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3-5-ETS1-1. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-P21. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make an observations and /or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion.

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CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

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1- Genre : Expository Text
2- Reading : Earth
3- Grammar:
Subject- Verb Agreement
4- Suffixes
5- Shades of Meaning

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Genre Focus: Expository: Informational Text

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Genre Focus: Expository: Informational Text

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Unit 1 Lesson 2: Forces Can Change Motion

Watch video and recap on what we learned in last week's science lesson.

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Harmony Square - Educational Videos & Activities

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What is Motion - More Grade 3-5 science videos on Harmony Square

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A force is a push or pull that acts upon an object

Watch Inspire Science video - 'Forces Can Change a Motion'
Play the online game to identify different push and pull forces

Read About: page

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IXL | Identify pushes and pulls | 3rd grade science

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Improve your science knowledge with free questions in “Identify pushes and pulls” and thousands of other science skills.

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Gravity is a force pulling objects towards on the Earth.

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Gravity | The Dr. Binocs Show | Learn Videos For Kids

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Before we start division we need to look at the vocabulary we will need for this chapter.

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RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Essential Question:
What do we know about Earth and its neighbors?

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'Forces Affect the Way Objects Move'

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Introduction to Division for Kids: Basics of Division  - FreeSchool Math

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1- What features of an expository text do you see on pages 198–199? How do the diagram and labels help you understand more about the solar system?
2- The word but can signal a comparison or contrast between two things. Reread the fourth sentence in the second paragraph on page 200. What is the author comparing?
3- How is Earth different from the gas giants?
4- How does the author use text and illustrations to help you understand the phases of the Moon?

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'On the Move'

This is a continuation of the first activity.

Investigate how different materials can affect speed and distance.

Reading: 'Skateboards' on Inspire Science. Link what you have learned in the investigation to what we know about skateboard parks

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Use counters to complete the examples on pages 245 and 246.

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L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

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This is similar to the first two activities.

For this activity, use different size marbles to act as different forces

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EXPLORE ACTIVITY -- 5.6 D: EXPERIMENTING WITH FORCES (Grade Level 5)

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Use counters to complete the examples on pages 247 and 248.

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Read page

Play online game

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IXL | How do balanced and unbalanced forces affect motion? | 3rd grade science

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Improve your science knowledge with free questions in "How do balanced and unbalanced forces affect motion?" and thousands of other science skills.

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How are they going so fast down the slide?

Use what you have learned during the inquiry activities to answer the question.

Think about the force, ramp, materials....

How could you make the slide faster?

How could you make the slide slower?

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L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

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Assign Force & Motion on Study Island

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Vocabulary Strategy:   Shades of Meaning 

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Vocabulary Strategy:   Shades of Meaning 

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L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

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Watch the video then answer the quiz

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Distinguishing Shades of Meaning

Think of your favorite color. Is it blue? Red? Green? Whatever it is, that color has multiple different shades. For instance, the color blue could be broken down into sky blue, midnight blue, or ocean blue, just to name a few. Just like colors, words have different shades, too. These are called shades of meaning.

Shades of meaning can describe what we are feeling or thinking. They help us to see which word shows a stronger meaning.

Shades of Meaning: Feeling

Let's look at the word mad. Mad is an emotion. It describes how someone is feeling. You've probably felt mad on occasion yourself, right? Remember how that emotion feels as we think of some shades of meaning to the word 'mad'.

What word is stronger? Mad? Or angry?

Angry is a shade stronger than mad.

What are some stronger words to show the same emotion?

Upset is stronger than angry. And furious is stronger than upset.

So here is our order:

Mad - Angry - Upset - Furious

These shades of meaning help us to determine what words are the best to use in our writing.

If you lost your absolutely most-favorite toy, you may you want to say that you were furious instead of using the word mad. It makes your point stronger!

Another example is the word happy. There are many different shades, or ways to define, or tell what happy means. How would you feel if your class was going on a special field trip? Would you feel just happy or would you feel excited?

Different shades of meaning for the word happy can be overjoyed and thrilled.

So here is our order:

Happy - Excited - Overjoyed - Thrilled

Shades of Meaning: Thinking

Look at this sentence.

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distinguishing shades of meaning: lesson for kids | study.com

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Distinguishing Shades of Meaning: Lesson for Kids | Study.com

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Think of your favorite color. Is it blue? Red? Green? Whatever it is, that color has multiple different shades. For instance, the color blue could be broken down into sky blue, midnight blue, or ocean blue, just to name a few. Just like colors, words have different shades, too.

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Yousef Ahli

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Yousef Ahli

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Aisha 💕

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Ibrahim