Space Week: Reading Lesson 1

Standards:
3.RI.1-Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
3.RI.7-Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur).
3.SL.1-Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
Objectives:
I am able to use information gained through words and illustrations in a text to
help me comprehend the text. I am able to engage in discussion about the text
with my peers clearly and am able to explicitly refer to the text for the derivation
of my answer.
Procedures:
-Distribute Space Books to each student to record facts gained after lesson on a
daily basis
-Trigger prior knowledge and motivation by questioning students with the
following: What is space? Have humans been to space? How do humans on
Earth explore space? What can you expect to see in space?
-Read and discuss with whole group text There's No Place Like Space! All About
Our Solar System by Tish Rabe
-View National Geographic Video on Solar System 1 through 3
(http://kids.nationalgeographic.com/explore/space/passport-to-space/)
-Read to class Telescopes section pages 112-115 in National Geographic text
-Show students the universe pictures previously captured by the Hubble Space
Telescope: http://kids.nationalgeographic.com/explore/space/hubble-colorfuluniverse/#hubble-colorful-space.jpg

-Have students create their own telescope to use for the next few days as
astronauts
(Materials: cardstock, transparent tape, markers, crayons, and stickers)
-Allow students to record 2-3 sentences on what they learned about today
pertaining to space

Closing
-Allow a few students to share with the whole group their telescopes
-Allow a few students to share what they noted in their space books
-Inform students that tomorrow we will exploring the International Space Station
so we can prepare for our journey to space

Assessments
-Individual Space Books: Completion and quality of answers
-Observation and Notes: Whole group discussion

Space Week: Reading Lesson 2

Standards:
3.W.1- Write opinion pieces on topics or texts, supporting a point of view with
reasons.
Objective:
I can write about my opinion of whether or not I would want to be an astronaut
after learning how an astronaut lives and works on a space station. I will use
details from the text and International Space Station Tour to support my opinion
within my writing.
Procedures:
-Read National Geographic Text pages 110-111 titled International Space Station
-View ISS Tour #1:
https://www.nasa.gov/mission_pages/station/main/suni_iss_tour.html (sleeping/e
ating/bathroom quarters)
-View ISS Tour
#2: https://www.nasa.gov/mission_pages/station/main/suni_iss_tour.html (tour of
multiple laboratories, exercise station, space suits, the hatch)
-View ISS Tour
#3: https://www.nasa.gov/mission_pages/station/main/suni_iss_tour.html (tour of
the cupola, who would be a good fit as an astronaut, weight machine, the storage
tunnel)
-View the ISS HD Earth Viewing Experiment: http://eol.jsc.nasa.gov/HDEV/
-Model for students what their opinion piece may look like in whole group
-Allow students to write their opinion piece making sure students use multiple
details supporting their opinion

Closing:
-Have a few students share their opinion pieces to the whole group if finished

Assessment:
-Collect opinion writing pieces (possible hang up some in the classroom??)

Farm Week: Reading Lesson 1

Standards:
3.RI.2-Determine the main idea of a text; recount the key details and explain how
they support the main idea.
Objectives:
Students will determine the main idea of the text Working on a Farm by Katie
Marsico and recount several key details that support the main idea of the text.
Procedures:
-On chart paper, access prior knowledge by listing what students may see on a
farm (people, animals, equipment, buildings)
-As a whole group, read Life on the Farm by Teddy Borth
-Have students individually create their farmer craft to hang up
-As a whole group, read Working on a Farm by Katie Marsico
-As a whole group, record the main idea and list several supporting details from
the text Working on a Farm in farm booklet
-Have students individually plant a plant in their cup and distribute plant log
books for students to record their observations about their plant for the entire
week
Closing:
-Have students orally answer one thing that they learned about today that they
did not know previously about farms and being a farmer
Assessment:
-Have students write down one fact that they learned in their farm booklets

Farm Week: Reading Lesson 2

Standards:
3.RI.4-Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
3.SL.1-Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
3.SL.4-Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Objectives:
-Students will engage effectively in groups of two or three students to research a
specific farm animal from a text on their specific animal and display this research
on poster boards. In addition, students will determine the meaning of 3
vocabulary words within their text relating to their animal.
Procedures:
-Model to students how to access the Epic Books! Website on the Ipad
-Model how you want the students to research this animal using the Farm
Animals Goats text as a whole group
-Group 2-3 students in an animal group for a total of 5 animal groups (cows,
horses, pigs, goats, and chickens)
-Have students find specific facts on their animal to include on their animal poster
-Have students find three vocabulary words to define from the glossary from their
text to record in their Farm Book
-Record plant findings in plant log

Closing:
-Present animal posters if time allows (hang up animal posters in classroom)

Assessment:
-Farm animals poster
-3 vocabulary words recorded about their farm animal in their farm book