Web viewWhen implementing the PBL simple ... the same concept as if we were creating a compound...

Table of Contents

List of SOLs by subject area 1

Graphic Organizer: Theme 2

PBL Learning Template 3

Introductory Letter to Students 4

Organizers for Students

-Problem Solving Cycle 5-Question Map 6-Action Plan/KWL Chart 7-Safety Considerations 8

List of Mini-Lessons

*Day One:-Social Studies, Advanced, Leah 9-11-Social Studies, On-Level, Jen 12-14-Social Studies, Below-Level, Josie 15-17-Science, Advanced, Leah 18-19-Science, On-Level, Jen 20-22-Science, Below-Level, Josie 23-25-Math, Below-Level, Leah 26-27-Math, On-Level, Jen 28-30

*Day Two:-Math, On-Level, Josie

Resources

SOLs by Subject Area

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Science

3.2 The student will investigate and understand simple machines and their uses. Key concepts include

a) Purpose and function of simple machines; b) Types of simple machines;

c) Compound machines; and d) Examples of simple and compound machines found in the school, home, and work environments.

Social Studies

3.3 The student will study the exploration of the Americas by

a) Describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.

Math

3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.

Graphic Organizer: Theme

Design a compound machine to help

make Christopher Columbus's trip

easier. Tell us how much it will cost.

Science 3.2 Simple

Machines/Compound Machines

Social Studies 3.3 Explorers/Christopher

ColumbusMath 3.8 Money

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Problem-Based Learning Template

Theme: Explorers, Simple and Compound Machines, and Money

Problem: How can we as engineers design a compound machine to help the explorers travels easier and how much will it cost?

Student Roles: Superior Engineers

Scenario: Christopher Columbus has been granted permission by Spain to sail to the Indies. As he was preparing for his journey, himself and his crew have noticed some problems that could affect their journey. He has come to you, as superior engineers, to develop a compound machine on a budget, to help solve some of the problems his crew is facing on the ship.

Resources: Internet, Books, Supplies

Culminating Projects/: Students will create and present their Assessment machines they created. They will explain the problem the machine will correct and the budget they used to make it.

Safety: Students will need to go to only school approved sights for information. Students will need to be careful when making their machine.

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Introductory Letter to Students

Dear Students of Mrs./Mr. ___________ Class,I, Christopher Columbus, write to you to ask for

your help. I have been granted permission to sail to the Indies by the royal family. After many years, Spain has agreed to help me fulfill my dream of sailing to the land of the riches! As I begin planning my journey, I have found some issues upon my vessel. There are heavy materials that need moving, supplies that need lifting, and other daily tasks that we might encounter when preparing for our journey that my crew and I cannot handle on our own. I write to you, the Superior Engineers, in hopes that you can develop a compound machine to help us solve some of the problems that we are finding on our ship. You must hurry! We only have two weeks before we begin sailing. I have provided you some money from the royal family, and some materials to

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choose from that will assist you in beginning to build your machines. Good luck in your task my fine friends. I shall meet with you in two weeks to see your final products.

Many thanks, Christopher

Columbus

Organizers for Students: Problem-Solving Cycle

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Organizers for Students: Question Map

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Organizers for Students: Team Action Plan(Items are added by students as they work on their problem.)

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What do you know?

What do you need to know?

Where or how do you find

out?

Who is responsible?

Safety Considerations

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When implementing the PBL simple machines unit, there are safety considerations that should be made. To begin with, the instructor should manage the groups in order to ensure that the students are working well together. We will also be working with simple tools while designing the compound machines. During this time, the instructor should review with the students how to properly use the equipment. The instructor should also provide safety gear to each student, such as goggles, and ensure that all students are wearing closed-toed shoes.

Social Studies Lesson Plan: Leah

Content/ Topic: Explorers Mini-Lesson Subject/Grade: Science

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3rd grade(Advanced students)

Teacher: Leah Utz Week of: N/a Day1

SOL3.3 The student will study the exploration of the Americas by a) Describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.Review or Warm Up Activity

I will have a huge KWL chart on promethium board. I will explain what a KWL chart is and how it works. From there I will allow my students to come up to the front and write anything they know about Christopher Columbus in the K. Once they are finished, we will go over what is in the chart together. We will then fill out the want to learn section. I will encourage them to think about anything and everything they may want to know about Christopher Columbus and explorers. I will then tell them that we will finish the L later.Lesson Objectives - the student will be able to:

Identify three stated aims of Columbus's voyages. Characterize changes in Columbus's purposes in writing the documents studied. Describe the native peoples Europeans encountered and the results of their

contact. Compare the goals of early European exploration with the results.

Direct Instruction of Content by Teacher:

I will have a power point explaining where Columbus was headed and who sponsored him. I will give them the basic facts about Columbus. I will give them the time he sailed and where he discovered. I then will ask them what they think he was thinking. Why did he want to do this? I will have them thinking about this. This will lead into our activities. Student Activities to Achieve Objectives:Students will read from Columbus's journal of his voyage of 1492, available through EDSITEment from the Internet Medieval Sourcebook. Of special interest are the following:

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1. The introduction—a restatement of the purpose of the voyage as explained to the King and Queen of Spain—primarily the sentence beginning, "Your Highnesses, as Catholic Christians, and princes who love and promote the holy Christian faith ...";

2. The entry for October 11, the day of the discovery;3. Excerpts from the entries for October 13, 16 and 21 for descriptions of the

Native Americans Columbus encountered.What seemed of particular interest to Columbus on his voyage? What were his impressions of the places he visited? What ideas did he have about what might happen next?Students will read a letter written by Columbus in May 1493, available from the Osher Map Library of the University of Southern Maine. Columbus used this letter to publicize his successful voyage; it became a sort of best-seller throughout Europe. It contains descriptions of the peoples he encountered. Of special interest are the five paragraphs beginning with, "There are besides in the sand island Juana ..." as well as the last two paragraphs. What did Columbus emphasize in publicizing his journey?

In this Letter to the King and Queen of Spain, circa 1494, Columbus lists his recommendations about how Spain should proceed, including his suggestion that the area he encountered be systematically colonized. The letter is fairly brief; especially pertinent are points 1, 4, 5 and 9. What does Columbus emphasize about what he saw and what should happen next?After students have read each document, discuss the following: Who was the intended audience for this document? When was the document written? Does Columbus seem to have a goal in mind in creating this document? Is it

intended to persuade the reader, emphasize a point, share information or some other purpose?

What details are described in this document? Can students identify a primary message in this document?Working in small groups or individually, students should write their answers to these questions for use in comparing the documents with each other.

Now, in a group or as a class, have students compare the three documents. Ask students to compare their analyses of the individual documents. How do they differ? Are there any similarities? Ask students to reconsider the following: What does Columbus emphasize in his journal as the purpose of his journey?

Does this purpose seem to change in the later documents? What details seem to interest Columbus as he describes the first days of

discovery? Does his interest change as his journey progresses?

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What other changes can students identify between the documents? Can students propose a hypothesis that would explain these changes?

Closure: (summarize and review)We will talk about what we saw in our groups. We will return to our KWL chart and list what we have learned. Assessment: (aligned with the lesson objective)I will have my students complete and exit ticket about how compound maces work and what they are.

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Social Studies Lesson Plan: Jen

Content/ Topic: Explorers Mini-Lesson Subject/Grade: Social Studies – 3rd (Whole group- on level)

Teacher: Jen Eubank Week of: N/A

SOL objective(s) with number and words SOL

3.3 The student will study the exploration of the Americas by a) Describing the accomplishments of Christopher Columbus b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.

Day 1

Review or Warm Up Activity

There will be a giant KWL chart in the front of the room. I will explain that we will begin learning more about Christopher Columbus, the Spanish explorer, to help assist us on our PBL unit in the next few weeks. I will explain that the K in the KWL chart represents what we know about Christopher Columbus, the W is what we want to know, and the L is what we learned. I will ask students to unison respond to, “What category can we not fill out completely yet class?” I will explicitly explain to students that they will be receiving two post-it notes. On the first post –it note, they will include what they know to be true about Christopher Columbus. If they don’t know anything, they will be instructed to leave the post-it blank. I will explain that on the second post-it note, students should write questions relating to what they want to know about Christopher Columbus. I will encourage students to come up with at least one question about what they want to know. I will allow students to write for a few minutes. After the students have completed their post-it notes, I will allow students to share out their different ideas. After the students have shared, I will explain that we are going to add these to our KWL chart to re-visit throughout our Superior Engineers unit.

Lesson Objectives - the student will be able to:

-identify at least two reasons for Christopher Columbus’ exploration (purpose)-recognize the Country in which Christopher Columbus sailed from and where he

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landed on his exploration

-identify and list three different discoveries Christopher Columbus encountered after landing in San Salvador


I will introduce a power point to the students that contains the following information:-the definition of an explorer and a European-name of explorer (Christopher Columbus)-Country Christopher Columbus sailed for (Spain)-Reason for exploring-3 Ships-Where he intended to sail & where he landed instead

I will introduce the students to the Christopher Columbus tune they will be able to use throughout our unit to remember important facts. I will display the lyrics on the board for students, model how to sing the lyrics, and then ask students to practice along with me.

Student Activities to Achieve Objectives:

I will explain to students that they will be role-playing as Christopher Columbus today. I will explain that students will be arriving in three different groups (a group for each ship). Within their groups, the students will receive a chart. On the left side of the chart, students should add items that Christopher Columbus expected to find on his voyage (Ex. spices, riches). I will explain to students that the room is now a compass. They have to work within their groups to decide which way Christopher Columbus sailed if we started in Spain (I will display a big map on the Promethean Board that marks Spain and San Salvador. I will display the cardinal directions around the room and note that the front rug represents Spain). I will explain that the students will also be receiving ‘telescopes’ (empty toilet paper rolls) that they can use on their “journey”. I will explain to students that once they land in “San Salvador” they will list the items they find on the right side of their chart (Ex. potatoes, corn, Indian peoples, ect.). They may also draw pictures of the items, or people, they find there. I will split students into three groups and distribute all materials. The students will have a few minutes to discuss a plan with their group before they begin their ‘voyage’ role-play around the classroom.

Closure: (summarize and review)

The students will gather all materials and transition to the front rug, or back to

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“Spain”. I will ask the ‘explorers’ to share some of the results of their travels and what they found on their journey. I will ask students to think about how the Indians felt when Christopher Columbus landed in their homeland. I will then ask students to share their ideas with a partner. Then, students will be asked to share an idea that their partner gave. I will explain that we will be learning more about Christopher Columbus’ impact on the Indian peoples tomorrow.

Assessment: (aligned with the lesson objective)

The students will complete an exit ticket with the following information:What is the Country where Christopher Columbus sailed from?Draw a picture of one discovery that you found today when you landed in San Salvador.

Lesson Materials (Social Studies Mini-Lesson: Jen)

Oh Columbus! SongSung to the tune Oh My Darling!

Oh Columbus, Oh ColumbusLanded in San Salvador

He thought he'd found a westernSea route to Asia's door

Oh Columbus, Oh ColumbusSailed from the country Spain

Discovering the New WorldWas a blessing, not a pain

Voyage Chart

What did Christopher Columbus WANT What did Christopher to find on his exploration? Columbus ACTUALLY find?

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Social Studies Mini-Lesson: Josie

Content/ Topic: Explorers Mini-Lesson Subject/Grade: Social Studies – 3rd (below level students)

Teacher: Josie Henderson Week of: n/a

SOL objective(s) with number and words SOL 3.3 The student will study the exploration of the Americas by a) Describing the accomplishments of Christopher Columbus b) Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.

Day 1


I will explain to the students that we will be making our own KWL chart today. I will pass out slips of paper for each student. They will either say “What I know” or “What I Want to Know” on them. Depending on which prompt/ part of the chart the students receive, they will either write one thing that they know about Christopher Columbus or a question that they have about Christopher Columbus. Once the students are done writing, they will share what they wrote and post their responses up on the board. I will explain that at the end of the lesson we will come back and see how many of our questions were answered. If they were answered we will remove them from the board. Before beginning the lesson we will sing our Christopher Columbus tune (which would have been taught by this time).


-identify at least two reasons for Christopher Columbus’ exploration (purpose)-identify the country that sponsored Columbus’ journey-identify where Columbus intended to go, and where he actually ended up going-identify the names of the 3 ships-identify and list three different discoveries Christopher Columbus encountered after landing in San Salvador-demonstrate knowledge of Columbus’ voyage -recall one or two facts learned about Christopher Columbus


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I will read a short book to the class on Christopher Columbus and his journey. Before reading the book, I will pass out graphic organizers for the students to use during our reading. I will also have a large graphic organizer on the board which I will fill out with the students as we read. Before reading I will have the students write “Christopher Columbus” in the middle circle of our graphic organizer. The other parts of the organizer will be reserved for “who was Christopher Columbus?”, “Why did Christopher Columbus want to explore?”, “Where did Christopher Columbus want to go?”, “Which country sponsored Christopher Columbus?”, “What were the names of Christopher Columbus’s ships?”, “Where did Christopher Columbus end up sailing to?” and “What did he find?” There will also be room for a fun fact.


I will explain to students that they will be role-playing as Christopher Columbus today. I will explain that students will be arriving in three different groups (a group for each ship). The groups will take turns role playing while the other students are working on their exit tickets (question: What did you learn about Christopher Columbus?) and a word search of Christopher Columbus.

Within their groups, the students will receive a chart. On the left side of the chart, students should add items that Christopher Columbus expected to find on his voyage (Ex. spices, riches). I will explain to students that the room is now a compass. They have to work within their groups to decide which way Christopher Columbus sailed if we started in Spain (I will display a big map on the Promethean Board that marks Spain and San Salvador. I will display the cardinal directions around the room and note that the front rug represents Spain). I will explain that the students will also be receiving ‘telescopes’ (empty toilet paper rolls) that they can use on their “journey”. I will explain to students that once they land in “San Salvador” they will list the items they find on the right side of their chart (Ex. potatoes, corn, Indian peoples, ect.). They may also draw pictures of the items, or people, they find there. I will split students into three groups and distribute all materials. The students will have a few minutes to discuss a plan with their group before they begin their ‘voyage’ role-play around the classroom.Closure: (summarize and review)

The students will gather all materials and transition to the front rug, or back to “Spain”. Each group will have a turn to share their findings from their “expedition”. I will then ask the students to share their exit tickets with the class before posting them up on the board.

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- Graphic organizers- Teacher observation during role play- Charts filled out during role play- Exit Tickets

Lesson Materials (Social Studies Mini-Lesson: Josie)Oh Columbus! Song

Sung to the tune Oh My Darling!

Oh Columbus, Oh ColumbusLanded in San Salvador

He thought he'd found a westernSea route to Asia's door

Oh Columbus, Oh ColumbusSailed from the country Spain

Discovering the New WorldWas a blessing, not a pain

Voyage Chart

What did Christopher Columbus WANT to find on his journey?

What did Christopher Columbus ACTUALLY find on his journey?

Book on Christopher Columbus:

Who Was Christopher Columbus?

Bonnie Bader

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Science Lesson Plan: Leah

Content/ Topic: Simple Machine Review/ Compound Machine Mini Lesson

Subject/Grade: Science 3rd grade(Advanced students- small group)

Teacher: Leah Utz Week of: N/aDay 1

SOL

3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) Purpose and function of simple machines; b) Types of simple machines; c) Compound machines; and d) Examples of simple and compound machines found in the school, home, and work environments. Review or Warm Up Activity

I will have the names of all the simple machines written on the white board. I will have my students come up and tell me all the things they remember about simple machines. Wedge: A device that forces things apart. Wheel and axle: Used to reduce friction. Lever: Moves around a pivot point to increase or decrease mechanical

advantage. Inclined plane: Raises objects by moving up a slope. Screw: A device that can lift or hold things together. Pulley: Changes the direction of a force.

We will review what each machine does and look at pictures of them. I will then ask them what we think would happen if we put them together. Lesson Objectives - the student will be able to:

Explain why some engineered machines have an unquestionable benefit to people and society and others do not

Form an option about the importance of the everyday machine

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Explain that mechanical advantage is not always the best way to measure the value of a machine


I will explain to my students about compound machines. I will show them that compound machines are more than one simple machine combined. They can also be used to solve simple problems. I will show them the rube Goldberg picture of the Self Operating Napkin. I will explain to them that when an engineer designs a machine, she is concerned with how it will fit in with the owner's life or what positive meaning it will have for him. Most often, a machine must be practical in order for it to be used. What's the meaning of the self-operating napkin machine? I will then have them through the step-by-step description [As you raise a spoon of soup (A) to your mouth, it pulls a string (B), thereby jerking a ladle (C), which throws a cracker (D) past a parrot (E). The parrot jumps after the cracker, and the perch (F) tilts, upsetting seeds (G) into a pail (H). The extra weight in the pail pulls a cord (I), which opens and lights an automatic cigar lighter (J), setting off a sky-rocket (K), which causes a sickle (L) to cut string (M), causing a pendulum with an attached napkin to swing back and forth, wiping off your chin.]I will explain the machine is complicated. Would you have been able to decipher all of the steps without the description just by looking at the machine? The simple machines (the ladle, parrot, cigar lighter, etc.) interact with one another in a way that is not immediately apparent, and the end function of the machine is not obvious either. I will explain to them that until we understand what the machine does, this compound machine remains fairly meaningless—that is, it is really just a funny hat atop a man's head.Student Activities to Achieve Objectives:

I will have my students create a Rub Golberg cartoon for a simple topic such as flushing the toilet or making a sandwich. I will walk around and monitor their progress. I will have them label the simple machines they are using in their project. Closure: (summarize and review)

We will have the students share out their pictures and give us step by step direction of how it works. Assessment: (aligned with the lesson objective)

I will have my students complete and exit ticket about how compound machines work and what they are.

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Science Lesson: Jen

Content/ Topic: Simple Machines/Compound Machines

Subject/Grade: 3rd Grade(on level students)

Teacher: Jen Eubank Week of: N/A

SOL objective(s) with number and words

Day 13.2 The student will investigate and understand simple machines and their uses. Key concepts include a) Purpose and function of simple machines; b) Types of simple machines; c) Compound machines; and d) Examples of simple and compound machines found in the school, home, and work environments.

Day 1


-To summarize the information about simple machines the students have been learning, will listen to the Simple Machine Song. I will ask students to stand up and show me each of the simple machines, as we have practiced the movements to represent their functions. I will then explain to the students to act out the different simple machines as they hear them throughout the song being repeated. I will explain that the students should hold the motion of the simple machine until they hear an example of another simple machine. I will give the students one of the simple machines and ask them to think about the function of that machine in their head. I will then ask the students to share with their neighbor their function. I will choose two groups to share what their partners shared with them about the purpose of the simple machine given. I will repeat for the other five simple machines to review their purposes and functions.


-differentiate the six simple machines and their individual functions including: lever, screw, pulley, wheel and axle, inclined plane, and wedge.

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-identify the difference between a simple and compound machine-construct a compound machine, by using two or more simple machines, with the materials provided


-I will begin by explaining to students that sometimes when we need machines to help us do work that we need to combine simple machines. I will explain that when we combine two simple machines together to make one we get a compound machine. I will display a power point slide on the Promethean board that says “simple machine + simple machine = compound machine”. I will explain to students that it’s the same concept as if we were creating a compound word, like we have been working on in language arts. I will explain to students that sometimes we can even combine more than two simple machines and we still have a compound machine.

-I will display a picture of a wheel and axle. I will ask students to put a number 1 in the air if they believe this is a simple machine or a number 2 in the air if they believe this is a compound machine. I will display a picture of a bicycle. I will ask students to put a number 1 in the air if they believe this is a simple machine or a number 2 in the air if they believe this is a compound machine. I will explain the simple machines found within a bicycle.


-I will explain to students that we will be working more with compound machines in the next week. Today, I will explain to students that I want them to work with different materials to combine two or three simple machines from their simple machines they created last week to make a new machine to help us do work. I will explain that I will provide materials for students (paper, pencils, glue, popsicle sticks, wheel and axle, straws, and rulers) and they must decide what simple machines they want to add to their original creation to create a final compound machine. They must decide how that machine could be used to help us do work within the classroom, or within the school. I will allow students to get started and walk around to each table to monitor progress.


I will ask students to put a thumbs up in the air if they believe a simple machine is two or more machines combined. I will ask students to put a thumbs up in the air if they believe a compound machine is a combination of two or more simple machines. I will explain to students that we will be using compound machines more

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as we learn how we can be engineers in our Superior Engineers unit! I will ask students to share out their compound machine creations, as well as their purposes, while students complete exit tickets.


-I will use signal cues (thumbs up/down) to monitor understanding of the differentiation of the simple machines and their functions. -I will monitor student activities to monitor understanding of compound machines.-I will use signal cues (thumbs up/down) to monitor understanding of the difference between simple and compound machines.-I will ask students to complete an exit ticket with the following information:Which two simple machines did you combine to create a compound machine?How could your compound machine help us do work?

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Science Lesson Plan: Josie

Content/ Topic: Simple Machines/Compound Machines

Subject/Grade: 3rd Grade(below grade level students)


SOL objective(s) with number and words:

3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) Purpose and function of simple machines; b) Types of simple machines; c) Compound machines; and d) Examples of simple and compound machines found in the school, home, and work environments.

Day 1


I will explain to the students that we will be using a KWL chart during our lesson today. To review (we would have learned the different simple machines at this point) I will ask the students to write down what they know about simple machines and what they would like to know about simple machines. I will ask the students to share with the class what they wrote, and I will address any misconceptions. I will then quickly review the six types of simple machines with the students using an interactive sort on the promethean board. I will have a chart with six boxes (one for each simple machine). I will ask the students to take turns coming up to the board where we will sort pictures of the machines as well as definitions and examples of them. We will then check our sort together.


-differentiate the six simple machines and their individual functions including: lever, screw, pulley, wheel and axle, inclined plane, and wedge.

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-identify the difference between a simple and compound machine

-construct a compound machine, by using two or more simple machines, with the materials provided


-I will begin by explaining to students that sometimes when we need machines to help us do work that we need to combine simple machines. I will explain that when we combine two simple machines together to make one we get a compound machine. I will display a power point slide on the Promethean board that says “simple machine + simple machine = compound machine”. I will explain to students that it’s the same concept as if we were creating a compound word, like we have been working on in language arts.

-I will then go over some common examples of compound machines that we find at school and at home (examples: bike, stapler, and scissors). I will then model for the students how you might create a compound machine of your own. I will think aloud as I go over the problem that I am solving, think about which simple machines to use, and how they will work together. I will then explain to the students that they will be working in partner pairs to solve their own real life problem using a compound machine that they invent.


-I will explain to students that we will be working more with compound machines in the next week. I will explain to the students that they will be sketching their compound machines today, and they will get a chance to create some compound machines tomorrow.

-The students will each receive a slip of paper with a real life problem on it. They will also receive a large piece of sketch paper. I will let the students choose where they would like to sit in the room while completing their sketches. I will remind them that their compound machine should be made up of one or more simple machines, and that they will need to label the simple machines that are used in their compound machine. Once the students are done they will take turns sharing their sketches with the class and then they will turn their sketches in.Closure: (summarize and review)

I will ask students to put a thumbs up in the air if they believe a simple machine is

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two or more machines combined. I will ask students to put a thumbs up in the air if they believe a compound machine is a combination of two or more simple machines. I will explain to students that we will be using compound machines more as we learn how we can be engineers in our Superior Engineers unit! I will ask the students to fill out exit tickets as formative assessment.


-I will use an interactive sort to check for understanding of the six simple machines and their functions.-I will monitor student activities to check for understanding of compound machines.-I will use signal cues (thumbs up/down) to monitor understanding of the difference between simple and compound machines.-I will ask students to complete an exit ticket with the following information: Which two simple machines did you combine to create a compound machine?How could your compound machine help us do work?

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Math Lesson Plan: Leah

Content/ Topic: Money Value Review Mini Lesson Subject/Grade: Math 3rd grade (below grade level, small group)

Teacher: Leah Utz Week of: N/a


1.7 The student will

a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and

b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less

Related to SOL 3.8

Day 1


I will have a huge KWL chart on promethium board. I will explain what a KWL chart is and how it works. From there I will allow my students to come up to the front and write anything they know about money in the K. Once they are finished, we will go over what is in the chart together. We will then fill out the want to learn section. I will encourage them to think about anything and everything they may want to know about money. I will then tell them that we will finish the L later.


Understand what each coin looks like. Understand that each coin has its own value. Differentiate between the different coins. Make the money go up to a dollar. Be able to make it go up to five dollars.


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I will have large coins and will show them to my students one at a time. I will show them a half dollar, a quarter, a dime, a nickel, and a penny. We will go over with each one what is on it, what kind of metal it is, how much it is worth and how many it takes to get to a dollar. The students will take notes and draw pictures to help them remember in their math notebooks.


1. Have students play a coin-value game in groups of two or three. Give each group one number cube, one dollar bill, and a coin bag containing a collection of pennies, nickels, dimes, and quarters whose value is 100 cents. 2. Each group puts its coin collection in the center of the play area. Players take turns rolling the number cube and collecting the number of pennies shown on the cube. All coins collected must be openly displayed in front of the player who holds them. After each turn, the player must state the total amount of money he/she has and the coins used to create the total. 3. When a player is able to make an exchange to get a coin of greater value (e.g., 5 pennies for a nickel, 2 nickels for a dime, 2 dimes and a nickel for a quarter, etc.), he/she must do so. If a player fails to make an exchange during his/her turn and is caught by the other players, the player looses a turn. 4. Play continues until a player has 4 quarters and exchanges them for the dollar bill. We then will add one a dollar each game up until five.


We will return to our chart and talk about we learned from our activity. I will ask them the questions in the “assessment section”.

Assessment: (aligned with the lesson objective)Questions

o “Should a player ever have 3 dimes (or 7 pennies or 3 nickels, etc.) at any time during the game? Why, or why not?” o “If you add 10 pennies more to your final score, how much money would you have? If you subtracted 5 pennies from your final score, how much would you have?”

Journal/Writing Prompts

o “Write about the game you played. Describe how much more money one player had at the end of the game than the other player or players had.”

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Math Lesson Plan: Jen

Content/ Topic: Money Value Review Mini Lesson Subject/Grade: Math 3rd grade (on grade level)

Teacher: Jen Eubank Week of: N/a



Day 1


I will explain to students that we have been working in the class a lot with reviewing the different values of the coins, one dollar bills, and five dollar bills. I will show a picture of each of the coins on the Promethean Board with the coin/dollar amounts next to them. I will explain to students that in second grade, they learned how to count up to and make change from $2.00. I will distribute bags of money (that contain several different coins and one/five dollar bills). I will ask students to take a few minutes to use the manipulatives to create a few different ways to create a total of two dollars on their desk. Then, I will ask students to try to determine a method of creating $5.00 using coins and one dollar bills. I will allow students to work with the manipulatives for a few minutes, while monitoring student work, and allow students to share out different ways to count up to $2.00 and $5.00 when they are finished.


Differentiate between the different coins and different dollar amounts. Demonstrate an example of counting up to $2.00 using money manipulatives Provide an example of counting up to five dollars only using one dollar bills

and coins from the money manipulatives

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Make change from $5.00 when given the amount of something less than $5.00


-I will explain to the students that in 3rd grade, we will begin working more with counting up and making change from $5.00, instead of just two dollars. Using manipulatives on the projector for students to see, I will model one way to count up to five dollars using dollar bills and coins. I will then ask a student to give me their favorite candy bar. I will then draw that candy bar on the overhead with an amount next to it ($1.25). I will explain that sometimes when we are shopping for things that we need or want that we have to pay someone for different things. I will explain that paying for an item in the store is related to addition and subtraction. I will model for students how I could write a subtraction problem to determine how much change you would receive if you paid for one candy bar with a five dollar bill. Then, I will ask one student to be the ‘cashier’ and another student to be the ‘customer’. I will give five dollars to the customer, along with a candy bar. I will hand a bag of money to the ‘cashier’ to represent a cash register. I will instruct the student role-playing as the customer to hand $5.00 to the cashier to pay for the candy bar. I will ask the student role-playing as the cashier to distribute change to the customer based on the subtraction problem we just completed as a class. I will explain to the students that we will be doing an activity today to practice making change from $5.00 like our classmates have modeled for us.


1. Place students in pairs for this activity. In the first round, one student will be playing the cashier and will be receiving a bag of money. The other student pair will be playing the customer and be receiving a bag of money as well. After one round, the students will switch roles. The students will continue to switch roles throughout the activity.

2. Explain to students that they will be going “shopping” and that they will be receiving a basket full of items per pair group and a list of how much the items cost. The student role playing as the customer must decide which item they want to buy. They must keep in mind that they can only purchase one item and they only have five dollars! They must decide how they are going to distribute five dollars to the cashier, using their manipulatives, after they have chosen an item.

3. Explain to students that the student playing ‘cashier’ will need to write in their math notebook a subtraction problem to determine the change they need to give their customer. They must then decide which coins and dollars they would like to distribute to match their change.

4. Students will participate in this activity for six rounds (allowing the students

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to practice as cashier three times, and customer three times). The student who is playing cashier must have a subtraction problem to represent the change they gave their customer.


-I will ask students to share some of their examples from their math journals with the class. I will ask the student to share what their customer purchased and the change they received. I will model the subtraction problem on the board for students as they share out. I ask students to pay close attention to the cost of items in the store and how much change their parents may receive when they are shopping or eating out.


-I will monitor group activities to gauge understanding of counting up to two dollars, five dollars, and making change from five dollars.

-Math Journal Prompt

Solve this problem in your math journal:

Joey went to the store with his mom. His mom told him he had five dollars to spend! He decided that the wanted to buy one pack of gum that cost $1.75. How much change would he receive back from the cashier?

Write a few sentences to describe the process of how you solved this problem.

Lesson Materials (Math Lesson Plan: Jen)

Shopping Options (match items found in basket for students):

Pack of Gum $1.48Kit-Kat Bar $1.25Two Candy Canes $2.10Chapstick $3.15Gumball $0.75Plastic Ring $.3.56Pencils $2.80

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Math Lesson Plan: Josie

Content/ Topic: Using a Budget Mini Lesson Subject/Grade: Math 3rd grade (on-level whole group)




Day 2


I will explain to the students that we have been focusing on money recently (both the value of money and counting money). We will do a quick review of the values of the different coins and bills before we begin today’s mini lesson.


Differentiate between the different coins and different dollar amounts. Add coins and bills correctly. Make change. Determine how many and which items they can buy when provided with a

budget.


Once we have reviewed the values of our coins and bills, I will explain to the students that we will be practicing making change (or subtracting money—they will have already been taught this skill). I will then use a word problem to model how

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we make change. I will have the students do two more word problems with me and we will go over their answers. I will then explain to the students that a budget is a set amount of money that you are given or allowed to spend. I will explain that we use budgets every day, and I will give the class a few examples that are relevant to their lives (such as having an allowance and using your money to buy toys or candy). I will then explain that in order to use a budget we need to keep track of how much we are spending; in other words we need to be able to subtract money. I will then model for the students how to use a budget on the promethean board (I will use the allowance example). I will explain to the students that they will be working with partner pairs today in order to practice using a budget. I will explain to the students that we have already done an activity similar to this one when we practiced counting money. I will assign partner pairs and give explicit instructions on how to do the activity.


5. Place students in pairs for this activity. In the first round, one student will be playing the cashier and will be receiving a bag of money. The other student pair will be playing the customer and be receiving a bag of money as well. After one round, the students will switch roles. The students will continue to switch roles throughout the activity.

6. Explain to students that they will be going “shopping” and that they will be receiving a basket full of items per pair group and a list of how much the items cost. The student role playing as the customer must decide which items they can buy with the money that they have from their bag. They must keep in mind that they want to buy as many things as they can, using only the money that was provided for them in the bag. They write down their mental math (subtraction) while deciding what they can buy. The cashier may help their partner pair at this time if needed.

7. Explain to students that the student playing ‘cashier’ will need to write in their math notebook a subtraction problem to determine any change they need to give their customer. They must then decide which coins and dollars they would like to distribute to match their change.

8. Students will participate in this activity for four rounds (allowing the students to practice as cashier two times, and customer two times). The student who is playing cashier must have a subtraction problem to represent the change they gave their customer.


I will have the students re-group as a whole class so that we can review what we learned from the mini-lesson. I will ask a few students to share with the class how they decided to use their budget. I will then ask a few students to share their math problems used to figure out how much change to give the customer. I will ask the

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students to complete an exit ticket as formative assessment.


-I will monitor group activities to assess the students understanding of making change and using a budget.

-Exit Tickets

Lesson Materials (Math Lesson Plan: Josie)

Shopping Options (match items found in basket for students):

Pack of Gum $1.48Kit-Kat Bar $1.25Two Candy Canes $2.10Chapstick $3.15Gumball $0.75Plastic Ring $.0.75Pencils $1.50

Web viewWhen implementing the PBL simple ... the same concept as if we were creating a compound...

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Transcript of Web viewWhen implementing the PBL simple ... the same concept as if we were creating a compound...