Matrix
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Prior to this Unit: Students should have studied animal classifications, habitats and ecosystems. They should have had an introduction to fractions, verbs and the writing process. The skills taught in this unit will build on that knowledge.
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Week 1
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Week 2
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MONKEY MONDAY
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MANATEE MONDAY
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Day 1
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Standards:
RI.3.2 main idea
3.MD.B.4 measure ½ and ¼ inch
L.3.1.A helping, action, linking verb
W.3.5 plan writing
3-LS3-2 traits influenced by environment
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Standards:
RI.3.3 relationship between a series
3.MD.A.2 measure liquid volumes
L.3.1.F subject-verb agreement
W.3.5 edit writing
3-LS3-2 traits influenced by environment
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Objective: Students will investigate physical differences in animals through text and internet sources. (DOK 3, BL 4)
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Objective: Students will identify a series of events in a bat’s hunting routine and research an adaptation found in the text we read. (DOK 1, 3, BL 3, 4)
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Activity:
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Activity:
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Assessment: Pretest & Exit ticket
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Assessment: Quiz, Checklist
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TORTOISE TUESDAY
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TURKEY TUESDAY
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Day 2
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Standards:
RI.3.2 main idea
3.MD.B.4 measure ½ and ¼ inch
L.3.1.A helping, action, linking verb
W.3.5 plan writing
3-LS3-2 traits influenced by environment
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Standards:
RI.3.3 relationship between a series
3.MD.A.2 measure liquid volumes
L.3.1.F subject-verb agreement
W.3.5 edit writing
3-LS3-2 traits influenced by environment
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Objective: Students will investigate physical differences in animals through text and by measuring physical characteristics, and write about their research. (DOK 3, 1, BL 4, 3, 2)
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Objective: Students will identify a series of events in a bat’s routine and measure the mass of objects. (DOK 1, BL 3)
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Activity:
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Activity:
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Assessment: Anecdotal Notes & Exit Ticket
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Assessment: Exit Ticket, Worksheet Questions
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WALLABY WEDNESDAY
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WALRUS WEDNESDAY
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Day 3
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Standards:
RI.3.2 main idea
3.MD.B.4 measure ½ and ¼ inch
L.3.1.A helping, action, linking verb
W.3.5 plan writing
3-LS3-2 traits influenced by environment
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Standards:
RI.3.3 relationship between a series
3.MD.A.2 measure liquid volumes
L.3.1.F subject-verb agreement
W.3.5 edit & revise writing
3-LS3-2 traits influenced by environment
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Objective: Students will investigate and summarize how animals adapt and answer questions about animal adaptations. (DOK 3, 2, 1, BL 4, 1)
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Objective: Students will determine a cause and effect relationship within food chains, compare masses of animals, and create a frog using the knowledge gained from this unit. (DOK 2, 4, BL 4, 2, 6)
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Activity:
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Activity:
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Assessment: Exit Ticket, Quiz, Checklist
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Assessment: Graphic Organizer, Rubric
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TOUCAN THURSDAY
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TIGER THURSDAY
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Day 4
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Standards:
RI.3.2 main idea
3.MD.B.4 measure ½ and ¼ inch
L.3.1.A helping, action, linking verb
W.3.5 plan writing
3-LS3-2 traits influenced by environment
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Standards:
RI.3.3 relationship between a series
3.MD.A.2 measure liquid volumes
L.3.1.F subject-verb agreement
W.3.5 revise writing
SL.3.4 report
3-LS3-2 traits influenced by environment
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Objective: Students will measure animal drawings to further investigate physical differences, and apply concepts to create a fish with a coloration adaptation. (DOK 1, 3, 4, BL 3, 4, 6)
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Objective: Students will determine a cause and effect relationship within food chains, revise their writing, and create a frog using the knowledge gained from this unit (DOK 2, 3, 4, BL 4, 5, 6)
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Activity:
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Activity:
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Assessment: Exit Ticket, Checklist, Rubric
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Assessment: Graphic Organizer, Scoot Answer sheet, Checklist, Rubric
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FROG FRIDAY
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FLAMINGO FRIDAY
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Day 5
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Standards:
RI.3.2 main idea
3.MD.B.4 measure ½ and ¼ inch
L.3.1.A helping, action, linking verb
W.3.5 plan writing
3-LS3-2 traits influenced by environment
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Standards:
RI.3.3 relationship between a series
3.MD.A.2 measure liquid volumes
L.3.1.F subject-verb agreement
W.3.5 publish writing
3-LS3-2 traits influenced by environment
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Objective: Students will measure, summarize, and match vocabulary definitions to show their learning from this week. (DOK 1, 2 BL 3, 2, 1)
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Objective: Students will identify relationships, distinguish between units of measure and create an informational booklet to show their learning from this unit. (DOK 2, 3, 4, BL 3, 4, 6)
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Activity:
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Activity:
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Assessment: Quiz
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Assessment: Quiz, Posttest
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Accommodations:
Academic- There are three special education students in my classroom, who get pulled out for reading interventions. I will read any directions and problems to them. I will give them lower fluency passages. Two of these students get pulled out for math. For these two, I will change the numbers on problems to lower level math. I will also give them the option of working on educational math apps on the iPad when they are overwhelmed or cannot complete a math assignment. There are five students in my class who are allotted extra time to complete assignments, which I will give them. There are 2-4 students (depending on the subject) who are higher level thinkers and need a challenge. I will offer them more challenging math problems and higher level questions to challenge them.
Behavioral- There are two students who have difficulty listening and following directions. I will write most or all of my instructions on the board for them to reference when they cannot process the verbal information.
Cultural- There are four English Language Learners in my class. I will read any text on the worksheets to them, and ensure that they understand what they are supposed to be doing. If necessary, I will supplement extra activities to help them learn vocabulary associated with this unit. I will consult the ELL specialist at the school for any extra adjustments I feel are necessary.
Physical- One student in the classroom is missing her left arm from the elbow down. She needs little to no adaptations or modifications. However, I will ensure that she is able to fully participate in every lesson in this unit.
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Graphic Organizer
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