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Were off to the

ZOO!

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Grade 3By: Brittany Adriaansen, Mallory Mayert, Jessica Levi, Coutney Hall & Nick Onischuk

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1. OPENING ACTIVITIES …………...............................……Page 1-3

2. LESSON PLAN ……………………………………….…….....Page 4

a. Numbers Lesson Plans i. Lesson 1 - 3.N.11.2 ………………………..…...Page 5-7

ii. Lesson 2 - 3.N.5 ……………………..…….…..Page 8-9

b. Statistics and Probability Lesson Plans i. Lesson 1 - 3.SP.1 ………………………...….Page 10-11

ii. Lesson 2 - 3.SP.1 ……………...………….….Page 12-15

c. Shape and Space Lesson Plans i. Lesson 1 - 3.SS.3………………..……….…..Page 16-19

ii. Lesson 2 - 3.SS.5………………….……...….Page 20-21

d. Patterns Lessons Plans i. Lesson 1 - 3.PR.2……………...……….……Page 22-23

ii. Lesson 2 - 3.PR.1 ……………..………….…Page 24-28

3. OVERALL UNIT ASSESSMENT …................................Page 29-31

4. RESOURCES… …………………………………...…………Page 32

5. CROSS CIRICULAR CONNECTONS ………………...Page 33-34

6. CLOSING ACTIVITIES WIND-UP ……………….………Page 35

Zoo Thematic Unit

TABLE OF CONTENTS

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To begin the zoo unit, there are numerous things that can be done with the class to get them engaged, thinking and excited about the upcoming theme we will be dealing with.

GRAPHING IN:

To begin the zoo themed unit I will have a “graphing in” station ready and waiting for the students when they enter the room. This graphing in station will work to spike the interest of the students. The graph will consist of a question such as, “Which is your favorite animal at the zoo?” Some of the possible options for the

students to choose would be tigers, bears or monkeys for example. The purpose of this short activity is to get the students thinking about the “zoo” topic that we will be working wit. This information gathered from the graphing in process will also be incorporated into a lesson for the students at a later time.

Image Copywrite:http://sensationalsecond.blogspot.ca/2010/08/graphing-activity.html

DECORATING THE ROOM: Having the classroom decorated to match the theme being dealt with is an easy

yet effective way to get the students to begin activating their prior knowledge. Many of the students will have either been to the zoo previously or seen wild animals that they would see in the zoo on the television, in movies or in books. With saying this, all of the students should have some type of prior knowledge about this topic that these decorations can have them beginning to think about.

Image Copywrite:http://houstonzooblogs.org/education/2010/11/tour-of-the-bec-classroom-c/classroom-c/

Zoo Thematic Unit

OPENING ACTIVITIES

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SMARTBOARD SLIDE SHOW: Create a fun slideshow for the kids to watch consisting of pictures of different

animals that may be found in the zoo accompanied by music their first day dealing with this topic. This would be a fun yet different way to activate their prior knowledge and incorporates a different way of learning for the more visual learners in the classroom. The following pictures are just a few of my personal pictures that I photographed while visiting the Fort Worth Zoo in Texas

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DR. SUESS – IF I RAN THE ZOO I know still at my age I enjoy reading Dr. Seuss’s books so I would definitely read

them to my classes. This book ties in greatly with the zoo themed unit as well as incorporates literacy into it. This could be a fun way to start the zoo themed unit as after finishing reading the book they could tell the class what they would do if they ran the zoo.

Image Copywrite:http://www.amazon.ca/If-Ran-Zoo-Dr-Seuss/dp/0394800818

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LESSONS!

GRADE 3

Strand: Numbers

Zoo Math

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Length of Lesson: 60

Connection to last lesson : Previous lesson introduced multiplication of up to 5x5 with an activity for understanding. Students have been introduced to problem solving previous grade 3 but first time with multiplication and problem solving.

Learning Outcome: 3.N.11.2 – Demonstrate an understanding of multiplication to 5x5 by creating and solving problems in context that involve multiplication.

Assessment Strategies: Students will turn in word problems handout after completion as well as their math journal that shows their work. Grading this handout and journal will show the depth of understanding not only in multiplication but in problem solving as well.

Lesson Development

Activate (5 min): To get the students refreshed in the multiplication to 5x5 the teacher will have random students up to the Smart Board to work out a problem provided. The teacher will give a basic mental math multiplication question for the student to do on the Smart board.

Acquire (5 min): The students will be given the problem-solving handout to be completed. They will go over the instructions as a class working out the example on the board. Students are to be instructed to work out problems in their math journals.

Apply (20 Min): Students will work individually on the word problems and are to turn them in when completed.

Learning Resources: Smart Board, Problem handout

Different Ways of Learning: Visual, Auditory, and Tactile

Extensions: Problems can be change to addition or subtraction and division.

Sources: http://www.learningpage.com/free_pages/galleries/zoo.html

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SPONSOR A ZOO ANIMAL!Polar Bear $9

Penguin $5

Hippopotamus $9

Cockatoo $3

Bengal Tiger $8.

Koala Bear $4

Giraffe $6

Zebra $5

The Zoo offers sponsorships on their animals. If a visitor has a favorite animal, he or she can pay for the food it eats that day. The prices are beside the animal name for their daily food.

Example: There are 4 giraffes. If each giraffe costs $6, what is the total food cost for the giraffes? The total food cost for the giraffes is $24.00

($16.50 x 4 = $24.00).

Using the table above, answer the following questions.

There are two hippopotamuses at the zoo. What was the total cost of food in a day for the hippopotamuses?

_______________

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There are five penguins in the Antarctica exhibit. How much is the total food cost for the penguins?

_______________

If the cockatoo have 2 in each cage, and there is 2 cages how many cockatoos are there altogether?

_______________

If you’re favorite animal is the polar bear. How many can you feed today if you had $35 but bought lunch for $8 and could only spend what you had left after lunch?

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How much money would you need to feed two tigers and four koala bears?

_______________

BONUS QUESTION

The class visited the zoo. They want to sponsor as many animals as they can. If they collect $45.00, what is the greatest number of animals they can sponsor?

_______________

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Length of Lesson: 60

Connection to last lesson: Previous theme covered the introduction to place value with a few activities for understanding.

Learning Outcomes: 3.N.5 - Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000 Assessment Strategies : Students will hand in the activity when finished which will show understanding and skill in illustrating concretely and pictorially the meaning of place value.

Lesson Development

Activate- Teacher will have random number from 10 – 1000 written on the board. As a class they will discuss the place value of each number in the large number on the board.

Acquire - Students will be given a place value sheet. They will be instructed to cut out the parts on the side of the paper to help do the activity. The will quickly discuss what each cut out weight means to help them complete the worksheet.

Apply - Students will put the place value weight cut outs on the sheet forming the numbers provided for each animal. When they are finished they may color the pictures on the sheet before turning it in at the end of class time.

Different ways of Learning: Auditory, Visual, Tactile

Extensions: Can change numbers based off of levels of student understanding.

Source:http://www.bbc.co.uk/bitesize/ks1/maths/place_value/play/

Strand: Numbers

Strand: NumbersGrade: 3

Theme: Zoo

Zoo Thematic Unit

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Length of Lesson: 60

Learning Outcomes: 3.SP.1. Collect first-hand data and organize it using■ tally marks■ line plots■ charts■ lists3.SP.2. Construct, label, and interpret bar graphs to solve problems.

Lesson Development

Opening activityStudents begin by graphing in, they will use the color pink if they are a girl and blue if they are a boy. The graph in will ask students what is their favorite zoo animal? They will have the choice between monkey, tiger, bear, giraffe, or other.

ActivateStudents will be asked to look back at the graph in activity. The class will briefly discuss what some of the students favorite animals are. Next students will brainstorm the question they would have asked to get those answers. Ask students how they will know if they have surveyed everyone. If they do not answer that they can count on their graph in to make sure it matches the number of people that are in their class, it would be a good idea to suggest it to them. Note: It might be a good idea to give them a class list, so they can check off each person (if they were to go around and survey the class one by one). They may do this is another class but since they are graphing in it is not necessary today.

AcquireAs a class set up a chart so that students can record the data from the graph in. Students will copy down the information on the board. From their desk they will count up the number for each animal. Students will plot girls and boys results separately.Students will now be shown (or given a review depending on their experience with graphing) how to graph the information on a bar graph. We will do an example together on the board. Students will copy down the example in their math books.

ApplyStudents will be given graph paper and they will graph the information on a bar graph. While they make their graphs, circle around the room to formally assess their understanding on how to graph the information. After students have finished graphing

Zoo Thematic Unit

Strand: Stats and Probability

Grade: 3Theme: Zoo

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the data there will be a class discussion based on the results. Some questions that will be asked include:

- What animal did most people like best?- How many more girls than boys liked the monkey?- How many more boys than girls like the bear?- How many more girls are there than boys? - Which zoo animal was the least favorite?- What is the order of the zoo animals from most favorite to least favorite?- What animal was liked way more than girls than by boys (very noticeable

difference)?

Assessment Strategies:

Formative assessment – Observe students’ answers from the questions asked that they had to interpret from their graphs. A summative assessment of the questions will be done in a lesson at the end of the unit.

Summative assessment - Review students’ completed bar graphs to assess their abilities to:

■ accurately transfer data from a tally to a bar graph■ give the graph an appropriate title■ label the graph axes appropriately■ calibrate the vertical axis

ResourcesLawson, J. (2007). Statistics and probability, grade 3: A hands-n mathematics module

(WNCP Edition). Winnipeg, MB: Portage & Main Press.

Zoo Thematic Unit

Strand: Stats

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Length of Lesson: 60

Lesson Outcomes:

3.SP.1. Collect first-hand data and organize it using■ tally marks■ line plots■ charts■ lists3.SP.2. Construct, label, and interpret bar graphs to solve problems.

Lesson Development

ActivateStudents will be asked to graph in again after visiting the virtual zoo to see if their answers have changed. Briefly discuss what some of the students favorite animals are. Brainstorm the question they would have asked to get those answers. (What is your favorite zoo animal after visiting the virtual zoo?) Ask students how they will know if they have surveyed everyone. If they do not answer that they can count on their graph in to make sure it matches the number of people that are in their class, it would be a good idea to suggest it to them.

AcquireAs a class set up a chart so that students can record the data from the graph in. Encourage students to do this mostly on their own, as they have already done this together from the beginning of the unit. If they need help they can work in partners or put up their hand. Also ask students if they can think of any other way that they could record their results. From their desk they will count up the number for each animal. They will separate the girl’s results from the boys results.

ApplyStudents will be given graph paper and they will graph the information on a bar graph. While they make their graphs, circle around the room to formally assess their understanding on how to graph information. After students have finished graphing the data have a class discussion based on the results. Some questions that will be asked include:

- Which animal was liked the least?- How many more girls than boys liked the monkey?- How many more boys than girls like the bear?- How many more girls are there than boys? - Which zoo animal was liked the most?- What is the order of the zoo animals from most favorite to least favorite?- What animal was liked a lot more than girls than by boys (very noticeable

difference)?

Strand: Stats

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Students’ completed bar graphs and questions will be handed in.

Assessment Strategies

Summative assessment:- Review students’ completed bar graphs to assess their abilities to: ■ accurately transfer data from a tally to a bar graph■ give the graph an appropriate title■ label the graph axes appropriately■ calibrate the vertical axis

- Student’s work sample: graph questions

-Students will follow the provided criteria for the graphing activity in terms of the rubric.

Resources Lawson, J. (2007). Statistics and probability, grade 3: A hands-n mathematics

module (WNCP Edition). Winnipeg, MB: Portage & Main Press.

Math Methods Graph Assessment Criteria Page

www.waza.org/en/zoo/ (virtual zoo tour)

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Name___________________Favorite Zoo Animals

1) Which animal was liked the most?

2) How many more girls than boys liked monkeys?

3) How many more boys than girls like the bears?

4) How many more girls are there than boys?

5) Which zoo animal was liked the least?

6) What is the order of the zoo animals from most favorite to least favorite?

7) What animal was liked a lot more than girls than by boys (very noticeable difference)?

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Length of Lesson: 60

Walking Around A Zoo! Measuring and estimating CM

Learning Outcomes

Connection to Last Lesson: The students have had some practice measuring lengths. In the last lesson the class performed estimations of different lengths of string. After estimating the class measured the string and displayed the

string in shortest to longest length.

General Outcome:Use direct or indirect measurement to solve problems.

Specific Outcome:3.SS.3: Demonstrate an understanding of measuring length (cm, m) by estimating length using referents.

Assessment Strategies: Formative:

o Teacher will observe students level of participation during the Walk Around the Zoo game. Are the students estimation close to the actual measurement? Are students properly measuring

o Oral Questioning. Teacher will orally question students on estimating the length of the animal figures.

Flexible Groupings: Students will observe as an entire class when they are shown the zoo map and

will participate as a whole group in estimating the length of many zoo animal figures. This will be done on the sharing carpet.

Students will work in small group (3 students) when playing Walk Around The Zoo

Lesson Development

Activate: Show the class a map of the Winnipeg Zoo. Explain that maps represent the space of an area.

Pose a question? Who has been to the zoo? What is the best way to see everything in a zoo?

Strand: Shape & SpaceGrade: 3

Theme: Zoo

Zoo Thematic Unit

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On the map of the Winnipeg Zoo trace a path throughout the zoo using a marker.

On this map how many cm are there between the bears and the zebras? Ask and discuss ways we can estimate and measure distances.

Acquire:Review/Discuss estimating lengths. How can we estimate the length of something? Teach strategy for estimation: Have you ever seen a snake in a zoo? Show the class a stuffed snake. How long is this snake in centimeters? Write down the student’s estimations.

Discuss strategies to find lengths.

o Using the length of my finger to compare. If my finger is five cm, how many fingers fit in the snake?

o Comparing longer and shorter items compare to the snake.

Have a range of animal figures all different sizes. Have the class estimate the lengths. Write the students estimations down. *Tip: Point out that I am starting to measure at the 0 not the 1 on my ruler.* Finally measure the snake with the ruler and discuss the final measurement.

Apply: Hand out Walk Around The Zoo game map. And explain the game. The purpose of the game: Estimations using cm, measuring using cm and teamwork.How to play:

Take turns rolling a dice to see how many cm you can travel along the zoo path.

Step 1: Choose a pencil crayon. Start at the entrance. Roll the dice to see how far you will travel. (roll a 3= 3 cm)* Roll a couple dice to use longer estimation and measurements.Step 2: Predict where you will end up. (Ex. Will I be at the zebra exhibit?). Then measure the number of cm. Draw a line this length.Step 3: Each player takes turns using a different color crayon. Start measuring from the end of the last line drawn. Play until a team makes it through the entire zoo.

Check Walk Around The Zoo template*

Learning Resources: Walk Around The Zoo game sheet A centimeter ruler A die Pencil crayons.

Different Ways of Learning: Visual: Students are looking at the example map, the example snake and the board

game. Kinesthetic : Students are using their hands to estimate lengths and using a ruler to

measure actual distances

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Auditory: Students are listening to the teacher speak during zoo map, estimating lengths and during the game.

Source: Math Makes Sense Grade Three. Pearson Math Focus 3. Nelson Shutterstock.com (pictures) Manitoba Math Curriculum (Grade 3)

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Length of Lesson: 60 Building a Zoo Animal Enclosure

Connection to Last Lesson: The students have had some practice with perimeter. Last lesson the class performed measuring perimeters of many different regular and irregular shapes.

General Outcome:Use direct or indirect measurement to solve problems.

Specific Outcome:3.SS.5. Demonstrate an understanding of perimeter of regular and irregular shapes by constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

Assessment: Formative: o Teacher will observe students level of participation during the perimeter lesson. o Oral Questioning. Teacher will orally question students during the building of

different shapes.

Summative: o Assessing the student’s animal enclosures work sample they have built. Checking

for proper measurement of the perimeter on all three different shaped enclosures.

Flexible Groupings: Students will work individually completing their zoo animal enclosures Students will observe as an entire class during the perimeter-building lesson.

Lesson Development

Activate: Speak about enclosures in a zoo (the place where the animal lives). Pose a question: Do animal have a certain area where they live in a zoo? Why? What is the area around an enclosure called? Is the enclosure closed off? Answer will vary. Goal is to cultivate an understanding that animals have (X) amount of space to live and play in.

Strand: Shape & SpaceGrade: 3

Theme: Zoo

Zoo Thematic Unit

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Acquire: Discuss/review perimeter. A perimeter would be the length around the animal’s enclosure. The perimeter is the total length around an entire shape. Show the class three pieces of string all the same length. Then create three different shapes using the string. (The string is 50cm long) Pose the question: What is the zoo gave us (X) amount of fence to make enclosures of our toy animals, could we make different shaped enclosures? Model an example. The zebra enclosure perimeter needs to be 100cm. On a big piece of paper measure out a perimeter of 100 cm and cut it out. Use the same length of perimeter and cut out a different shape. * Make sure to intervene the concept that animals need more space then 100cm. This is just a model diagram. *

Apply: Have students create 3 different shaped enclosures (pen), all with the same perimeter. Different animals need different lengths of perimeters. Give different students different animals. (Ex. Some students build for the zebras while others build for the elephants)

Learning Resources: A centimeter ruler 1 cm grid paper String Scissors Large sheets of paper

Different Ways of Learning: Visual: Students will watch the lesson on building perimeters. Kinesthetic : Students will be hands on in measuring and drawing their perimeters

for their animal enclosures, as well as cutting out of their shape. Auditory: Students will listen to the teacher speak during the perimeter lesson

Source: Math Makes Sense Grade Three. Pearson Math Focus 3. Nelson Manitoba Math Curriculum (Grade 3)

Strand: Patterns & Relations

Zoo Thematic Unit

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Length of Lesson: 60

Connection to Last Lesson: Remind students of the lesson on “increasing patterns”, the terminology used and the Spotted Snake Patterns that were created, and work backwards to decrease patterns.

Learning Outcomes: 3.PR.2. Demonstrate an understanding of decreasing patterns by creating, extending and extending patterns using manipulatives, diagrams, and numbers (starting from 1000 or less). Assessment:

Formative: Through observation during instruction and individual practice time, does the student grasp the concept of a “decreasing”?

Can students form a shrinking pattern using snap cubes and complete the practice questions.

Summative: Student worksheet

Flexible Groupings: Students will work at their table groups during the activating and acquiring

portion of the lesson

Lesson Development

Activate: Review “increasing” patterns from previous lesson and discuss what would happen if we began with a large number and decreased the pattern. Remind them of what makes up a pattern,

Consistently changing by a set number, ie., increasing by 2’s Have them connect that the same rule applies while decreasing.

Acquire:Pose a problem drawn on the board about dolphins at the Zoo. A dolphin begins with 12 fish in his bucket on Monday, and is fed 2 fish each day. How many fish will there be left in the bucket on Thursday? Draw the problem out so that students can see the pattern unfolding and have them help complete the pattern as a class. Discuss the terminology used, such as “decreasing” and “shrinking”.

Ask questions such as, “Why do you think it is a shrinking pattern?”, look for answers such as the numbers in the pattern go down.

“How is a shrinking pattern different from a growing pattern?” The numbers in a growing pattern go up, not down.

Next, using Snap Cubes distribute piles of three to each student, as a class complete a pattern together,

All begin with 11 cubes, the pattern will decrease by 2, what will the next shape look like (it should have 9), complete 3 figures together.

Strand: Patterns & Relations

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Have students complete the Practice page on page 23 of “Math Makes Sense” (Questions 1-3) using Snap Cubes.

Apply: Have students complete the student worksheet “Shrinking Patterns at the Zoo”.

Remind them to follow all instructions and double check to make sure they are following the given patterns.

Learning Resources: “Math Makes Sense” practice worksheet “Shrinking Patterns at the Zoo” worksheet Snap Cubes

Different Ways of Learning: Visual: Drawing patterns on the board to demonstrate shrinking patterns. Kinesthetic : Using the Snap Cubes to build shrinking patterns. Auditory: Class discussion about shrinking and growing patterns.

Source:

Manitoba Education, Citizenship and Youth. (2008). Kindergarten to Grade 8 Mathematics: Manitoba curriculum framework of outcomes. Winnipeg, MB. Manitoba Education, Citizenship and Youth.

Pearson Education Canada. (2009). Mathematics Makes Sense: Unit 2: numbers to 100. Toronto, Ontario. Pearson Education Canada

Length of Lesson: 60 minutes

Learning Outcomes: 3.PR.1. Demonstrate an understanding of increasing patterns

Strand: Patterns & Relations

Grade: 3Theme: Zoo

Zoo Thematic Unit

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by creating, describing and extending patterns using manipulative, diagrams and numbers (to 1000).

Connection to Last Lesson: Students are expected to have a general understanding of the patterning concept from earlier grades.

Assessment: Formative: Through observation, does the student grasp the concept of a “growing pattern.”Summative: Each student will complete a growing pattern of a snake individually. Students must be able to connect their own numerical pattern to the creation of the snake.

Flexible Groupings: Students will work at table groups during the activating and acquiring stages of

the lesson and complete tasks using manipulatives as a group, with individual tasks.

The summative performance task of building a snake pattern will be an individual task.

Lesson Development

Activate: Read the book “The Splendid Spotted Snake” by Alexander Wilensky and Betty Schwartz to the class. Discuss what it means to grow larger and have them use words such as increase in place of “getting bigger”.

Acquire:Discuss how we can represent something increasing through a pattern. Using pattern blocks, first model to students how we can “grow/increase” a pattern adding a specific number of blocks. Have the class decide on the pattern and teacher will build it for everyone. Once an understanding is built, have students at table groups build 3-4 increasing patterns.

Apply: Have students create their own increasing pattern of a Spotted Snake. Each student will be given a blank piece of paper and a number of pieces (heads and bodies) to make their snake pattern grow 4 times. They must decide on the pattern that they will use, write it on the back of the paper and create the pattern on the front by gluing the pieces in the correct spaces. Once complete the snake can be coloured.

Learning Resources: “The Spotted Snake” by Alexander Wilensky and Betty Schwartz. Pattern blocks Spotted Snake cut outs Blank Paper

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Glue Markers

Different Ways of Learning: Visual: Students will view the book “The Spotted Snake” as it demonstrates a

snake growing larger, as well as the modeling of the pattern blocks. Kinesthetic : Creating increasing patters with pattern blocks and snake cut outs. Auditory: Listening to the book “The Spotted Snake” and instructions.

*Source:Manitoba Education, Citizenship and Youth. (2008). Kindergarten to Grade 8 Mathematics: Manitoba curriculum framework of outcomes. Winnipeg, MB. Manitoba Education, Citizenship and Youth.

Pearson Education Canada. (2009). Mathematics Makes Sense: Unit 2: numbers to 100. Toronto, Ontario. Pearson Education Canada

Shrinking Patterns at the Zoo!

Name:______________________ Date:___________________

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Instructions: Read and complete the shrinking pattern for each question, be sure to follow the pattern given.

1. If Tom the zookeeper fed Daphne the Dolphin 2 fish each day beginning on Monday, how many fish would be left in the bucket on Saturday?

Monday Tuesday Wednesday

Thursday Friday Saturday

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2. Henry the Elephant is given a treat of 1 peanut each day, beginning on Monday. How many peanuts will be left in the pile on Thursday?

Monday Tuesday Wednesday

Thursday Friday Saturday

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3. Mandy the monkey starts with 15 bananas on Tuesday and eats 3 bananas each day. How many will she have left on Sunday?

Tuesday Wednesday Thursday

Friday Saturday Sunday

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