LANGUAGE ARTS/ENGLISH

Jamestown Field Trip

By: Kathleen Dumm, Laia Gresham, Erin Kerby, Leah Reyna

• Students will write a factual report and create a PowerPoint slide show presentation after a field trip to Jamestown.
• Virginia English SOLs
  • 3.2 The student will present brief oral reports.
  • 3.8 The student will write stories, letters, simple explanations and short reports across all content areas.
  • Use available technology

Researching Olympic Athletes

By: Nikki Humenick, Rebecca Muller, Michelle Rivenburg

• Students will research Olympic Athletes using the Internet and write a report based on their findings. They will insert Clip Art representative of their athlete or draw a picture using a paint program.
• Virginia Language Arts SOL
  • 3.7 The student will write descriptive paragraphs.
  • 3.8 The student will write stories, letters, simple explanations, and short reports across all content areas.
  • 3.10 The student will record information from print and non print resources.

Editing
By: Allison Pollok

Students will be able to:

• Locate mistakes in a paragraph.
• Correct mistakes in that paragraph.
• Write an original paragraph.
• Locate and correct mistakes in that original paragraph.

Designing Advertisements for the Third Grade International Dining Festival
By: Leigh Gayton

• Student groups will design at least 10 questions regarding information they wish to include on their flyer about their assigned country.
• Students will research their questions and find answers.
• Using the information gathered from research and their own  creativity, student groups will:  
  • Prepare a first draft by hand of the flyer advertising menus for  restaurants created in Ms.Young's class.  Flyers will be for an audience of third graders,                                                              
  • Prepare final flyer on the computer.
  • Students will work as members of a team.
    

The International Dining Experience
By: Sara Young

• Using library, classroom, and technological resources, the student will research the primary components (courses) of a meal in a European country.
• Using the resources listed above, the student will research typical food items within each of these categories (courses).
• Using a word processing program, the students will create a menu with appropriate components (courses), food items, and beverages for a specified country.
• The student will briefly describe at least three food items and how they are prepared.
• The student will acquire recipes for at least three food items.
• The student will list at least three beverages appropriate for a specified country.
• The student will participate in an oral group presentation on the food of a specified country.
• The student will create an attractive layout for the menu using various word processing functions (i.e. fonts, sizes, graphics, etc.).
  

SCIENCE

The Rainforest

By: Nikki Humenick, Michelle Rivenburg, Rebecca Muller

• As part of a unit on ecology, students will review and strengthen their knowledge of rain forests by going on an Internet "fact hunt". Students will receive a sheet listing ten pieces of information that they will have to find. The corresponding website will be given with each question; students will go to the website to find that particular piece of information.
• Virginia Science SOL - Living Systems
  • 3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited resources.
  • 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species

Researching Animal Behaviors

By: Sara Knight, Hillary Pittman, Elaine Blasko, Pamela Harris

• The student will search the Internet to research the following animals: black bear, goose, ostrich, monkey, chameleon, and parrot. This information will be used to answer specific questions on a provided worksheet about animal behaviors including hibernation, migration, camouflage, mimicry, instinct, and learned behavior. The students will also draw a picture in the provided space on the worksheet incorporating all three researched items regarding their chosen animal.
• Virginia SOLs
  • Research 3.10 The student will record information from non print resources.
  • Use available technology.
  • Life Processes 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs.

The Effects of Light on Plant Growth

By: Nikki Humenick, Rebecca Muller, Michelle Rivenburg

• Students will work in groups to observe the effects of different amounts of lighting on plant growth throughout an entire semester. They will plan and conduct an investigation of light's influence on plant growth in which predictions will be made, observations of plants recorded, data gathered and charted, and comparisons with other class plants made in graph form. Results will be put into a PowerPoint presentation and presented to class when experiment is over.
• Virginia Science SOL
  • 3.1 The student will plan and conduct investigations
  • 3.8 The student will investigate and understand basic sequences and cycles occurring in nature.

Experimental Design
By: Allison Pollok

Students will be able to:

• Brainstorm and conduct modifications that will increase the distance of a paper
  airplane.
• Hypothesize which plane in a group will fly the furthest.
• Measure and record paper airplane distances.
• Create a spreadsheet using recorded results.
• Convert results in database into a graph.
• Make conclusions based on graph.
  

Animals and the Internet

• Virginia Science SOL
  • 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. The concepts of which this includes require that students learn about the methods by which animals obtain and store food, the types of shelter they use, the way that they care for their offspring, and the ways in which they defend themselves against their enemies. This SOL also encompasses the concepts of camouflage, migration, hibernation, imprinting, and learned and instinctual behaviors as they relate to animals.
    

SOCIAL STUDIES

Jamestown Field Trip

By: Kathleen Dumm, Laia Gresham, Erin Kerby, Leah Reyna

• Students will write a factual report and create a PowerPoint slide show presentation after a field trip to Jamestown.
• Virginia HISTORY SOL
  • 3.3 The student will describe the settlement of Jamestown and the Virginia colony with emphasis on economic and other reasons that brought settlers to Virginia, the establishment of representative government, the economy, settler's interactions with American Indian and the introduction of slavery into Virginia.

"Compiling and Using a Database"
By: Joni Strawsnyder, Julia Lind, Susan Hyland, Sharon Carino

The student will study the exploration of the America's by:

• Describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport.
• Identifying reasons for exploring, the information gained, and the results from the travels.
  

Thanksgiving Story
By: Kathleen Dumm, Laia Gresham, Erin Kerby, Leah Reyna

• In a group, each student will contribute three well-written sentences to the story about the founding of Thanksgiving, printed legibly, with two or fewer grammatical and spelling errors.
• The sentences will include descriptive details and elaborate on the central idea.
• The students will individually go through a revision process after writing their original sentences.
• Together the students will type the revised story onto the KidPix program, with two or fewer typing errors.
• As a group, the students will illustrate their story using the KidPix program. They must use the following tools: the pencil, the stamps, the paint, and use at least six colors. Each student must use one tool to contribute to the group illustration.
• After completion of the class book, each student will orally read their portion of the story to the kindergarten class.
• The students will actively participate in the group work, with members of the group all collaborating as a team.
• The students will read their sentences aloud with clarity and inflection to a class of kindergartners.

Designing Advertisements for the Third Grade International Dining Festival
By: Leigh Gayton

• Student groups will design at least 10 questions regarding information they wish to include on their flyer about their assigned country.
• Students will research their questions and find answers.
• Using the information gathered from research and their own  creativity, student groups will:  
  • Prepare a first draft by hand of the flyer advertising menus for  restaurants created in Ms.Young's class.  Flyers will be for an audience of third graders,                                                              
  • Prepare final flyer on the computer.
  • Students will work as members of a team.

Learning About the Midwest
By: Jennifer Gates

• Students will use the internet to find out information about an assigned state in the Midwest region of the United States.

The International Dining Experience
By: Sara Young

• Using library, classroom, and technological resources, the student will research the primary components (courses) of a meal in a European country.
• Using the resources listed above, the student will research typical food items within each of these categories (courses).
• Using a word processing program, the students will create a menu with appropriate components (courses), food items, and beverages for a specified country.
• The student will briefly describe at least three food items and how they are prepared.
• The student will acquire recipes for at least three food items.
• The student will list at least three beverages appropriate for a specified country.
• The student will participate in an oral group presentation on the food of a specified country.
• The student will create an attractive layout for the menu using various word processing functions (i.e. fonts, sizes, graphics, etc.).