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Third Grade, Writing 2.Compose well-developed writing texts for audience and purpose. C. Narrative/Literary. Write fiction or nonfiction narratives and poems that: c. establish and organize an event sequence to establish a beginning/middle/end

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The learner will write a fiction narrative with a clear beginning, middle, and end.

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The center will take place at a large round table.
Integration: Science

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The book “This is Not My Hat” will be at this center in the middle of the table. Students will put on a hat from the center and read the story about a small fish who takes a big fish’s hat. They will then use the pieces of paper provided to write their own version of the story from the point of view of the larger fish. When their stories are completed, they may choose to share with the other students at the table.

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-6-8 copies of “This is Not My Hat”
-A stack of lined paper
-6-8 pencils
-10 or so hats

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Students will be assessed on their finished product. It will be turned in, and the teacher will determine whether or not it has a clear beginning, middle, and end with either a “yes” or “no” checked off to monitor student progress. This center will be a formative assessment.

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Third grade, A. Physical Development, 2. Uses Fine motor Skills with Purpose and Control, a. Uses fingers and hands to accomplish fine motor tasks b. Uses tools in a functional manner. C. Speaking (Expressive Language), 1. Uses language to communicate, c. Initiates and responds appropriately in conversation and discussions with adults and children, 2. Develops and expands vocabulary, a. Learns new words b. Communicates, verbally, or with signs, in home language c. Communicates in home language and is understood by others.

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The learner will be able to identify and write down at least 2 types of rodents in the owl pellet on the identification chart.

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What can you conclude about the eating habits of the owl that made your pellet?

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The learning center will be situated in the corner of the room across from the door at the half circle table.

Integration: Science and literature

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Before they begin dissecting the pellets, they will gather on the carpet and the teacher will read three books, Owls by (Usborne Beginners), All about owls by Jim Arnosky, and Owl Moon by Jane Yolen to them. When they gather around to the table, they will first carefully inspect the outside of the pellet and note its size, whether there are any feathers visible, and whether there are any clues to where the pellet was found. Then they will guess how many different animal skeletons the pellet contains. After that they will gently pull apart the pellet, being careful not to break any of the bones inside it. Using toothpicks and tweezers they will separate the bones from the fur or feathers. Then they will group similar bones together. When they've finished sorting the bones, they will roll the last bits of fur between their fingers to find little bones or teeth that might have been overlooked. Once they've found all the bones, they will try to reconstruct the skeletons of the animals. they will use an identification chart to classify the bones. They will then complete their tally chart.

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-50 pack of toothpicks

-6 to 8 trays

-6 to 8 place-mats

-6 to 8 pencils

-25 or more owl pellets

-25 or more pages of the identification chart
-25 or more pages of the tally chart

-6 to 8 magnifying glasses
-6 to 8 tweezers

-25 or more pairs of latex gloves

-Trash can

-Owls by Usborne Beginners

-All about owls by Jim Arnosky

-Owl Moon by Jane Yolen

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Students will be assessed on the completion of their identification chart and tally chart. When turned in the teacher will mark how many different skeletons they found, if the bones match up to the chart, and if they could answer the essential question with at least two eating habits. This will be done through a rubric. This is a formative assessment.

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Let's learn about life cycles!

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Third Grade, Writing 2. Compose well-developed writing texts for audience and purpose. C. Narrative/Literacy. Write fiction or nonfiction narratives and poems that: c. establish and organize an event sequence to establish a beginning/middle/end.

Physical Development 2. Use fingers and hands to accomplish fine motor tasks b. Uses tools in a functional manner

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The learner will create their own life cycle of an animal with at least three labeled stages and at least four descriptive sentences.

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Why is it important to study the life cycles of animals?

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The “Life Cycle” table will be the middle circle table. The students may also read the book at the carpet if they desire.

Integration: Science & Art

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The “Life Story of a Ladybug” book will be placed at their table, as well as drawing and writing paper. The students will first read the book Life Story of a Ladybug (page 8-17), and then draw the life cycle of a ladybug with accurate labels at each stage of its life cycle. The students will then think of their own made-up animal that they create a made-up life cycle of. The student must brainstorm and label at least three stages of their made-up animal’s life cycle. The teacher will encourage the students to refer back to their books in order to brainstorm their own life cycles. Finally, the student will write at least four sentences describing what made-up life cycle they drew. The first sentence of the student’s writing must include the name of their made-up animal. The last three sentences must be the different stages of the made-up animal’s life cycle. When the students are finished with their drawings and writings, the students may share their creations with the other students at the table.

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-6-8 copies of Life Story of a Ladybug book
-More life cycle books for students (placed at the table) to serve as inspiration

-Pencil and eraser for each student

-2 pieces of drawing paper, 1 with lines at the bottom (for writing) for each student

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Students will be assessed in a few different ways. The students will be assessed on their drawing of the ladybug life cycle diagram (they must have all of the stages of the ladybug’s life cycle accurately included and labeled), their made-up animal’s life cycle diagram (the stages must make at least some sense and there must be at least three stages), and their writings of what they drew (there must be at least four sentences). The teacher will also check or note the students’ responses to the essential question. The teacher will create a scoring guide checklist which has all of this information in it, with yes or no and numbered tables. For example, if the student only writes three sentences, the student will score three points out of four. This will be a formative assessment.

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Life Story of a Ladybug (Animal Life Stories) by Charlotte Guillian

Note: They are only reading pages 8-17!

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Life Story of a Ladybug by Charlotte Guillain

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Life Story of a Ladybug by Charlotte Guillain

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Animal Life Cycles: Growing and Changing by Bobbie Kalman

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Animal Life Cycles: Growing and Changing by Bobbie Kalman

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Owls by (Usborne Beginners) by Emily Bone

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National Geographic Animal Encyclopedia:2,500 Animals with Photos, Maps, and More!

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National Geographic Animal Encyclopedia:2,500 Animals with Photos, Maps, and More!

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This book is easy for kids to explore on their own and look at the different animals that they are interested in as they relate to other animals. Key vocabulary and concepts that could be pulled out and introduced are life cycle, movement and migration, adaptation, endangered animals, and conservation.

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Chickens (Life Cycles) by Julie Lundgren

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Chickens (Life Cycles) by Julie Lundgren

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Animal Life Cycles: Growing and Changing by Bobbie Kalman

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Animal Life Cycles: Growing and Changing by Bobbie Kalman

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Chickens (Life Cycles) by Julie Lundgren

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Chickens (Life Cycles) by Julie Lundgren

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Animal Life Cycles: Growing and Changing by Bobbie Kalman

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Animal Life Cycles: Growing and Changing by Bobbie Kalman