Instructional Design Teaching 3rd Grade Unit: Reading, Writing, and

Sequencing All About Pumpkins

College and Career Anchor Standards for Reading
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.1
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.

English Language Arts Standards Reading Informational Text and

Reading Literature Grade 3/ Writing Grade 3
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events
CCSS.ELA-LITERACY.RI.3.7
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).
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B
Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.2.C
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information.
CCSS.ELA-LITERACY.W.3.2.D
Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.1.A

Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B

Provide reasons that support the opinion.

Cross-Curricular Standards:
Math Operations and Algebraic Thinking Grade 3
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 7.

Science Georgia Performance Standards Grade 3

S3CS2. Students will have the computation and estimation skills necessary for analyzing
data and following scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a
calculator.
S3CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what
things are like or what is happening somewhere, collecting specimens for analysis, and
doing experiments.

American Association of School Librarians: Standards for the 21st

Century Learner
1.1.2 Use prior and background knowledge as context for new learning
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and gather meaning

1.3.4 Contribute to the exchange of ideas within the learning community

2.1.1 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real world situations, and further investigations
3.1.3 Use writing and speaking skills to communicate new understandings effectively
4.1.2 Read widely and fluently to make connections with self, the world, and previous
reading
4.1.3 Respond to literature and creative expressions of ideas in various formats and
genres

Days 1-2: Pumpkin Jack (read aloud podcast), From Seed to Pumpkin (read aloud
video), and A Great Big Pumpkin Video (google docs), The Life Cycle of A
Pumpkin
Essential Questions:
Where do pumpkins come from and how do they grow?
Can I find similar information about a topic from different sources?
Lesson 1: 45 minutes
1. The teacher will activate prior knowledge by asking students the essential
questions.
2. The teacher will read both books to students; Students will go to the computer
lab and watch several videos.
3. Groups will discuss facts from the different sources that explain/describe the
life cycle of a pumpkin. Students will synthesize information in order to
describe the life cycle of a pumpkin.
Lesson 2: 60 minutes
Using facts from Lesson 1, groups will create a pumpkin life cycle
presentation of their choice (PowerPoint, video using a webcam, flip book,
poster, etc) Each group will have access to the both books and the online

videos if any student needs to revisit these. Groups will be given a rubric
prior to creating their presentations. Groups will also be reminded to follow
copyright rules and will have access to previously taught lessons (Ethical Use
of Information: Copyright).
Extension Activity:
1. In the classroom, carve a pumpkin with the help of an adult and scoop out all
of the seeds. Put the pumpkin in a plastic tub. Each day, your group should
make observations about how the pumpkin looks, smells, and feels. Record
your observations on your class blog. Be sure to read other students
responses and make comments about how your observations are the same or
different and discuss what why you think this is so. **This should be done the
first week of October so that the pumpkin has a good 4 to 5 weeks to decay.
Links to Learning and Fun:
Carve A Pumpkin Online
The Great Pumpkin A Highlights Magazine Article
Days 3-4 How Many Seeds in A Pumpkin
Essential Questions:
Does the size of a pumpkin determine its number of seeds?
How can we determine which pumpkins will have more seeds?
Lesson 3: 45 minutes
1. The teacher will point to three pumpkins (large, medium, and small) and ask
students to recall what is inside a pumpkin. (a seed which is the beginning of
the life cycle of a pumpkin relate to Lessons 1-2).
2. The teacher will ask students to estimate the number of seeds in each pumpkin
and write their estimates on sticky notes. Class will make observations about
the estimates (most likely large pumpkins will have larger estimates).
3. The teacher will read How Many Seeds in A Pumpkin to the class as a
modeled read aloud.
4. Class will compare the numbers of seeds in a large, medium, and small
pumpkin to their estimates and discuss the results from the story. Students
will decide if they agree or disagree that smaller pumpkins always have more
seeds than larger pumpkins. The teacher will chart their responses.

Lesson 4: 60 minutes
1. Students will work in groups to count the seeds in all three pumpkins. Each
group will have a pumpkin (large, medium, and small). Before counting,
students will work together to determine the most effective and efficient way
to count the seeds of all three pumpkins in a 10-15 minute time frame.
2. A representative from each group will record the number of seeds for each
pumpkin on the class chart. Groups will discuss their strategies for counting
the seeds. Class will discuss results and hypothesize possible reasons for the
results.
3. Students will write an informative/how to piece to answer the question, Do
large pumpkins always have more seeds than smaller pumpkins? In the
response, students will state their hypothesis, describe the steps that were
taken to test the hypothesis, and end with the results.
Extension Activities:
1. Students can make observations about the size of their pumpkins at home
(circumference, weight, height) and count the number of seeds. Students can
share with other students in class or through an online collaboration tool
(wiki, blog)
2. Students can create a simple How to Video to demonstrate the scientific
method and share on the class website
Links to Learning and Fun:
Pumpkin Multiples Math Game
Pumpkin Patch Multiplication Game
Days 5 Big Pumpkin and Miss Fionas Stupendous Pumpkin Pies
Essential Questions:
How are Big Pumpkin and Miss Fionas Stupendous Pumpkin Pie alike?
How are Big Pumpkin and Miss Fionas Stupendous Pumpkin Pie different?
In your opinion, which story is the best and why?
Lesson 5: 45-60 minutes
1. Teacher will read Big Pumpkin and Miss Fionas Stupendous Pumpkin Pie
2. The class will compare/contrast the stories (possible answers one is a poem
and the other is not, both have a witch as the main character, both witches
want to make pumpkin pie, Big Pumpkin is about one big pumpkin while the
other is about a lot of pumpkins, Big Pumpkin has a problem/solution while
the poem does not, the poem tells about the ingredients while Big Pumpkin
does not, both have similar illustrations (haunted house, graveyard, ghosts and

bats, witches that look very similar, bare trees, moon and gray/dark sky/clouds
but one seems scarier while the other portrays a lighter mood). Teacher will
record responses on a Venn diagram.
3. Students will write an opinion piece about which story was their favorite and
use details from the stories and the Venn Diagram to support their opinion.
Extension Activities:
1. Students can write their own pumpkin story or poem
2. Students can make paper bag puppets and retell the story/poem in a readers
theater format
Links to Learning and Fun:
The Haunted Party Read Aloud
Pumpkin Soup Read Aloud
Pumpkin Poems
Days 6 Sequencing/Following Directions Culminating Activities
Essential Questions:
How do we roast pumpkins seeds?
Can we follow a recipe to make pumpkin seeds?
Lesson 6: 45-60 minutes
1. Guided by the teacher and nutrition manager, students will follow the steps in
a recipe and roast pumpkin seeds.
2. While the pumpkin seeds are cooking, students will create pumpkin
glyphs 1 and then complete a math activity that goes along with the glyphs
or glyphs 2.
3. Students will eat their pumpkin seeds.
Links to Learning and Fun:
Make Pumpkin-Seed Brittle
How to Roast Pumpkin Seeds Video
Curated Resource List Web-based list of resources to use with this unit.

Principles of Universal Design: The unit was planned with different students needs
and learning styles in mind. Various levels of representation, engagement, and
differentiation were incorporated into the unit such as read aloud, video, tactile activities,

independent work, small group collaboration, and choice. Collaboration between the
teachers (teacher and future media specialist) allowed for lower student/teacher ratio.
Lessons took place in the classroom, lunchroom, computer lab, and outside. Changing
the learning environment also kept students engaged and interested. Scaffolding was
provided for student writing assessments. For example, students could use word
processing tools to publish their writing or for spelling help, or students could hand write
their pieces. The use of print material and audio-visuals allowed access for all students.
Students were able to revisit resources as needed throughout the unit.
Target Audience: 3rd grade male and female general education, special education, and
English language learners ages 9 10.
Problem Identification: With the implementation of Common Core Standards, the
teacher has observed weaknesses with students abilities to synthesize information from
multiple sources on a given topic, theme, or skill/concept. Overall, these students have
difficulty using details and sequencing to infer and respond to literature in written form.
Learner Analysis: The target group of learners is 3rd grade students at Sonny Carter
Elementary in Macon, Georgia. The students range in age from 9-10 with the most
common age being 10. There are 8 boys and 13 girls. The class is comprised of 7
African Americans, 8 Caucasian, 3 Asian, and 3 Indian. 3 are served in the Gifted
Program, 1 has 504 plan, 1 are served by the Program for Exceptional Children, 2 are
served by the English Language Learners Program, 5 receive Early Intervention Plan
services in math and 5 in reading. 15 receive free and reduced lunch. 8 come from single
parent households. 3 come from households with no working parent/parents. To obtain
information about the learners, several methods were employed. Free and reduced lunch
information was obtained from the nutrition manager. Information about parent
households and employment were obtained from student records and emergency
information cards. Student academic data was obtained from Infinite Campus data base.
The teacher was interviewed in regards to student grades, abilities, and learning styles.