STEM Lesson Plan

Candidate:
Subject(s):
Grade level(s):
Ricardo Pastor
Math/Science
3rd Grade
Common Core Content Standard(s): Record the number, the sub-element,
and description of the Common Core State Standard(s) on which this
lesson is based.
3.MD.B.4 - Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show the data by making a
line plot, where the horizontal scale is marked off in appropriate units
whole numbers, halves, or quarters.

Date:
7/14/16
Single/Multi-Day
Lesson:
MULTI-DAY
Lesson
Tuesday/Thurs
day

List the Common Core State Standards for Mathematical Practices

used by writing their number, title, and description:
MP1: Make sense of problems and persevere in solving them
MP3: Construct viable arguments and critique the reasoning of others
MP5: Use appropriate tools strategically
Progress
List the Common Core State Standards Science Literacy Standards
used by writing their number and full descriptions:
(Example: RST.6-8.4. Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 68 texts and topics.)
N/A
List the Common Core State Standards Science Writing Standards
used by their number and full descriptions:
(Example: CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and
counterclaims fairly, supplying data and evidence for each while pointing out
the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and in a manner that anticipates the audiences
knowledge level and concerns.)
N/A
List the Next Generation Science Standards Performance
Expectation(s) used by writing their number, title, and description. If this
is a math or English course, you can simply use the NGSS Science
and Engineering Practice(s):

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Check which 21st Century Learning Objectives are used with an X:

To build skills in creativity and innovation by brainstorming and
identifying multiple ways to solve a problem, and implement their own
approach to that problem
X-To build skills in critical thinking and problem solving by
identifying relevant given information, analyzing the data,
manipulating the variables, and evaluating the process and work done
To build skills in communication and collaboration by sharing,
justifying, and critiquing ideas with precise academic language in oral
and written forms as they work with others on a common task
VII. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure,
Concept, or Principle):
Concept/procedure: students will measure different lengths of yarn. Then create a chart with the
data, once they complete the chart they will then complete a line plot.
II. LEARNING OUTCOME (Objective):
-

Students must be able to interpret measurement data displayed on a line plot

Students must know measurement data can be displayed using a line plot.
Students must know the characteristics and elements of a line plot.
Students must measure objects to a given measurement unit and record the data set.
Students must create a line plot.
Students must graph the measurement data on the line plot.

III. ESSENTIAL QUESTION:

-

How can we identify relevant information?

IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
-

The students will be measuring items and placing the data in a chart once they are in
numerical order they will place it in a line plot they create.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
- Line plot engagement:
http://www2.learningtoday.com/player/swf/Data_Analysis_LinePlots_L3_V1_T1a.swf
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
-

After the engagement, the supply monitor will pass out different lengths of yarn to the
students.
The students will then take their rulers and measure their piece(s) of yarn and write down
the length in their science notebooks
Once they are done measuring, the teacher will guide them in creating a data chart with
the different measurements from all the students. The students will also receive a handout
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with a blank data chart they can follow along with the teachers model.
Once the data chart is complete, the will be handed a blank line plot
The teacher will guide them on how to start the line plot, but the students will do the
majority of the collaboration
Once the line plot is complete the students will be assessed.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

-

When the students are measuring the yarn they are going to practice not only how to
measure but also how to measure to the
When the students begin to work together to share their measurements and put them on
line plots, they will get practice in organizing data.
When they begin their line plot the students will be able to identify the order and properly
place the numbers on the plot.

D. MATERIALS & RESOURCES:

-

Handouts
Blank Data Chart to write down different measurements.
Blank line plot
Assessment questions
Projector
Elmo
Laptop
Rulers
Yarn
Whiteboard and markers

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

-

Hand out with questions that the teacher will model at first but slowly let the students
take over
(I do, we do, you do)
Then as a class go over the answers using white boards.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT,
INSTRUCTION, PRACTICE):
N/A
VII. HOMEWORK (IF APPROPRIATE):
N/A

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