Third+Grade+2011

toc =Third Grade Plans=

**Apr 9-13**

 * 1) Show BrainPop, Jr. video – Reduce, Reuse, Recycle here: []
 * 2) Discuss the ways students can reduce the amount of trash produced in their homes.
 * 3) Show the example of the ComicLife document with concrete suggestions for readers to be environmentally conscious. Remind students that there should be mostly positive statements with only one or two “Don’t…” or negative statements.
 * 4) Have students navigate to the Hand-out folder and drag both the ComicLife file and the clip art folder to their desktops.
 * 5) Demonstrate the process of inserting clip art from the folder and text boxes or speech/thought bubbles into each frame. Remind them to rename and save to their desktops via “Save As”
 * 6) Allow time for completion and select one or two for color printing.
 * 7) Ask all students to launch MS Word from the dock and type six words that describe themselves – the words can form a phrase or can stand alone.
 * 8) Suggest that there are six-word essays called flash fiction that are being written about many important topics. Ask students to share theirs aloud with the class. Show e few examples using a Word document since there are a few too edgy for school. All essays are found here: [] and here: []
 * 9) Ask students to create a new document in ComicLife and insert their six words for the planet – use the copied clip art library or built-in Comic Life images for illustrations – save the files to the desktops and drag to the network folder when finished.
 * 10) Log ‘em out, line ‘em up, and select two outstanding students for recognition.

**Apr 16-20**
Plant Life Cycle
 * 1) Have all students sit at their workstations but direct them NOT to log in as they normally would.
 * 2) Show Magic School Bus video using the workstation connected to the projector.http://player.discoveryeducation.com/index.cfm?guidAssetId=05d365b6-a1a5-4bc8-8a8a-b6595f48077c
 * 3) Ask students to log in as normal and navigate to their hand-out folder. Students should follow the first hyperlink to BBC Schools Growing plants and follow the directions at the top of the screen and conduct a virtual experiment with plants and varying amounts of light and water.
 * 4) After about 7-10 minutes, have students navigate again to their hand-out folder and drag the Kidspiration file, “Plant Cycle” to their desktops. Normally, students can double-click an icon to open the file but with Kidspiration, it’s safer to drag the file icon onto the application icon in the dock – students have done this with Kidspiration before.
 * 5) Ask students to add their names first and complete the sequence of the plant life cycle. After about 5-10 minutes, remind them to save their files to their desktops and quit when finished.
 * 6) Students can follow the hyperlink BBC KS2 Bitesize Science for another video with game until the end of class. At 11:40, ask students to log out and line up at the door.

**Apr 30-May 4**
1. Have students download the Mother's Day Glog Student Directions Documents to their Desktops 2. Have students open the Student Directions File review the set up for the directions. With it having just been Earth Day this project is a Green project and we will not be printing student directions. Show students how to check off the boxes on the Word Template. This direction document is modeled after the upcoming Technology Performance Assessment. 4. Have students open [|CES Internet Weblinks] and then click the [|Glogster Link]. Demonstrate how to navigate between the two windows when working. 5. Give students time to work on their glog following the directions. Feel free to show them the sample glog if you would like. In addition you can add the following video "Glogster in 90 seconds" to their desktop and view if they would like. Or you can show to the full class before students begin [|Glogster_in_90_seconds.mp4] [] 6. As students are working, circulate and assist but encourage students to use directions document and clues provided there before seeking out assistance. Remind them that during the Assessment you will not be able to help them. 6. When students are finished have an online activity or Type to Learn for them to work on while others finished. 7. Have students logout and put their laptops away. 8. Select a SpecTECHular Student and assign a letter if class earned it.
 * Mother's Day - Glogster Project**

**May 7-11**

 * Mother's Day - Glogster Project cont.**
 * Start Assessment Review - Connect 4 Mimio Software**

**May 14-18**

 * Multiple Choice Assessment**
 * Start Father's Day Card - Tagxedo**

**May 21-25**
Give Performance Assessment to 3rd Grade Students. Students should already have the Tech Assessment folder on their desktop from when they took the Multiple Choice Assessment. See Tech Assessment page for files to download if needed.

Jan 24-27
Word Choice Lesson
 * 1) Open the Word doc "it was cold and rainy" and display the first sentence as students log in.
 * 2) Scroll down and ask students to compare the language in both samples.
 * 3) Ask for what the students imagine "in their mind's eye" as they read both samples.
 * 4) Discuss the impact of word choice and how the reader can make a better picture in his/her mind with richer language usage.
 * 5) Demonstrate the use of Wordcentral.com and look up "big" and read the definitions to the conclusion that we "big" normally to mean large in size - click on "large" in the definition and click on Look up Large in Student Thesaurus.
 * 6) Ask students to select synonyms for big/large and raide their hands to tell the class their favorite.
 * 7) Repeat the process for one more overused word - big, nice, said, bad, good.
 * 8) Ask students to navigate to the Hand-Out folder and select one of the Inspiration files to create a new word web. All students should select one of the files and drag to the desktop before opening.
 * 9) Ask students to use wordcentral.com to find at least 10 synonyms for the word each chose - the hyperlinks will take kids directly to the definitions page for each word. They can add the bubbles/boxes manually or use the RapidFire feature in Inspiration to add words quickly.
 * 10) Have students save their word webs and select one for each word to print in color and post in their classroom.
 * 11) As an extension, use the Word doc "WC sentences.docx" and have students rewrite sentences with overused words in WordArt - double-click "Your words here" to retype the sentence above using synonyms found in the lesson. The sentences can be rearranged to make them better-use the new synonym.
 * 12) Select two students as SpecTechular and line 'em up.



**Jan 30-Feb 3**

 * Word Choice Cont. Inspiration Poster for Word Synonms**

**Feb 6-10**
1. Have students come in and sit down at their assigned seat. They should login to their computer. 2. Review with them that the 100th day of school was on Friday. 3. Have students open the 100th Day Pixie Template from the Hand Out Folder. 4. Go over the directions with the class. Review meaning of the word camouflage. Tell students they must use their drawing tools and other Pixie tools to disguise their 100. They can turn or rotate the image in any direction as possible but it must be part of their final product. 5. Allow students time to work. 6. Have students do a gallery walk to share their work with their classmates. 7. Print and Save student work. 8. Have students logout and put away their laptop. 9. Choose a SpecTECHular Student. Take Photo. 10. Award a letter on the chart toward SpecTechular Students.
 * 100's Day Activity - Carrie**

**Feb 20-24**

 * Shape Cloud Make**

**Feb 27-Mar 2**

 * Shape Cloud Poster**

**Mar 5-9**
Warm-up: Gather 3-4 metal objects larger than a child’s hand and 3-4 wooden/plastic/Styrofoam objects of similar size & volume. As students log in to the computers, invite them to grasp one metal and one non-metal object and guess which object was colder and/or warmer than the other.

Procedure: Discuss the definition of heat from WordCentral – see definition #1.d here: []

Here’s and alternate definition to clarify: // Physics // heat seen as a form of energy arising from the random motion of the molecules of bodies, which may be transferred by conduction, convection, or radiation. (From Oxford English Dictionary)

After the warm-up – show the Brainpop Jr vid on Heat: [] Have the students rub their hands together to generate heat through friction and remind them the differences between generating heat and transferring heat. In one process, energy is added, in the transfer of heat, no addt’l energy is added.

Visit the following Web page on your presentation computer: [] Demonstrate the process of lighting the burner and discuss as the pot heats up. Have students relate experiences with hot objects in their homes. Direct the students to the hyperlink to this page and allow a few minutes for the students to try the demo themselves.

Direct the students to the Hand-out folder where they should copy the Kidspiration file, conductor/insulator.kid to their desktops and open. Students will add their names, classify each object as conductor/insulator, use the symbol maker to draw the direction of heat transfer, and print their finished documents. As time permits, direct students to the ‘Beat the Heat’ game at NASA’s SpacePlace: [|http://spaceplace.nasa.gov/beat-the-heat/redirected/#/review/beat-the-heat/preloader.swf?path=/review/beat-the-heat/bth]



**Mar 26-30**
1. Have students come in, sit down and log in to their computer. 2. Review with students the vocabulary Natural, Capital, and Human Resources. Display Kidspiration to students. . As a class look at each pictured item and sort into the appropriate area. Discuss the reason behind the placement of each item. Key: 3. Minimize the sort so that you can pull back up later for students to refer back to. 4. Have students go to your Hand Out Folder and drag Resources Folder and Comic Life Template to their desktops. 5. Model for students how to add the images from the Resources folder to iPhoto. Discuss some of the basic features of iPhoto. Then have students quit iPhoto. 6. Model for students how to open the comic life template. 7. Guide students through the completion of the template. Students should create a title, add their name, etc. Then have students select an image for each of the three resources and add text about what make each one fit that category in the text boxes. See Sample: 8. Have students save and print their work when they are finished. 9. Have students logout and put away their laptop. 10. Choose a SpecTECHular Student. Take Photo. 11. Award a letter on the chart toward SpecTechular Students.
 * Social Studies - Natural, Capital Human Resources**

__Quarter 2 Lessons__
Prior to class: Have student preassigned to topics in groups of 3 or 4. Work together with homeroom teachers to assure good mix of students. 1. Have students come in and put them into their groups. 2. Students need to get out their laptops and login. 3. Have students download the folder to their desktop that houses footage and photos for their assigned weather event. (The other two files are in my Hand Out Folder Under 3-Becker. They were too LARGE to upload.) 4. Allow students time to work in their group to look through the video, photos, and Internet websites and gather facts about their weather event. They should record facts in the rough draft area of the worksheet from the previous week. 5. Have students assign roles - Producer, Reporter, Video Person 6. After giving students time to work independently, pass out script papers 7. Review with students how to work together to write a script. Tell students that not only will they write what they will say they need to also write down photos, videos, or other information that they will need to ensure their video is correct. 8. Collect papers and have students log out of their computer. 9. Choose and SpecTECHular Student. 10. Assign a letter if earned.
 * Nov 14-18**

Cougar Day Activities
 * Nov 21-22**

1. Pass out worksheets and papers from previous week. Allow students time to finish their script and begin practicing. 2. During this time, conference individually with each group about their script, prop needs, and ensure that they are on the correct track. 3. Allow students time to practice. Remind them that next week we will be recording. 4. Collect papers and have students log out of their computer. 5. Choose and SpecTECHular Student. 6. Assign a letter if earned.
 * Nov 28-Dec 2**

Word Choice
 * Dec 5- 9**
 * Dec 12-16**
 * Dec 19-23**
 * Jan 2-6**
 * Jan 9-13**
 * 1) Have students log in and look at the board when finished - have the dictionary.com or thesaurus.com site up on the screen.
 * 2) Ask students where to go and find a definition for a given word - allow time for responses and try a word (big) at the above site, if suggested
 * 3) Discuss the distractions to the task like the flashing banner advertisements at the top and right of the page - careful here - the ads vary greatly
 * 4) Bring up wordcentral.com on another tab and repeat the process finding the definition of "big". Click on "big" the adjective and read the definition. These steps can also be performed by students if time and facilities permit.
 * 5) Now look at the right of the page and click on the link to "Search for "big" in:[| Student Thesaurus]" and then click on the synonym "large" for more synonyms - many, many more - which the kids will love to say aloud.
 * 6) Now have the students complete the Pixie template to include at least seven synonyms and an original drawing or sticker which represents the concept of "big".
 * 7) Select one or two outstanding examples for color printing and ask students to save & print when complete. For some who finish quickly, consider asking them to complete the similar Pixie template on "think" or look up some of the class' vocabulary words.
 * 8) Have all students log out, line up, and select two students for recognition.


 * Jan 16-20**

__Quarter 1 Lessons__
Aug 29-Sept. 2 1. Have students come in and find their assigned seats. 2. Go over today's objective for the class, found on the back board. Tell students that each week what they will be learning will be posted here along with application icons that they will be using during class. 3. Go over Procedures PPT - pause for any discussion with students. 4. Talk with students about new logins this year. They were created using the convention - first initial + last name (up to 5 letters) + 4 digits of their student ID number +1 number (if there is more than one person in HCPSS with exact same login). They will also have a Password that they will keep secret. Only their teachers, parents, and themselves should know their password. 5. Call tables to get laptops (if on cart) Review the new trackpad and how it works. 6. Pass out login cards to students and allow them time to login to the computer. 7. Have students login and out. Then have students login again a second time and wait for directions. 8. Download the Tech 2011-2012 folder to their network folder. Review procedures for adding files to their network folder and how to get to their teacher's handout folder. 9. IF TIME: Set Firefox as default browser. Login to Safari, click preferences, set default to firefox and then quit out of Safari. 10. Have students logout, and call tables to put their computers away. (if on cart). 11. Choose a SpecTECHular Student. Take photo. 12. Award a letter on chart toward SpecTECHular Students.

Sept. 6-9 1. Have students enter and sit in their assigned seats form the previous week. 2. Go over today's objective for the class and the vocabulary word of the week - icon. Reinforce the word ICON throughout the lesson. 3. Show students the [|Keyboarding Prezi] to review keyboarding basics. 4. Go over Type to Learn Overview PPT with students. 5. Allow the students time to login to the computer using their personal account. Demonstrate how to load Type to Learn. (in the Lab use the TTL4 icon in the Spotlight or Applications Folder. 6. Give students time to work on the first assessment and lesson in Type to Learn. 7. Have students logout and call tables to put their computers away. (if using laptops) 8. Choose a SpecTECHular Student. Take photo. 9. Award a letter on chart towards SpecTECHular Students.

Sept. 12-16 Suknova/Hartner (This lesson will take 2-3 class periods) 1. **Access [|"StorylineOnline.net"] and open the story, "Thank You, Mr. Falker". Open the website and allow it to stream through while paused ahead of time for the class so that you do not have any pauses. Ask students to pay special attention to the special talents of the little girl in the story. After viewing the online read-aloud, elicit responses from students regarding Trisha's talents. Ask the students to share some of their own special talents.** 2. Have students get their laptops and login. **Direct the students to log in and retrieve "Special Talent Brainstorm" from the Hand-Out folder to their TECH folder inside the Users Folder.** 5. **Instruct the student to open //Pixie. (Have them save their file using the File>Save As to their desktop. They should call it Talents_3S_firstintiallastname.pxi) When the unit is complete they will drag it to their Users Folder. //**
 * 3. Instruct the students to fill out the //Word// document with their own special talents. Monitor the students during this process and guide students by asking questions such as, "What do you like to do during your free-time or after school? What are your hobbies?"**
 * 4. Direct students to save to their work. It should automatically rewrite on the original in their users folder.**
 * 6****. Model for the students how to click on the iSight button in the Stickers Menu and take their picture. Continue to model and demonstrate how to re-size the image to make it larger. Place the image toward the top of the slide.**
 * 7****. Instruct students to add a text box at the top of the page and type their first name in the box.**
 * 8. Direct students to open a text box at the bottom of the slide and re-size it so that it takes up the bottom portion of the slide.**
 * 9****. Model for students how to change the background color of the slide and the color of the text in the text boxes. Continue to model how to place stickers on the slide in case there are stickers that go along with their special talents.**
 * 10****. Direct students to take their ideas from the "Special Talent Brainstorm" document and write a paragraph in the text box at the bottom of the slide. Explain that they can only add the background, stickers, and colored text after their paragraph has been checked.**
 * 11****. Model and instruct the students to save and export the slide as a jpg and place in the Hand-In folder.**
 * 12. Have students log out and clean up.**


 * Rosnik/Becker**
 * 1. Tell students that today we are going to explore climates in our world. Show Video - [|Weather Smart - Climate]**
 * 2. Discuss the 4 types of climate found in the world. Cold/Polar, Temperate, Tropical, Hot/Dry. Discuss the characteristics of those climates. Ask students how might they determine the climate in a location?**
 * 3. Tell students that today they are going to be climate explorers.**
 * 4. Have students get their laptops out and login.**
 * 5. Drag the climate folder (will upload tomorrow) to their Tech Folder in the Network folder.**
 * 6. Open the World Climates Word Document. Have students enter their name on the document.**
 * 7. Read the directions together and go over the expectations of completing predictions for each location.**
 * 8. Have students minimize their World Climates document and open Google Earth. Review basics of flying to a location in Google Earth. Share how to navigate and view images that are loaded there. Discuss how to use clues from the landscape, images, and location on the globe to make a prediction for the climate. Do the first one together.**
 * 9. Allow students time to work.**
 * 10. Have students save their work and log out of their computers.**
 * 11. Choose a SpecTECHular student and take their photo.**
 * 12. Award letter if earned.**

Suknova/Hartner Rosnik/Becker
 * Sept 19-23**
 * Continue to work on Special Talent Lesson**
 * Continue to work on Climate Lesson**
 * 1. Have students finish their predictions.**
 * 2. Using the CPS Spark, run a survey of students, predictions. Depending on how long it has taken you to get to this point you can use the survey responses and enter actual climate on their World Climates Document or just gather data and discuss predictions of the class.**
 * 3. If time, use the Internet Links found in the Climate folder to research and find out the climate using World Book and Culture Grams.**
 * 4. Have students print their World Climates Document when finished.**
 * 5. Students should save their work and log out of their computers.**
 * 6. Choose a SpecTECHular student and take their photo.**
 * 7. Award letter if earned.**

Suknova/Hartner Rosnik/Becker Continue to work on Climate Lesson
 * Sept 26-30**
 * Continue to work on Special Talent Lesson**


 * Oct 3-7**
 * Suknova/Hartner**
 * Finish Poster on Special Talent. Remaining Time should be spent on TTL4 or Incentive Time if they have spelt Input. Links for Free time can be found at the following link - [|CES Internet Weblinks.]**
 * Rosnik/Becker**
 * TTL4 for first 1/2 of class. Second 1/2 of class will be Incentive Time for spelling INPUT. Use [|CES Internet Weblinks]**


 * Oct 10-14**
 * Suknova/Hartner**
 * 1. Tell students that today we are going to explore climates in our world. Show Video (will upload tomorrow)**
 * 2. Discuss the 4 types of climate found in the world. Cold/Polar, Temperate, Tropical, Hot/Dry. Discuss the characteristics of those climates. Ask students how might they determine the climate in a location?**
 * 3. Tell students that today they are going to be climate explorers.**
 * 4. Have students get their laptops out and login.**
 * 5. Drag the climate folder (will upload tomorrow) to their Tech Folder in the Network folder.**
 * 6. Open the World Climates Word Document. Have students enter their name on the document.**
 * 7. Read the directions together and go over the expectations of completing predictions for each location.**
 * 8. Have students minimize their World Climates document and open Google Earth. Review basics of flying to a location in Google Earth. Share how to navigate and view images that are loaded there. Discuss how to use clues from the landscape, images, and location on the globe to make a prediction for the climate. Do the first one together.**
 * 9. Allow students time to work.**
 * 10. Have students save their work and log out of their computers.**
 * 11. Choose a SpecTECHular student and take their photo.**
 * 12. Award letter if earned.**

(This lesson will take 2-3 class periods) 1. **Access [|"StorylineOnline.net"] and open the story, "Thank You, Mr. Falker". Open the website and allow it to stream through while paused ahead of time for the class so that you do not have any pauses. Ask students to pay special attention to the special talents of the little girl in the story. After viewing the online read-aloud, elicit responses from students regarding Trisha's talents. Ask the students to share some of their own special talents.** 2. Have students get their laptops and login. **Direct the students to log in and retrieve "Special Talent Brainstorm" from the Hand-Out folder to their TECH folder inside the Users Folder.** 5. **Instruct the student to open //Pixie. (Have them save their file using the File>Save As to their desktop. They should call it Talents_3S_firstintiallastname.pxi) When the unit is complete they will drag it to their Users Folder. //**
 * Rosnik/Becker**
 * 3. Instruct the students to fill out the //Word// document with their own special talents. Monitor the students during this process and guide students by asking questions such as, "What do you like to do during your free-time or after school? What are your hobbies?"**
 * 4. Direct students to save to their work. It should automatically rewrite on the original in their users folder.**
 * 6****. Model for the students how to click on the iSight button in the Stickers Menu and take their picture. Continue to model and demonstrate how to re-size the image to make it larger. Place the image toward the top of the slide.**
 * 7****. Instruct students to add a text box at the top of the page and type their first name in the box.**
 * 8. Direct students to open a text box at the bottom of the slide and re-size it so that it takes up the bottom portion of the slide.**
 * 9****. Model for students how to change the background color of the slide and the color of the text in the text boxes. Continue to model how to place stickers on the slide in case there are stickers that go along with their special talents.**
 * 10****. Direct students to take their ideas from the "Special Talent Brainstorm" document and write a paragraph in the text box at the bottom of the slide. Explain that they can only add the background, stickers, and colored text after their paragraph has been checked.**
 * 11****. Model and instruct the students to save and export the slide as a jpg and place in the Hand-In folder.**
 * 12. Have students log out and clean up.**


 * Oct 17-20**
 * Suknova/Hartner**
 * Continue to work on Climate Lesson**
 * 1. Have students finish their predictions.**
 * 2. Using the CPS Spark, run a survey of students, predictions. Depending on how long it has taken you to get to this point you can use the survey responses and enter actual climate on their World Climates Document or just gather data and discuss predictions of the class.**
 * 3. If time, use the Internet Links found in the Climate folder to research and find out the climate using World Book and Culture Grams.**
 * 4. Have students print their World Climates Document when finished.**
 * 5. Students should save their work and log out of their computers.**
 * 6. Choose a SpecTECHular student and take their photo.**
 * 7. Award letter if earned.**


 * Rosnik/Becker**
 * Continue to work on Special Talent Lesson**


 * Oct 31-Nov 4**
 * 1. Ask students to tell what they know about extreme weather. Have a discussion about weather. Have students share their personal narratives about a time when they were in an extreme weather event.**
 * 2. Tell students that they will be creating a weather report shot on location during an extreme weather event. Have students download the other 2 videos from your Hand Out Folder while you [|Show one of the on location reports] for students to view. While they are viewing have them record notes about what they see and elements of a weather report shot on location. Model good notetaking strategies. Things you can include on the notes sheet when modeling are: maps, length of the event, safety and getting around, what to expect, where the event is taking place, etc.**
 * [|Other Videos are in DropBox.]**
 * They are also in My Hand Out >Archives >Grade3 >Extreme Weather Report Samples**
 * 3. Tell students that they will be put in groups of 3-4 for this project. Ask student to prioritize the weather events. Students should label 1st, 2nd, and 3rd choices on their worksheets. Tell them they will get their groups next week. (work together with classroom teacher to put students in groups of 3 or 4, you may have to move one or two students to their second choice to make the numbers work).**
 * 4. Collect worksheets.**
 * 5. Select a SpecTECHular Student.**
 * 6. Assign a letter if earned.**