

3.MD.D.8

Lesson Synopsis

Students would solve word problems that involved perimeter and area of rectangles. Students would draw out the rectangle and label the known side. They would find the missing side lengths or calculate the perimeter by adding up all the sides. Then they use the length and width of the rectangle to find the area. Students would draw a second rectangle with the same perimeter but different area. They also could draw another rectangle with the same area but different perimeter.

Integrated Technology

Students will be sent to an online geoboard. Students will be instructed to draw a rectangle by dragging and manipulating a digital rubber band. Students will then be asked to share a link to their geoboard with a partner that has been pre-selected by the teacher. When a student is looking at their partners rectangle, they should first determine the area and perimeter of the rectangle. They will then draw a rectangle on the same geoboard with the same area and a different perimeter or with the same perimeter and a different area. They will share links again and discuss the results with each other.

Science Suggestion 1

Science Standard(s)

3-LS4-3

Lesson Synopsis

The teacher passes out fact cards about different animals. Students read about the structures of the animals and the adaptations that allow that animal to survive in its particular habitat. Students sort fact cards into groups based on which habitats the animals belong in. Students do a gallery walk to see how their classmates sorted their groups.

Integrated Technology

The teacher creates a Jamboard with habitats labeled on each slide. The students work collaboratively on the jamboard to search for images of examples and non-examples of animals in each habitat.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.10

Lesson Synopsis

Students would choose a topic relevant to their classroom or school rules or procedures. Students would research to come up with reasons that support their stance on the issue. Students would write a letter to their teacher or principal to persuade them to change a rule or procedure at the school.

Integrated Technology

After students come up with their topic, they would create a survey using Google Forms. They would send that survey to their classmates. After all students have taken the survey, the student will screenshot or print the Reponses chart. Students will use those results or printout to strengthen their persuasive argument. Here is a video about using Google Forms to create surveys.

Videos

How to use Google Forms to create a survey - https://www.youtube.com/watch?v=fXQDFhKFuTU - An instructional video teachers can use to show students how to create a survey as a Google Form to collect data.

Instructional Resources

Digital Geoboard - https://apps.mathlearningcenter.org/geoboard/ - An online geoboard where students can draw shapes using digital rubber bands. They can share a link to their geoboard so students can collaborate on the same board.

Google Forms - https://docs.google.com/forms/ - Google Forms is a free program that allows students create forms to gather information.

Google Slides - https://docs.google.com/presentation/ - Google Slides is a free program that allows students to collaborate and create presentations.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

process - a series of actions or steps taken to achieve a particular outcome

Standard Number

3.CT.C.1

Text of Standard

Work in a team to solve problems using digital tools.

Focus Area

Computational Thinker (CT)

Focus Area Text

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator

Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

ELA Suggestion 1

ELA Standard(s)

RI.3.4

Lesson Synopsis

When the teacher begins a new unit, they introduce important vocabulary words that the students need to know. The teacher makes a slideshow presentation to give students visuals to go with the definitions. The students fill out some kind of graphic organizer to show understanding of the new word.

Integrated Technology

The teacher will put students into small groups and share this word detective slide deck which will force a copy for each group. The students will work collaboratively to fill in the templates for each of their vocabulary words throughout the unit.

ELA Suggestion 2

ELA Standard(s)

RL3.3

Lesson Synopsis

When reading a novel with students, the class will discuss narrative elements such as characters, setting, and problem and solution. Students would take notes in a reading journal as the story progresses updating the characters. They would describe character traits, what the characters looked like, actions and what the characters said.

Integrated Technology

The teacher will put students into small groups and share this character trait Jamboard which will force a copy for each group. The students will work collaboratively to fill in the templates for each of their character as they progress through the book. Each group member will take turns filling out different parts of the jamboard.

Math Suggestion 1

Math Standard(s)

3.NBT.A

Lesson Synopsis

After the place value lesson, students would practice their skills with place value blocks to add and subtract. Students could use white boards to draw out their base-10 blocks to add or they could use physical base-10 blocks to represent their numbers and then count them up when adding and subtracting.

Integrated Technology

The teacher divides the class into partners. Each student is labeled with partner A or partner B. The teacher writes two different addition or subtraction problems on the board. All of the students in the partner A group copy one problem and the students in the partner B group copy the other problem on a personal white board. Every student goes to a website to use digital place value blocks to solve their problem. After solving, they trade Chromebooks and whiteboards with their partner. The partners solve each others' problems and then check to see if the answer matches what is shown on the Chromebook.

Math Suggestion 2

Math Standard(s)

3.MD.A.1

Lesson Synopsis

Teacher would teach students about the minute hand and hour hands and what they represent on a clock. Teacher would pass out clock manipulatives to students and students would practice moving the hands to desired times. Teacher would state a time and students would replicate that on clock manipulatives.

Integrated Technology

The teacher puts students into groups of three. Each student has a role that rotates throughout the activity. One student writes a time in digital format on a whiteboard. Another student manipulates a virtual clock to match the time on the whiteboard. The third student checks the work for accuracy and advises changes if necessary. The students all switch roles and do the activity again until every student has done each role at least one time.

Science Suggestion 1

Science Standard(s)

3-PS2-1

Lesson Synopsis

In the classroom, the teacher will build slopes and students pick five different objects to roll down the slope. Students would predict what they thought the object would do and what its pattern of motion would be. Students would then roll that object down to see what happened. Students would use what happened to predict future objects' patterns of motion.

Integrated Technology

Students work in pairs. They will work together on two separate Chromebooks or computers. First they will be given time to play with the roller coaster builder website. After a few minutes of exploration, students will build two roller coasters. One roller coaster should show a ball effectively rolling from start to finish. The other roller coaster should have a design flaw that causes the ball to stop somewhere before the finish line. The teacher will walk around and students will run both simulations for the teacher to take a formative assessment.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.8

Lesson Synopsis

Students are given a topic of debate. Students are assigned a stance for that topic. Students research for evidence to support their stance on the topic. Students write an essay or create note cards to speak in front of the class debate style.

Integrated Technology

Students create a paragraph to defend their stance on a debatable topic. Students write a paragraph on a class Jamboard and another student writes a paragraph with the opposing stance on the other side of the Jamboard. Students are then assigned Jamboard slide numbers to go and read both sides of a topic. Students will add a sticky note to the side they agree with and write one sentence why they support that stance.

Videos

How To Use Google Jamboard Tutorial - https://www.youtube.com/watch?v=K1qS6avlnaE - Basic tutorial on how to use Jamboard in the classroom and explains each of Jamboard's features.

Instructional Resources

Didax - https://www.didax.com/math/virtual-manipulatives.html - Didax has virtual manipluatives for teachers and students to use for free.

Foss Web Roller Coaster Builder - https://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/Contribution%20Folders/FOSS/multimedia_2E/BalMotion_MM_2E/activities/rollercoaster_html.html - Some aspects of Foss Web require a paid subscription, but this activity is able to be accessed for free without logging in.

Google Slides - https://docs.google.com/presentation/ - Google Slides is a free program that allows students to collaborate and create presentations.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Math Learning Center Apps - https://www.mathlearningcenter.org/apps - A website with virtual manipulatives for students to use in math.

Mrs. Park's Free Instructional Resources - https://www.mrspark.org/free - A website full of instructional templates for teacher to use with their students.

Vocabulary

component - an element of a larger group; usually provides a particular service or group of related services

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.CT.C.2

Text of Standard

With teacher guidance, identify and describe the cause of hardware (e.g., wiring), connectivity (e.g., no internet connection), and software (e.g., frozen screen) problems.

Focus Area

Computational Thinker (CT)

Focus Area Text

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator

Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Videos

How Computers Work: What Makes a Computer a Computer - https://www.youtube.com/watch?v=mCq8-xTH7jA&list=PLzdnOPI1iJNcsRwJhvksEo1tJqjIqWbN-&index=4 - An instructional video to show the history of computers and the common features that computers share.

The Difference Between Software and Hardware - https://www.youtube.com/watch?v=mR0jt2ByM08 - A video that explains the difference between software and hardware.

What is the Internet? - https://www.youtube.com/watch?v=Dxcc6ycZ73M - An instructional video to show what the internet is and how it works.

Instructional Resources

ABCya - https://www.abcya.com/games/find_the_tech - This lesson teaches students technology vocabulary through the use of flash cards. It then has a search and find game where students have to identify different types of technology in a virtual room.

Code.org - https://curriculum.code.org/csf-20/coursed/5/ - A third grade lesson that focuses on events. Students need to code the arrow keys on their keyboard correctly in order for the program to work correctly. This makes the connections between hardware and software.

Code.org - https://curriculum.code.org/csf-20/coursef/13/ - This is a fifth grade lesson about how the Internet works and would need to be modified for use with third graders. This lesson is an unplugged lesson that is done off of the computer.

Computer Troubleshooting for Teachers and Students - https://webpage.pace.edu/ms16182p/troubleshooting/home.html - This is a resource that goes through the different kinds of problems that can happen on a computer. It is broken down into sections so teacher can show students how to categorize the different types of problems.

Education World - https://www.educationworld.com/a_lesson/TM/WS_techie_lesson.shtml - A lesson plan where the teacher purposely sabotages computers in different ways so that students can investigate and find what is causing the problems.

Vocabulary

complexity - the minimum amount of resources, such as memory, time, or messages, needed to solve a problem or execute an algorithm

component - an element of a larger group; usually provides a particular service or group of related services

connection - a physical or wireless attachment between multiple computing systems, computers, or computing devices

connectivity - a program’s or device’s ability to link with other programs and devices

hardware - the physical components that make up a computing system, computer, or computing device

internet - the global collection of computer networks and their connections, all using shared protocols to communicate

software - programs that run on a computing system, computer, or other computing device

Standard Number

3.CC.A.1

Text of Standard

Describe appropriate media and formats for specific audiences.

Focus Area

Creative Communicator (CC)

Focus Area Text

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Indicator

Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ELA Suggestion 1

ELA Standard(s)

RL.3.5

Lesson Synopsis

The teacher hands out examples of stories, dramas, and poems. The teacher goes through to teach students the vocabulary associated with different kinds of texts: chapter, scene, stanza, etc. The teacher hands out other examples for students to demonstrate understanding through some sort of formative assessment. The teacher would ask students to point to a specific part or cut and paste onto construction paper with labels of the different terms.

Integrated Technology

The teacher would guide students to a specific set of resources online. These resources would have clear examples of chapters, scenes, stanzas, etc. The students would be given a choice between annotating Google Slides with screenshots or creating a screencast video and explaining the different parts of the text. If students choose Google Slides, they will need to be shown how to use the print screen feature and upload their screenshots into the slides, then drawing arrows and text boxes to label the parts. If students choose to do a screencast with screencastomatic.com, they will need to be shown how to save the video to their Google Drive.

ELA Suggestion 2

ELA Standard(s)

RI.3.5, W.3.7

Lesson Synopsis

During a nonfiction research unit, students will locate nonfiction texts on their topic. Students will use text features to locate information and use that information to compile research. Students will use the text features to gain information on the topic.

Integrated Technology

Once students found their sources, students could compile them into Google Slides or a screencast video. Students would choose what works best for them. If they choose Google Slides, students would screenshot the text features by using print screen. Students should draw arrows and label the text features. They could also choose to record a video on Screencastomatic.com where they could narrate the video pointing out their text features they found in their sources.

Math Suggestion 1

Math Standard(s)

3.OA.D.9

Lesson Synopsis

The teacher prints out a multiplication table or hundreds chart for each student. After passing them out, the teacher leads students into looking for specific patterns on the chart. For example, the teacher may have students circle all the multiples of 5 and ask what they notice about all the circled numbers. (They all end in 5 or 0).

Integrated Technology

The students decide if they want to demonstrate their knowledge of patterns using Google Slides or Jamboard. If using Google Slides, the teacher shows students how to find and screenshot an image of a multiplication table or a hundreds chart and insert it into a slide. They will then annotate the image using the various tools to show examples of patterns they see in the chart/table. If they are using Jamboard, they will need to save the image and then set it as the background of the Jamboard. They will then use the various tools in Jamboard to show examples of the patterns they see. Here is a video to show you how to change the background on Jamboard.

Math Suggestion 2

Math Standard(s)

3.OA.A.1

Lesson Synopsis

When teaching students to multiply, students watch skip counting videos and build arrays. When students understand how to skip count, they can skip count the objects in the array so that they can quickly state the multiplication facts.

Integrated Technology

Students will search on Youtube to find skip counting videos. Students will build a Google Doc to compile the skip counting videos they think are best to watch and to memorize. Students will copy the hyperlink into the Google Doc so they can refer back to the videos. Students will find skip counting videos for 3,4,6,7,8, and 9.

Science Suggestion 1

Science Standard(s)

3-5-ETS1-2

Lesson Synopsis

Students would go through the engineering and design process to solve a real world problem. Students would first identify the problem, explore and design a solution in their science notebooks. Then students would create the solution to the problem by building an initial design. Students would need to find more than one solution if possible. Some examples of problems could be parachute that could prevent something from breaking, a paper airplane that can glide a long distance, or a bridge that could hold a certain amount of weight.

Integrated Technology

As an extension activity for this standard, students would be given two choices to pick from. The first choice is a Jamboard Activity where students design a playground using simple machines. The second choice is a Jamboard Activity where students design bridges and dams. In either activity, the students need to know the keyboard shortcuts ctrl+c to copy and ctrl+v to paste from one slide to another.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.20

Lesson Synopsis

When teaching about immigration students will understand why people left their countries to immigrate to another country. Teachers will describe push and pull factors of why people move to new countries. This could be about location, job opportunities, political views, etc. Students will listen to stories about people immigrating and decide what were the reasons for why people left their country to relocate.

Integrated Technology

Students will find different maps on Google Images. Students will create a Google Slides presentation. Students will insert maps on the slides. In text boxes, students would give reasons why people would relocate to these places based on geography and other factors shown on the map.

Videos

Chromebook: How to Copy & Paste w/ Keyboard Shortcut - https://www.youtube.com/watch?v=IeWq2juMXdY - This instructional videos gives a quick demonstration on how to copy and paste using the keyboard.

How to Add Background Images to a Google Jamboard - https://www.youtube.com/watch?v=IRJYdpJQY1Q - This instructional video gives a demonstration on how to change the background on Google Jamboard.

How to Take a Screenshot on a Chromebook - https://www.youtube.com/watch?v=sj-RRNBdv2c - This instructional video gives a quick demonstration on how to screenshot images using a chromebook.

Instructional Resources

Gifted Tawk - https://linktr.ee/GiftedTawk - A website with STEM resources that teachers can make a copy for their students to interact with.

Google Docs - https://docs.google.com/document/ - Google Docs is a free program that allows students create word processing documents.

Google Slides - https://docs.google.com/presentation/ - Google Slides is a free program that allows students to collaborate and create presentations.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Screen Cast-o-Matic - https://screencast-o-matic.com/ - A free screencasting program that allows you to record your face/voice and screen for up to 15 minutes and save directly to the computer or Google Drive.

Youtube - https://youtube.com - A free place for people to share videos and watch videos online.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.GC.A.1

Text of Standard

Explore alternative solutions to and diverse perspectives on authentic problems and propose a solution using digital tools.

Focus Area

Global Collaborator (GC)

Focus Area Text

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Indicator

Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

ELA Suggestion 1

ELA Standard(s)

RL.3.2

Lesson Synopsis

Students would go to the library or use digital libraries to read fables and folktales from other cultures. Students would read the book and write a short summary of the story. Students would write about what the message or moral is in the story and use text evidence to prove their point.

Integrated Technology

After writing their summary, students would create a Flipgrid video to retell their story and share what they believe is the central message or moral of the story. After students are done creating videos, students would watch their classmates videos and comment on them. Students would comment if they agree or disagree with the original poster's interpretation of the moral or theme.

ELA Suggestion 2

ELA Standard(s)

L.3.1.c

Lesson Synopsis

Teacher would read a book to teach students what a noun was (concrete vs. abstract). Students would write a definition of a noun down to remember and do a sort to show concrete and abstract nouns. Students would write sentences and label their nouns.

Integrated Technology

The teacher will create a Nearpod activity to further explain abstract nouns. The teacher could embed an instructional video and other activities to teach the students how to identify abstract nouns. The students would then look up more examples of abstract nouns and add them to a collaborate board in Nearpod.

Math Suggestion 1

Math Standard(s)

3.NBT.A.2

Lesson Synopsis

Students would practice addition and subtraction strategies to add and subtract within 1000. Some strategies students use are place value blocks, adding and subtracting on a number line, decomposing numbers,etc. Students practice on white boards and through math stations.

Integrated Technology

After the teacher shows students the various strategies for addition and subtraction, the teacher will create a topic on Flipgrid. The teacher will pose a problem that needs to be solved by the students. The students will respond to the topic by posting a video of their process for solving the problem. The student can hold up a whiteboard or scratch paper to their webcam, or create a screencast video using whiteboard.chat. Then students can watch their classmates videos and offer peer feedback.

Math Suggestion 2

Math Standard(s)

3.OA.A.1, 3.OA.A.4

Lesson Synopsis

The teacher shows students a variety of strategies for interpreting products in multiplication equations. The students practice those different strategies to find products in multiplication problems. The teacher formatively assesses students using whiteboards and asking students to show specific strategies. For example, the teacher might ask students, "What is 4 x 3?" The teacher would then ask students to show their work using the "equal groups strategy." Students would then draw 4 equal groups of 3 on their whiteboards. To show their understanding of the numbers in a multiplication problem, students can write story problems to show they understand the context of each number in the problem.

Integrated Technology

After the teacher has discussed word problems using multiplication, students will be tasked with creating their own word problem for a given expression. The teacher will create a Padlet with an expression posted as the topic. Students will each create a word problem to go with the expression and post it to the Padlet. Students will then be able to interact with each others' word problems on the Padlet.

Science Suggestion 1

Science Standard(s)

3-LS4-3

Lesson Synopsis

The teacher passes out fact cards about different animals. Students read about the structures of the animals and the adaptations that allow that animal to survive in its particular habitat. Students sort fact cards into groups based on which habitats the animals belong in. Students do a gallery walk to see how their classmates sorted their groups.

Integrated Technology

The teacher creates three separate padlets. On each padlet, the teacher uploads a background image of a different habitat. The students will add images to show examples and non-examples of organisms that live in each of those habitats. The students will then go back through and use the tools in padlet to show they know which organisms are examples and which ones are non-examples.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.3.8

Lesson Synopsis

Students could get into groups and discuss a stance on a debatable topic. Students could come up with reasons to support their stance. Peers would agree or disagree and state their opinion. Students would use sentence stems to continue having a class discussion. Teacher would model and create a list of sentence stems for students to use so conversation would continue respectfully.

Integrated Technology

The teacher would create topics on Flipgrid for each topic that is to be debated. The students from each group will record a video and post it to the appropriate topic to state and support their opinion on the topic. Other students will comment on the videos to show support for the side they agree with or make counterpoints for the side they disagree with. The teacher will provide sentence stems for the students to use so that the comments maintain appropriate manners. If possible, the teacher will try to connect with a gridpal on Flipgrid from another state or country, so that students can see comments from students from another place.

Videos

Flipgrid Tutorial for Teachers - https://www.youtube.com/watch?v=aLzX13jw7bw - This tutorial shows teachers how to use Flipgrid with their students.

How I'm Using Nearpod to Teach Every Lesson - https://www.youtube.com/watch?v=BDfmsnq9Qg0 - A tutorial for teachers on how to use Nearpod to make lessons interactive for students.

Padlet Tutorial for Teachers - https://www.youtube.com/watch?v=x9IQVofS43I - This tutorial shows teachers how to use Padlet with their students.

What is an Abstract Noun - https://www.youtube.com/watch?v=napjJd6U4OU - An instruction video to teach students about abstract nouns.

Instructional Resources

Flipgrid - https://info.flipgrid.com/ - Flipgrid is a simple, free, and accessible video discussion experience for learners. Teachers can add grid pals from around the world so that students can interact with other students globally.

Nearpod - www.nearpod.com - Nearpod is a website that allows teachers to make any lesson or presentation interactive for their students.

Padlet - https://www.padlet.com - Padlet is a digital tool that can help teachers and students collaborate on a digital corkboard. Teachers are allowed to create three walls with the free version.

Whiteboard Chat - https://www.whiteboard.chat/ - A free digital whiteboard where students can show their work. The teacher can also set it up so students can collaborate on a whiteboard together.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

3.GC.D.1

Text of Standard

Work with others using collaborative technologies to explore local and global issues.

Focus Area

Global Collaborator (GC)

Focus Area Text

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Indicator

Explore local and global issues and use collaborative technologies to work with others to investigate solutions.

ELA Suggestion 1

ELA Standard(s)

RI.3.6

Lesson Synopsis

Students read a non-fiction opinion article. You can find free, ready to use articles on Readworks.org. After reading the article, the teacher leads a discussion into the author's point of view and helps students determine what their point of view is. The students write a paragraph stating their opinion and giving supporting reasons why.

Integrated Technology

The teacher will create a Padlet with an opinion question as the title. After students read and discuss the opinion article from Readworks.org, they will navigate to the padlet on their Chromebook or computer. The students will write 2-3 sentences stating their opinion with some supporting reasons. Students will then comment on each others' posts. The teacher can create sentence stems for students to follow so that they are commenting using polite and constructive language. The teacher can also find another teacher in their school or a different school to share the Padlet with so that the students are collaborating with more students.

ELA Suggestion 2

ELA Standard(s)

W.3.1, RI.3.5

Lesson Synopsis

Students will go on a digital field trip to the San DIego Zoo. They will explore the different animals and then learn about the animals physical features and their habitat. After their field trip, students will write an opinion piece to describe which animal they would want as a pet and explain why. Students would give reasons from what they explored on their field trip.

Integrated Technology

After students write their opinion piece, students will create a Flipgrid to share their opinion writing. Students will create a video by using the share screen feature so that their Google Slides are showing while they are explaining their opinion. Then, other students will comment and give feedback on their writing. The teacher will create sentence stems for students to follow to make sure their comments are constructive and polite.

Math Suggestion 1

Math Standard(s)

3.MD.B.3

Lesson Synopsis

Once students have learned how to create bar graphs, students can practice reading graphs by solving one- and two-step questions about a set of data. Students will need to use the information presented in the graph to show their understanding of bar graphs and find the information they need to solve questions posed from the graph.

Integrated Technology

The teacher will create a Jamboard with a graph as the background in the Jamboard. Teacher will find a graph that shows a relevant local or global issue. After students are taught about bar graphs, students will use the sticky note feature in Jamboard to ask questions. The teacher will assign a color sticky note so all the questions are on the same color sticky note. Once students are finished creating questions, teacher will assign another color sticky note for questions answers. Students will go back and read their peers questions and answer them on sticky notes. Students will place their answers over or next to the question.

Math Suggestion 2

Math Standard(s)

3.MD.C.7b

Lesson Synopsis

The teacher shows students how to find the area of rectangles in different ways. The teacher shows students how to use tiling to make squares for finding area as well as showing students how to use multiplication to find area. The teacher will give students real world word problems to practice finding the area.

Integrated Technology

The students will complete a Jamboard activity where they get to Furnish Your Dream Home. In the activity, they will find the area and perimeter of a variety of pieces of furniture and use a design space to fit their furniture into the ideal layout for them. When the students are finished, they will change the share settings so anyone can view. The students will then share the link with their teacher, and the teacher will create a Google Doc with all the hyperlinks so the students can view each others' finished designs. *When copying and pasting in Jamboard, students have to use the keyboard shortcuts ctrl+c and ctrl+v.

Science Suggestion 1

Science Standard(s)

3-PS2-2

Lesson Synopsis

In the classroom, the teacher will build slopes and students pick five different objects to roll down the slope. Students would predict what they thought the object would do and what its pattern of motion would be. Students would then roll that object down to see what happened. Students would use what happened to predict future objects' patterns of motion.

Integrated Technology

The teacher will show students how to solve puzzles on the game Snoring from ABCya.com. The teacher will explain how the different animals have different types of motion that have to be solved in the correct order to accomplish the goal of waking up the elephant. The teacher will give students 10-15 minutes to complete as many levels as they can. Then, the teacher will put students into breakout rooms on Google Meet. The students will take turns sharing their screen and explaining how they solved one of the most challenging levels by predicting the motion of each object in the puzzle.

Social Studies Suggestion 1

Social Studies Standard(s)

S.S.3.21

Lesson Synopsis

Students would research different places around the world to find out physical characteristics about a location. Students would use research to help decide why people live in specific locations and how environmental factors affect people's decisions to live there.

Integrated Technology

Students will use Flipgrid to record a video to explain why they live in the city that they live in. Students would describe environmental and cultural characteristics they found in their research. The teacher will try to connect with a gridpal on Flipgrid from another state or country, so that students can see comments from students from another place. Students from around the world could ask each other questions about what makes the place they live unique and describe characteristics that are found in their city.

Videos

Gridpals in Flipgrid - https://www.youtube.com/watch?v=IuwSwiOOmm8 - An introductory video about using grid pals on Flipgrid to interact with other users around the world.

Flipgrid Tutorial for Teachers - https://www.youtube.com/watch?v=aLzX13jw7bw - This tutorial shows teachers how to use Flipgrid with their students.

Padlet Tutorial for Teachers - https://www.youtube.com/watch?v=x9IQVofS43I - This tutorial shows teachers how to use Padlet with their students.

Instructional Resources

ABCya - https://www.abcya.com/games/- This free website is a place for elementary students to play educational games that are designed by parents and educators.

Blue Brain Teacher - https://thebluebrainteacher.com/ - The Blue Brain Teacher is source for teachers to get learning resources from that involve creativity and critical thinking. Teachers can subscribe for free resources.

Flipgrid - https://info.flipgrid.com/ - Flipgrid is a simple, free, and accessible video discussion experience for learners. Teachers can add grid pals from around the world so that students can interact with other students globally.

Gifted Tawk - https://linktr.ee/GiftedTawk - A website with STEM resources that teachers can make a copy for their students to interact with.

Google Docs - https://docs.google.com/document/ - Google Docs is a free program that allows students create word processing documents.

Google Meet - https://meet.google.com/ - A free way to video conference where teachers and students can host meetings and present ideas.

Jamboard - https://jamboard.google.com - Jamboard is a collaborative whiteboard that can be used to facilitate collaboration in many ways.

Padlet - https://www.padlet.com - Padlet is a digital tool that can help teachers and students collaborate on a digital corkboard. Teachers are allowed to create three walls with the free version.

Readworks - readworks.org - A free website with science and other content area reading passages that are lexiled and have question sets. You can assign passages to students so the articles and questions can be viewed digitally or print them off for instruction.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data