Daily Schedule
Daily time allotment for each lesson may vary upon classroom schedules. Each lesson is designed to last between 45 minutes and an hour and a half depending on subject and student needs. Time is noted on individual lesson plans.
Classrooms come in all shapes and sizes. Students need a place to complete their work during the unit. Each day students will explore content in various ways such as in a whole group, small group, or individually. Classrooms should be set up in a way that facilitates collaboration and guided math groups. Students also need to utilize computers. This could be done in a computer lab or as a center in the classroom. Students should also have a space to come together as a group such as a large area rug.
*Note: The book The Missing Gator of Gumbo Limbo by Jean Craigehead George will be used as a read-aloud throughout this unit in order to keep the students focused on ecosystems and relationships among species.
Day 1-
* Introduction and Hook lessoon. Students will brainstorm and discover strategies to solve multi-digit multiplication problems.
*Introduction of final assessment to give students a goal of what they are working toward
*Have guest speaker come in and talk about architecture. This person will get students thinking about why we build in certain places. The speaker will have discussion about relationships between construction and the natural environment
Day 2-
* Instruction and small group work (could be guided math) on how to use the strategy of partial products to solve multi-digit multiplication problems.
*Video on ecosystems found on Discovery Learning- Blog about ecosystems
*Discussion about relationships between species
*Introduce blogging website and rules for the technology of blogging. Discuss blogging ethics and how students should leave comments for others.
Day 3-
*Instruction and group work (could be guided math) on how to use the matrix method to solve multi-digit multiplication problems.
*Practice finding area of a given space
*Introduce ecosystem vocabulary
Day 4-
*Instruction and group work (could be guided math) on how to use the standard algorithm to solve multi-digit multiplication problems
* Create floor plan using graph paper for model home
*Allow extra practice on the computer for students using pre generated floor plans for their model home
*Introduce animal species that are found in the Jordan Lake area.
*Taba activity on the board. Sorting and Re-sorting various plants of the region.
Day 5-
*Formative assessment (4 rectangle grid chart) Students will be given one problem to solve using each of the learned methods/strategies.
*Continue creating floor plan for model home and add in dimensions of rooms
*Assign Blog Post for homework: Have students reflect on their strengths and weaknesses for mathematical practices. Students should discuss the benefits or problems of each strategy.
*Field Trip to Jordan Lake or Museum of Life and Science (Depending on time and availability
Day 6-
*Have guest speaker come in and talk to students about careers in contracting and
how multiplication and division play a part in planning for building homes.
*Begin building models -use floor plan sketches
*Start research on how students will deal with the issues of the ecosystems around Jordan Lake. Students will research animal and plant life that exists in that area. Students will also need to know what these plants and animals need in order to survive.
Day 7-
*Instruction and group work (could be guided math) on how to use the menu method for solving long division
*Continue Research on plant and animal needs. Split students into research groups based on interest of plants or animals. Students will need to take notes and come up with a way to share with the class.
*Continue model building.
Day 8-
*Instruction and group work (could be guided math) on how to use the standard algorithm for division
*Continue Research on plant and animal needs in small research groups. Students will need to take notes and also create a role play to demonstrate what they have learned.
*Continue model building. Students should also add in parts of the ecosystem to their models that they have learned about.
Day 9-
*Formative Assessment on Division- This will be a test with several problems that students can choose which strategy to use for solving. Students must show knowledge of both strategies through their work.
*Continue and finish model building. Students can add any additional parts of the ecosystems after research share.
*Students should share information about plant and animal ecosystems that they have learned through research. Students will also share their role play taking on the roles of plants and animals surrounding the Jordan Lake area.
*Assign blog post for homework for final culminating discussion: Posts should be done on this night and comments should be left after day 10.
Day 10-
*Final Assessment through the sharing of projects. They will share their designs and models as well as work completed in finding out how much paint and flooring to buy for their house. Students should also present information about the ecosystem that they are building upon. Students should take into consideration the impact on plants and animals and discuss the repercussions of the loss of a species.
Classrooms come in all shapes and sizes. Students need a place to complete their work during the unit. Each day students will explore content in various ways such as in a whole group, small group, or individually. Classrooms should be set up in a way that facilitates collaboration and guided math groups. Students also need to utilize computers. This could be done in a computer lab or as a center in the classroom. Students should also have a space to come together as a group such as a large area rug.
*Note: The book The Missing Gator of Gumbo Limbo by Jean Craigehead George will be used as a read-aloud throughout this unit in order to keep the students focused on ecosystems and relationships among species.
Day 1-
* Introduction and Hook lessoon. Students will brainstorm and discover strategies to solve multi-digit multiplication problems.
*Introduction of final assessment to give students a goal of what they are working toward
*Have guest speaker come in and talk about architecture. This person will get students thinking about why we build in certain places. The speaker will have discussion about relationships between construction and the natural environment
Day 2-
* Instruction and small group work (could be guided math) on how to use the strategy of partial products to solve multi-digit multiplication problems.
*Video on ecosystems found on Discovery Learning- Blog about ecosystems
*Discussion about relationships between species
*Introduce blogging website and rules for the technology of blogging. Discuss blogging ethics and how students should leave comments for others.
Day 3-
*Instruction and group work (could be guided math) on how to use the matrix method to solve multi-digit multiplication problems.
*Practice finding area of a given space
*Introduce ecosystem vocabulary
Day 4-
*Instruction and group work (could be guided math) on how to use the standard algorithm to solve multi-digit multiplication problems
* Create floor plan using graph paper for model home
*Allow extra practice on the computer for students using pre generated floor plans for their model home
*Introduce animal species that are found in the Jordan Lake area.
*Taba activity on the board. Sorting and Re-sorting various plants of the region.
Day 5-
*Formative assessment (4 rectangle grid chart) Students will be given one problem to solve using each of the learned methods/strategies.
*Continue creating floor plan for model home and add in dimensions of rooms
*Assign Blog Post for homework: Have students reflect on their strengths and weaknesses for mathematical practices. Students should discuss the benefits or problems of each strategy.
*Field Trip to Jordan Lake or Museum of Life and Science (Depending on time and availability
Day 6-
*Have guest speaker come in and talk to students about careers in contracting and
how multiplication and division play a part in planning for building homes.
*Begin building models -use floor plan sketches
*Start research on how students will deal with the issues of the ecosystems around Jordan Lake. Students will research animal and plant life that exists in that area. Students will also need to know what these plants and animals need in order to survive.
Day 7-
*Instruction and group work (could be guided math) on how to use the menu method for solving long division
*Continue Research on plant and animal needs. Split students into research groups based on interest of plants or animals. Students will need to take notes and come up with a way to share with the class.
*Continue model building.
Day 8-
*Instruction and group work (could be guided math) on how to use the standard algorithm for division
*Continue Research on plant and animal needs in small research groups. Students will need to take notes and also create a role play to demonstrate what they have learned.
*Continue model building. Students should also add in parts of the ecosystem to their models that they have learned about.
Day 9-
*Formative Assessment on Division- This will be a test with several problems that students can choose which strategy to use for solving. Students must show knowledge of both strategies through their work.
*Continue and finish model building. Students can add any additional parts of the ecosystems after research share.
*Students should share information about plant and animal ecosystems that they have learned through research. Students will also share their role play taking on the roles of plants and animals surrounding the Jordan Lake area.
*Assign blog post for homework for final culminating discussion: Posts should be done on this night and comments should be left after day 10.
Day 10-
*Final Assessment through the sharing of projects. They will share their designs and models as well as work completed in finding out how much paint and flooring to buy for their house. Students should also present information about the ecosystem that they are building upon. Students should take into consideration the impact on plants and animals and discuss the repercussions of the loss of a species.