Teaching Gracefully

As you are teaching about the different types of clouds (Cirrus, Stratus, Cumulus, Cumulonimbus, Altostratus, Cirrocumulus, Nimbostratus) use this note page to help students be more engaged and interactive through the lesson by recording a picture, description of the attributes, and a forecast of the weather that each type of cloud will bring.

In this Living and Growing Together Unit, the student will use scientific skills and processes to recognize that the function of the characteristics of all living things are facilitated by the form and the working of the parts of well-designed animals and plants which have been created in a certain way to meet their needs in order to live and survive in a particular environment. This bundle includes the unit scope and sequence which outlines a unit goal, the big idea, standards, unit objectives,

In this unit, student will scientific skills and processes to recognize and appreciate the interconnected relationship between the many components of the weather system, which affect and cause the predictable behavior and the changes of weather patterns. This bundle includes the scope and sequence of the unit, 9 lesson plan, 2 powerpoint presentations, 2 exit slips/ticket out the doors, a unit test, and a couple of other activities.

Use this worksheet as part of the Sound is Vibration Lesson. Students will explore what they see, hear, and feel from the sounds made from humming, animal sounds, rubber bands, and a drum. This exploration should lead them to the conclusion that movement or buzzing is involved in each. Sound is made by vibrations.

After learning the characteristics that all living things are able to do in one way or another (movement, respiration, sensitivity, grow, respire, excrete, nutrition), the students are to use the MRS. GREN acronym criteria for classification, and observe the 5 objects to complete the table in order to identify whether each object is living or nonliving. The students are to put a checkmark in the space provided if the object does the activity and an “x” in the space provided if the object does no

By the end of this engaging Digestive System lesson plan, designed for third graders, the students will be able to correctly label the six parts of the digestive system, accurately explain the pathway and process of the digestive track, and express the importance of eating healthy food. This lesson plans contains objectives, essential questions, standards, evaluation methods, materials needed, and the procedures. The outline of the lesson plan is made up of an attention getter, summary directi

By the end of this lesson, the students should be able to label the charge of an object by looking at the protons and electrons of the object, identify how objects with the same and opposite charges will react, discover the affects of static electricity, and explain the how static electricity is formed through the movement of electrons. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, su

Use this graphic organizer to help the students to compare how humans/animals, insects and plants all perform the functions of structure/support, respiration, reproduction, and circulation, but they all perform them in different ways with different structures. This can be used as an assessment piece, or as a graphic organizer to help them to take notes during a lesson or while they are reading from a text.

When you begin teaching students animal classification, use this activities to help students start thinking about and analyzing the similarities and differences between animals. Pass out the 12 organism picture cards. Without any prior instruction, have the students place the organisms into different groups that make sense to them. After they have placed the organisms into groups, they will complete the classification reflection in which they will answer questions about how they sorted the or

Throughout the Living and Growing Together Unit, the student will choose a specific plant to research. This journal begins with a place to write the name and draw or find a picture of the plant that the student chose. After each lesson in which we discuss organisms need energy, water, stable internal conditions, a living space, organisms interact with each other, organisms have a particular life cycle, the student will research how each topic applies and relates specifically to the plant that h

The Black, White, and Read All-Over Newspaper Center the summary of activities and all of the individual center activities. The summary of activities includes the explanation of 7 activities, the objectives, standard, and evaluation of each activity. The activities include: Author’s Purpose Scavenger Hunt (Literacy), Autos for Sale (Math: Expanded Form and Standard Form), Parts of a Newspaper (Computer/Literacy), What’s the Weather? (Science and Math: Graphing), Win or Lose Sports Search (Liter

After teaching the students about the forms that water can take, the students are given an opportunity to show what they learned by drawing a picture of how the water molecules look and act in a solid, liquid, and gas; as well as matching the correct form of water to a given description of the properties and characteristics.

By the end of this lesson, the students should be able to explain the characteristics of magnets, experiment and test objects to see if they are attracted to magnets, and create a rule about the kinds of objects that are attracted to magnets. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, summary directive, group instruction/demonstration, guided practice, independent practice, assess

Use this powerpoint to go step by step in teaching your students how to write a research paper. This powerpoint includes how to introduce your topic with ideas, suggestions, and examples; how to write topic sentences for the paragraphs, how to organize your research notes; how to outline your facts in a meaningful and logical order; how to write body paragraphs from the outline for the rough draft; how to create a well written conclusion; and how to finish with a final copy.

Throughout the Living and Growing Together Unit, the student will choose a specific animal to research. This journal begins with a place to write the name and draw or find a picture of the animal that the student chose as well as what type of animal it is (mammal, bird, fish, reptile, amphibian, or insect) . After each lesson in which we discuss organisms need energy, water, stable internal conditions, a living space, organisms interact with each other, organisms have a particular life cycle, t

This bundle includes a unit plan for teaching concepts of electricity including static electricity, magnetism, closed circuit, series circuit, parallel circuit, and insulators and conductors. This bundle includes unit plans which has vocabulary for the unit, 5 days of instruction, objectives, essential questions, standards, and procedures for the lesson. Included also are the resources consulted and the resources utilized while creating this unit. This bundle also includes 4 fully scripted less

After learning the characteristics that all living things are able to do in one way or another (movement, respiration, sensitivity, grow, respire, excrete, nutrition), the students are to use the MRS. GREN acronym criteria for classification, and observe the 2 objects to complete the table in order to identify whether each object is living or nonliving. The students are to put a checkmark in the space provided if the object does the activity and an “x” in the space provided if the object does no

Use this powerpoint to help to teach students about animal classification. This powerpoint gives an overview of vertebrates (mammals, reptiles, fish, amphibians, birds) and invertebrates (sponges, cnidarians, worms, mollusks, echinoderms, and the many kinds of arthropods). For each group of animals, there are pictures of several different kinds of animals from the same classification category. The slide asks the students to think about what the animals have in common by looking at where they li

By the end of this lesson, the students should be able to explain how clouds are formed, identify the four most common types of clouds, classify a given cloud based on its attributes as either cirrus, stratus, cumulus, or cumulonimbus, and predict what the weather will be from clouds. This lesson plan includes objectives, essential questions, standards, evaluation methods, materials needed, and the procedural steps for the attention getter, summary directive, group instruction/demonstration, gui

Use this assessment at the Weather Report Unit to see what your students have learned about the components of weather including the atmosphere, wind, air pressure, forms of water, the water cycle, types of clouds, and types of precipitation. This test features fill in the blank, true or false, short answer, matching, and drawing diagrams.