Grade:  Three

Theme:  Animals

Lesson Plan:  1 - Classification

* Problem solving development - 5 minutes maximum with the whole class - demonstrate and solve a sample problem using a recommended strategy. (P-2)

N, C

1. Concept Attainment - Explain to students that you would like them to be "detectives". They must examine the "clues" to figure out what you are thinking. You are going to show them examples (YES's) of what you are thinking along with non examples (NO's). From these examples they must "discover" what it is you are thinking. You will give them a start by placing a few "yes's" and "no's" on the chart. after that you want them to indicate "yes" or "no" by thumb up or down.
2. Begin showing pictures of animals. Explain that if they think they know the idea they are not to tell anyone else. Show one mammal (Yes), one other (No), then present pictures randomly.
   
3. Once the concept (mammals) has been developed, review and record the characteristics of mammals. Make the pictures into a bulletin board display.
4. Present the fact that there are about 5000 species of mammals (or have students research). Discuss the magnitude of 5000. Write equivalent expressions for 5000 (N-38). Use the calculator to help. Students could plan a project to collect or count 5000 of a selected item (beans, macaroni, sheets of paper, aluminum cans).

CCT

N, C

N, TL

A group of students may wish to add to the display of pictures. They may also classify the NO's, (into birds, reptiles, etc.) and add to that display.

They may wish to find out how many species are in each of the other classifications.

Grade:  Three

Theme:  Animals

Lesson Plan:  2 - Estimating
                           Amounts

* Problem Solving Development: (see lesson 1)

1. Review characteristics of mammals. Encourage work in other classifications and the addition of more pictures.

N, C

IL, C

2. Apply "flash math", attributes, and equal partitioning (see N-26 of Scope and Sequence) to demonstrate and practise estimating amounts.
3. Using pictures showing various numbers of animals, apply the strategies stated in 2 to estimate.
4. Estimate the number of other things (e.g., trees, rocks, bricks, etc.) in the pictures. This may be done as a whole class or in pairs.

N

N

N

5. How close were our estimates to the actual amount?
   Use calculators if needed and explain how calculators can be of great assistance in this kind of situation.

N
TL

Some students may have difficulty or be hesitant at first with estimating amounts. To alleviate this, try presenting the question "approximately how many ..." together with a choice of answers "50, 100, 500".

Grade:  Three

Theme:  Animals

Lesson Plan:  3 - Pre-Walk

* Problem Solving Development. (see lesson 1)

1. Explain to the class that their eagerness to develop their skills of estimation is going to be rewarded with an "estimation walk" tomorrow and that we will prepare for the walk today.

2. Discuss the purpose of the walk. Record on chart paper (e.g., find places where amounts could be estimated, practise our estimation skills, practise working together outside the classroom).
3. Distribute and discuss recording sheets (see Appendix - requires Acrobat Reader for example).
4. Arrange students in heterogeneous pairs for completion of the recording sheets. Discuss roles and skills when working with a partner. Roles should switch (e.g., recording).
5. Discuss and record on chart paper, expectations while on the walk.

C

C
C

PSVS

6. Review purpose, recording, and expectations

* Mental Calculation - plan for a few minutes of oral problems that develop mental calculation skills.

C

N, C

Plan for special needs that any students may require for the "estimation walk". Parent helpers may be required for students needing additional supervision.

Grade:  Three

Theme:  Animals

Lesson Plan:  4 - Estimation Walk

1. Review the expectations as recorded in lesson 3. Make any necessary alterations.
2. Students form pairs and each receives a clip board and a recording sheet.

C

3. To begin, walk around the school and/or neighbourhood to find a situation where everyone could use the skills previously learned in lesson 2 to estimate an amount (e.g., birds in a flock, boards on a fence, insect holes in an area, flowers on a bush, etc.) Explain why and how calculators may be used to help estimate (e.g., number per group multiplied by the number of groups).
4. Repeat 2 as a whole class until students generally feel confident. Students may then work in pairs to estimate amounts.

5. Discuss the process that students used to estimate the amounts.

IL, PSVS

As skills and confidence develop, allow students to estimate and complete recording sheets independently in pairs. Check roles and cooperation.
Students could determine own sites for estimation.

Grade:  Three

Theme:  Animals

Lesson Plan:  5 - Post-Walk

1. Discuss experiences from the "Estimation Walk."
2. Review estimations from the recording sheets and the processes students used to estimate.

C, N
N, C

3. Design a display area for pairs of students to record their estimations for comparison.
   e.g.,
   • 80  150  100  70
   • 100  Flowers  75
   • 50  80  90  110  
4. Compare and, as a class, decide which estimations are within reason.

N, C, CCT

5. Ask students to write about why they think it is important to be able to estimate amounts.

C, N

Students could use a variety of suitable methods of recording. For example, if some students have difficulties writing, ask them to record their thoughts on a tape recorder. Others may wish to add to their writings with pictures either drawn or cut out.

Grade:  Three

Theme:  Animals

Lesson Plan:  6 - Animal Geometry

* Problem Solving Development - (see lesson 1)

1. Review/introduce 2-D shapes and discuss their attributes using pattern blocks and attribute blocks (see G-13 of Scope and Sequence).

N, C

N, C

2. With students working in pairs, supply them with a variety of pictures of individual animals. Ask them to identify simple 2-D shapes in the animals.
3. Students then trace 2-D patterns to create animals they have been examining.
4. Use 2-D shapes to construct the surrounding habitat.
5. Challenge students to create imaginary creatures.
6. Trace, colour, cut, and paste to make an animal mural.

N

CCT
CCT
CCT

7. Write animal stories about groups of animals in the mural which include number problems for addition, subtraction, and multiplication.

* Mental Calculation - (see lesson 3)

Grade:  Three

Theme:  Animals

Lesson Plan:  7 - Family Pets -
                           Introduction

D-1 - acquire data through surveys

* Concept or skill development - use the first portion of the class (5-15 minutes) to work on developing a concept or skill as outlined in the Grade 3 objectives (e.g., place value to 4 digits, adding - addends with 3 digits, concept of fraction - part of a group of objects).

1. Read a story or poem about family pets. Discuss.

N

C

2. Initiate discussion about advantages of pets, disadvantages of pets.
3. Ask the class how we could find out the kinds and numbers of pets (most popular) owned by families in our classroom and in the school.
4. With the class, design a data collection instrument. (see Appendix - requires Acrobat Reader for example).

C, CCT, TL
C, N

N

5. Indicate to the students that they will begin collecting data tomorrow.
6. Also indicate that they should think about how we could sort and display the information.

Different kinds of data collection instruments could be reviewed.
Suggestions could be made to assist students in efficiently collecting data. For example, each student writes their name and pet(s) they own on a piece of paper. Simply collect and record data.

Grade:  Three

Theme:  Animals

Lesson Plan:  8 - Family Pets -
                           Survey

* Concept or skill development - (see lesson 7)

1. Review discussions from lesson 7 and data collection instrument.
2. Distribute data collection sheets and organize students into groups (or pairs) to survey various classrooms.

N

C

3. Discuss proper ways to conduct surveys.
4. Use one group to do a demonstration survey within your classroom.

C
N, C

5. Examine the preliminary data from the demonstration sursvey for possible display ideas.
6. Make arrangements with teachers for students to survey their classes.

CCT, N

Grade:  Three

Theme:  Animals

Lesson Plan:  9 - Family Pets -
                           Survey

* Concept or skill development - (see lesson 7)

1. Organize students to conduct the survey - review process.
2. Students survey assigned class. If a group has trouble locating their assigned class, ask them to return immediately for your assistance.

N

C
IL

3. When surveys are completed have each group enter their data into a table or tally chart.

N, C

4. Discuss the results.
   • Is there a most popular pet? What is it?
   • Is there a least popular pet? What is it?
   • How many different pets are there?
   • What is the largest/smallest pet?

Ask students to try to think of other questions.
Use calculators if needed.

C, N

CCT
TL

Grade:  Three

Theme:  Animals

Lesson Plan:  10 - Family Pets -
                             Display

* Concept or skill development - (see lesson 7)

1. Using the collected data (lesson 9), ask students if they can think of ways that the data can be better displayed.

N

C, CCT

2. An example discussed may be to display data by using a graph. A large wall bar graph may be ideal for displaying this data.
3. Complete the large bar graph with the class.
4. Using ideas from making the large graph, ask each pair (group) to make a similar bar graph that will display the data they collected from the class susrveyed.

N, PSVS

5. When the individual graphs are completed, compare each class graph to the school graph.
   • compare the types of pets, the numbers of pets.
   • Concept of fraction may be developed (e.g., there are about ¼ as many birds as cats). Use words and symbols.
6. Present results at school assembly or prepare a large bulletin board.

N

N

C, N

The concept of fraction as part of a whole may have to be reviewed before using fractions to compare groups of objects.
Some students may wish to contact another school to obtain and compare data about pets. (Rural/Urban; North/South)