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ED 4738

June 15th 2020

Jennifer Davies

What does it mean to be a Global Citizen to you?

Grade 3 cross-curricular week plan

Subjects included:

Social Studies
Math
English Language Arts
Science
Art
Health
PE
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Table of Contents

3-5 ----------------------------------------------------------------------------------------------------------------- Rationale

6 --------------------------------------------------------------------------------------------Teaching Quality Standards

7-8 ----------------------------------------------------------------------------------------------------- Learner outcomes

9 --------------------------------------------------------------------------------------------------------- Weekly Schedule

10 ------------------------------------------------------------------------------------------- Preface and Differentiation

11-14 ----------------------------------------------------------------------------------------- Detailed Week Schedule

15-17 ---------------------------------------------------------------------------------------------------------- Lesson plan

18 ------------------------------------------------------------------------------------- Lesson plan – Instruction sheet

19 ----------------------------------------------------------------------------- Lesson plan – Yogurt Parfait Planner

20 -------------------------------------------------------------------------------------------------------------- Assessment

21-22 ---------------------------------------------------------------------------------------------------- Resources used

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Rationale
General Information
This week plan is aligned with a grade 3 cross-curricular unit. The unit in total will take four weeks
to complete, but the week plan provided will be covering week two of the unit. This unit is based on
the question “What does it mean to be a global citizen to you?” I chose this question because
global citizenship can be connected across all of the curriculums in grade 3. In addition, by being
able to use this question across curriculums students will be more engaged with the material but
also be learning how they themselves can become a global citizen. Each lesson will help in
scaffolding students learning to what it means to be a global citizen for them. They will be given
ideas and ways in which they can be global citizens and through those ideas students will start to
develop their own identity as a global citizen. It will not directly relate but students will be able to
see the connections to global citizenship and they will also be making connections to what we
learned this week throughout the unit.

Books

“Baking Apple Pie and Seeing the World”

This book will be my first introduction book because it will allow me to start the conversation in
math class about fractions but then it will also allow me to connect it to cultural awareness in
subsequent lessons. This will help students learn about food from different cultures and then they
will also be able to later see different games from different cultures. The book will also allow
students to start learning how to read recipes, which will be apart of their assignment in the last
math class of the week.

“One Plastic Bag”

This book will be read on the second day in social class and will support the conversation about the
environment and how humans are contributing to these environmental changes. Furthermore, it will
also develop students understanding as to how it is affecting human’s lives and we will relate that
to animals lives as well. This book will also help support the science lesson the day before where
we will do a simulation activity about oil spills and how they can harm animals. Also, when students
look at different animal organizations they will be able to connect this book to that as well because
a few of the organizations talk about plastic bags affecting animals. Lastly, the stem activity at the
end of the week will be directly related to this book and it will be referenced so that students
understand why they are being tasked with building something out of plastic bags.

Connections to Social Studies and background knowledge

This will be the main area, which is covered, and throughout the unit the entire GLO 3.2 will be
covered. During the first week students will learn about global citizenship and during the second
week they will learn about cultural awareness as well as the environmental issues we face today.
The third week will be focused on organizations that are in place to help the world’s people. The
last week we will see students bringing all this knowledge together to do a performance task. The
other curriculums will help in supporting this GLO throughout the entire unit and will help in
complementing the ideas brought forward. Students will also have already learned all about the
first GLO where there are learning about the four different countries Peru, India, Ukraine, and
Tunisia. This will aid students when they are learning about cultural awareness because they will
be able to relate the idea to what they have already learned about the fours countries.
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Connections to Science and background knowledge
In science students are learning about why there are endangered animals and how the
environment affects those animals. Students will have the knowledge to understand the basic
structures of animals and how they live and grow before this unit begins so they will be able to
focus on the why animals are endangered and the ways in which environments can affect them.
The ways these environments affect them also directly affect humans. For example, many hectors
of trees are being cut down in the rainforests around the world and students will be able to see how
this affects animal’s habitats and food. In addition, they will learn that these can also affect
human’s ability to live on a clean planet with good air. Lastly, students will see that many of these
causes are human related and by learning to be a global citizen they can then start to see how
being a global citizen allows them to be able to have a voice and help make a change for animals,
humans, and our planet.

Connections to Math and background knowledge

In math students will begin to learn fractions the very first week of the unit and in the second week
they will further be exploring fractions. In order to connect this to the idea of global citizenship
students will look at a book about making an apple pie and seeing the world. What this book will do
is help students learn about fractions but it will also get them to start thinking globally about food
and where we get some of the common foods we eat. In addition, students will have the
opportunity in ELA to further look at foods from India, Peru, Ukraine, and Tunisia. By doing this
there will be connections across the curriculums and students will start to learn about something
called cultural awareness. Although this is not mentioned in the math unit the book being read in
math class at the beginning of the week will open that door to show students what it means to be
culturally aware.

Connections to ELA and background knowledge

In this week plan ELA will be supplementing the idea of global citizenship and helping make those
connections through reading and writing during the week. Students will have a basic understanding
of how to write and this week will be focused on experiencing texts as well as responding to new
ideas through writing. Connections will be made across the week starting with the first day where
students will be able to find a recipe from India, Peru, Ukraine, or Tunisia and then read that recipe.
They will respond to the recipe, further leading to them understanding what it means for them to be
culturally aware. In the second lesson students will have the opportunity to be culturally aware
about Indigenous people who are apart of our society but is also important to understand when
learning about all the different types of groups there are in the world. Again, students will be
responding to writing and students will be given the opportunity to learn how to give their opinion
on something. The opinion idea will come from the knowledge students learned in the previous
science class as well as the previous social class. Wednesday and Thursdays ELA classes will
focus on writing a letter to an organization of their choosing that has been successful in helping
animals around the world. This will help students directly relate to animals and the environment but
it will also help students learn that they can write to groups like this and it gives them a voice to
express their concern for certain animals in the environment. The last ELA lesson will consist of a
written reflection so students can show what they have learned about themselves as global citizens
the environment and cultural awareness.

Connections to Art and background knowledge

In the two art classes throughout the week students will be focused on learning how to add detail to
2D work by adding bright or duller colors, thicker and thinner lines, shading while at the same time
paying attention to detail. The connection to art will be the fact that students are doing a simpler art
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project but incorporating ways they can be global citizens. This will help in relating the unit
question so students get an idea of what it means before they start on the performance task at the
end of the unit. Students will have to plan out first and they will be told that this does not have to be
filled in completely as it is only the second week. Students will get more ideas throughout the unit
and during the last week we will refer back to these art projects to add more about what we can do
to be a global citizen.

Connections to Health and background knowledge

In health, students will be able to connect global citizenship to what they can explicitly do to
become a global citizen. They will see that by picking up plastic bags they can help to reduce the
amount that are not deteriorating on the ground and in landfills. Students will also understand that
just because they cannot go to another country and pick up garbage bags they can still make a
difference in their community, which will directly help the world problem of to many plastic bags. By
writing a reflection it gives students an opportunity to understand this connection and based on the
questions they will have to answer students will express an opinion on helping their own
community.

Connections to PE and background knowledge

Students will have ultimately no background knowledge in the games that will be played but they
will have knowledge of what it means to play with others, work with others who are on the same
team and how to be fair and respectful. Students will get to experience games from the four
different countries they have already learned about in social studies. What this will do is also bring
home the point of being culturally aware and how that awareness will help them in becoming more
of a global citizen.
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Teaching Quality Standards

#1 Fostering effective relationships

I will be meeting this TQS through this unit by continuing to provide opportunities for students.
These opportunities will be meaningful to them because the unit is centered on what it means for
them to be a global citizen. In addition, throughout the week I will be showing students what
cultural diversity is and helping them understand that learning about how different cultures give
them an awareness so they can be more globally responsible. Furthermore, I will be inviting an
elder into the classroom to discuss Indigenous perspectives on the environment, which will build
relationships with students and Indigenous people in Alberta. In essence I will be ensuring I am
modeling what it means to be culturally aware so that students can see what it means. By doing
this students will be able to feel more comfortable with me, knowing that I am promoting
multiculturalism while at the same time they will be able to learn how to be open to multiculturalism
themselves.

#3 Demonstrating a professional body of knowledge

I will be meeting this TQS through this week plan with my lessons and assessment. My planning
will show that I am looking to use relevant environmental issues that the world faces today.
Students will be able to engage with those materials because they are things that are happening in
today’s world. Furthermore, I will be applying multiple opportunities for students to collaborate with
one another while at the same time ensuring I am able to assess each student multiple times. For
example, students will get the opportunity to do hands on experiments with their peers. They will try
to come up with a solution on how to create something out of only plastic bags. Assessment will be
done thoughtfully to ensure students are getting a variety of assessments to show their
understanding. For example, there will be multiple opportunities for students to be formatively
assessed as it is only a week plan however, the formative assessment will help in guiding my
future lessons and help students understand where their understanding is. I will also be explicitly
addressing my outcomes that I want students to meet and ensuring that they are assessed several
times.

#5 Applying foundational knowledge about First Nations, Metis and Inuit

I will be meeting this TQS through my week plan by continuously incorporating Indigenous
perspectives and cultures into the lessons. For example, students will partake in a talking circle,
which is something in Indigenous culture that allows people to have a voice and express their
opinions without being disregarded. Students will also get a chance to see the perspective of an
Indigenous elder that will come in to talk to the class. By giving students multiple perspectives it
shows them that there is not one way to think about something but many. It allows students to
open their minds to the diverse perspectives further leading to them understanding what it means
for them to be a global citizen.

LEARNER OUTCOME CHART
GLO
Number
Develop number sense.
Math
3.2
Global Citizenship
Students will demonstrate an
understanding and appreciation of
Canada’s roles and responsibilities in
global citizenship in relation to
Social communities in India, Tunisia, Ukraine
Studies and Peru.
ELA 1. Students will listen, speak, read,
write view, and represent to
explore thoughts, ideas, feelings
and experiences.
2. St Students will listen, speak, read, media texts
write view, and represent to
comprehend and respond
personally and critically to oral,
print and other media texts.
3. Students will listen, speak, read,
write view, and represent to
manage ideas and information.
4. Students will listen, speak, read,
write view, and represent to
enhance the clarity and artistry of
communication.
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SLO
13. Demonstrate an understanding for fractions
by:
13.1 Explaining that a fraction represents a part
of a whole
13.2 Describing situations in which fractions are
used
13.3 Comparing fractions of the same whole that
have like denominators
Knowledge and Understanding
3.2.2 explore the concept of global citizenship by
reflecting upon the following questions for
inquiry:
3.2.2.2 What are some environmental concerns
that Canada and communities around the world
share?
3.2.2.3
In what ways can individuals and groups
contribute to positive change in the world?
1.1.1.a Discover and explore – Express ideas
and develop understanding – connect prior
knowledge and personal experiences with new
ideas and information in oral, print and other
1.1.1.b Discover and explore – Express ideas
and develop understanding – explain
understanding of new concepts in own words
2.1.1.a Use strategies and cues – Use prior
knowledge – share ideas developed through
interest, experiences and discussion that are
related to new ideas and information
2.2.1.b Respond to text – Experience various
texts – tell or write about favorite parts of oral,
print and other media texts
2.2.1.d Respond to text – Experience various
texts – connect own experiences with the
experiences of individuals portrayed in oral, print
and other media texts, using textual references.
3.2.2.b Select and process – Access information
– locate answers to questions and extract
appropriate and significant information from oral,
print and other media texts

Topic E: Animal Life Cycles
3–11 Identify requirements for animal
Scienc care.
e maintain animal populations, and identify ways
DEPICTION
Component 6 QUALITIES AND DETAILS:
Students will refine surface qualities of
objects and forms
________________________
COMPOSITION
Component 7 EMPHASIS: Students will
Art create emphasis by the treatment of forms
and qualities.
________________________
EXPRESSION
Component 10 (i)
PURPOSE 3: Students will decorate items
personally created.
Life Learning Choices
Students will use resources effectively to
manage and explore life roles and career
opportunities and challenges
Health
A A3–1 respond to a variety of stimuli to create
Students will acquire skills through a
variety of developmentally appropriate
movement activities dance, games, types
of gymnastics, individual activities and
activities in an alternative environment;
e.g., aquatics and outdoor pursuits.
PE C effort and relationships
Students will interact positively with
others.
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4.1.4.a Enhance and improve – Enhance artistry
– choose words,, language patterns, illustrations
or sounds to add detail and create desired
effects in oral, print and other media texts
8. Identify examples of environmental conditions
that may threaten animal survival,
9. Recognize that habitat preservation can help
that student actions can assist habitat
preservation.
B. Colour can be made to appear dull or bright.
________________________
A. The center of interest can be made prominent
by contrasting its size, shape, colour, or texture
from the other parts of the composition.
C. Details, accents and outlines will enhance the
dominant area or thing.
________________________
A. Details, patterns or textures can be added to
two-dimensional works.
Volunteerism
L–3.7 assess how individual contributions can
have a positive influence upon the family,
school, and community
locomotor sequences
A3–3 respond to a variety of stimuli to create
nonlocomotor sequences
A3–10 perform and play lead-up games and
demonstrate elements of special awareness,
A3–11 demonstrate the ability to work together
with a teammate/team to achieve a common
activity goal while playing and learning the basic
strategies of lead-up games
C3–4 accept responsibility for assigned roles
while participating in physical activity
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Weekly Schedule
- The grey sections are the parts I will not be covering in this week plan
Time
Monday Tuesday Wednesday Thursday Friday
Period
Morning
8:25 – Morning Meeting/ Morning Meeting/ Morning Meeting/ Morning Meeting/
Meeting/
9:00 Morning Routine Morning Routine Morning Routine Morning Routine
Morning Routine
9:00 –
Math Math Math Math Stem
9:30

9:30 –
Math Math Math Math Stem
10:00

10:00 –
Recess Recess Recess Recess Recess
10:15

10:15 –
ELA Art Science Art Reading Buddies
10:45

10:45 –
ELA Art Science Art ELA
11:15

11:15 – PE w/ assistant Music w/ music Read Aloud/

Social Social
11:45 principal teacher clean up

11:45 –
Lunch Lunch Lunch Lunch Home time
12:35

12:35 –
Math Challenge Social Health Social
1:15

1:15 – Music w/ music

ELA Health ELA
1:45 teacher

1:45 –
Science ELA ELA ELA
2:15

2:15 –
Recess Recess Recess Recess
2:30

2:30 –
Science PE ELA PE
3:00

3:00 –
Read Aloud Read Aloud Read Aloud Read Aloud
3:35

Preface
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Social – Students will already have an understanding of what global citizenship means and why it
relates to them.
Science – students will know what endangered animals are and certain animals that are
endangered. Students will also know that certain things in the environment can affect these
animals lives, such as water pollution, oil spills etc… For the “oil Spill Lesson” students will have
learned about different types of environmental issues the week before including water pollution. I
am doing these types of activities on separate days so that students have an opportunity to really
understand how it can affect animals but also humans
Math – Students will know what numerators and denominators are from the previous week

Differentiation
General
Differentiation will occur throughout the unit and it will be done by first having some general
guidelines for students work. If students struggle with writing and are better able to express
themselves verbally there is always an option to record their learning using flip grid or an I pad and
there is always an option to draw what they are thinking if that is easier for them to present their
learning. This will allow lower level writing students to partake in the activities and give them a
chance to show what they know. In writing the lesson plans there would be many brain breaks
implemented throughout each lesson. These things would include, movement, stretching, games,
etc… In addition, there is quite a bit of group work but also choice group work, which will allow
students to make their own decision on how they work best. Lastly, if there are ELL learners in the
class written instructions/assignments can always be translated into their language to better allow
them to understand what is being asked of them.

Math
Students will have an option to use centers, which look at fractions in a few different ways. These
include manipulatives and technology. Students will also be able to record or write their final
assignment after they are done cooking on Thursday.

Detailed Week Schedule

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Monday
Intro book – “Make An Apple Pie and See The World.”

 The lesson will start out with reading the book listed above, which will connect to talking about the elements
of cooking that relate to fractions (this will include looking at cooking and fractions, different types of foods
that can be made into fractions (like the pie) and then moving onto things in everyday life that relate to
fractions (like the school days) This will be done with a think pair share activities
 Brain break – Newspaper fraction dance. Students stand on a newspaper and dance to music, when the
Math music stops students have to fold their paper into another smaller area (1 whole – 1.2 – 1/3 – 1/4 etc.
 After the class as a whole will help in creating an anchor chart about fractions. Starting with a whole at the
bottom then moving up to 1/2, 1/3, 1/4, 1/5, 1/6, 1/7, etc… This will be interactive as students will be able to
come up to fill in the next fraction. They all will also be able to guess the next fraction using their white
board and marker holding it up after
 After creating the anchor chart students will then be asked to write out a reflection of how they feel about
their knowledge on fractions up to this point.
 In this lesson students will start to learn about the importance of cultural awareness and how that relates to
being a global citizen
 Beginning with relating to the book asking students if they knew all these foods came from different places
 Lesson will start with a question for students to think about – What does cultural awareness mean? –
Students will use sticky notes to write what they think and stick it to the board
 After going over this concept students will be asked if they think having cultural awareness helps in being a
global citizen
ELA  After discussion students will then be tasked with looking on their chrome book for a recipe from a place we
have learned about – India, Tunisia, Ukraine or Peru
 They will choose a recipe they want to try
 Then students will make a short write up about why they want to try the recipe any foods they haven’t heard
of in the recipe or foods they have
 Students will then get to share to the class about the recipe handing in their write up after as formative
assessment
 In this brain teaser students will be shown a picture (provided below in resources)
Math  Students will be asked to talk about what they see, what they notice etc…
Challeng  Students will think, pair share with this activity
e This is not a guided activity and it will be used to stimulate conversation in a math setting, however, if it does not
go that way that is ok as well
 To begin the class students will listen to a book called “Oil Spill!”
 This will just help guide this activity for students so that they know what oil spills are
 After the book students will then move on to doing the activity to really see how oil can affect the water and
animals in it
 Students will be put in small groups and given oral instructions on how to create an oil spill in flat pan
 After all groups have done that students will be tasked with writing observations on what the oil spill looks
like (they can feel it, swish it around etc)
Science
 After individual students will have a task to stick a feather in and observe what happens to it (each students
will get a feather)
 Then students will have to figure out the best way to clean that feather as well as the groups water –
students will be given different items to try to clean it and see which one works best
 During the process students will fill out a worksheet that asks them their observations on each item that
could potentially help clean oil spills
 In closure students will fill out an exit slip to hand it
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Tuesday
This will be a day of centers for students to use fractions in multiple ways

 Center one computers – using a program called splash learn. The program has 4 different games students
will be able to choose from to explore fractions
 Center two – Using dice with a partner to create fractions – students will each role a dice (one being the
denominator and one being the numerator dice) after rolling partners will create a fraction on a piece of
Math paper using a square (like the dice) to fill in the fraction they rolled together – after students will compare
fractions with another group of partners and talk about them (with guiding questions, like what was the most
challenging fraction for you and why?)
 Center three – Creating fractions using manipulatives – there will be multiple supplies and students will
have a work sheet to follow. For example one supply will be a pipe cleaner – on the sheet students will see
something that says use a whole pipe cleaner and show 4/10th to assess students will take pictures with the
I pad once they have finished everything on the sheet
 In this art project students will first listen to the instructions of the art project – the focus will be on coloring n
order to make the art piece pop using dull and bright colors, thicker and thinner lines, and attention to detail
 Students will be using a template to color after coloring students will then be able to write in the art piece
ways they can be a global citizen
Art  Watch a video with some ideas about what it means to be a global citizen
 After we will brainstorm some ideas to what it means to be a global citizen based on what we have learned
so far there will be a think pair share activity and ideas written on the board in a map style
 After the brainstorming has been done students will move on to start coloring the art piece
 In this social lesson students will first listen to the book called “One Plastic Bag”
 After as a class it will be discussed how environmental concerns are affecting this community
 Questions will be asked if these same issues affect other societies
 After discussing this students will be asked to brainstorm any other ideas that are affecting environments in
the world
 Activity – Students will be put into jig jaw groups – there will be 4 different articles 5 students in each group
Social
 Each group will have an article about a different country and will be tasked with reading and figuring out
Studies what the environmental issue or non issue is in the article
 After reading, discussing and answering questions about the article students will be put in a group with the
three other countries
 Their task will be to explain the country and the issues that country is dealing with or not when it comes to
environment
 After the class will come back and talk about similarities and differences Canada has to these countries
 In this ELA lesson students will get to experience opinion writing on environmental concerns in the world
 This will complement the science lesson the day before and the Social lesson previous to this class
 The class will start out with having a talking circle where students will be encouraged to share their opinions
on environmental concerns and how they think it needs to be addressed
 The use of the talking circle is to teach students to have that respectfulness when others voice opinions
ELA etc…
 After having a discussion students will get around 20 minutes to write their opinions on what we had
discussed
 They will learn that they can state their opinion but they have to explain why they are stating their opinion
and what makes them think like that
 In this PE class students will learn about 2 different games played in Peru and Tanzania
 Games will be explained to students and then students will be split into 4 groups where two teams will play
soccer and the other two teams will play the stone game
 Peru – the game is soccer something students will be somewhat familiar with – they can play with someone
they can kick the ball with a friend they can do whatever they want in the soccer center
 Tanzania – the game is called the stone game – teams will play against each other – the game is a
variation of dodge ball so students will have some background knowledge
 Groups will switch once in order to play both games
5 minutes before class ends students will be asked to share what they thought of the two games which one they
PE liked better or didn’t like

Wednesday
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 Mini Lesson – will consist of refreshing students mind on fractions using mini oranges – the explanation will
show students that
 Activity – Have students fill out a work sheet – students will have a sheet with different questions.
Comparing cup fractions to whole circles. For example how ¼ cup will look in a circle. This will be practiced
on the board before they do their own
Math
 Come back as a class and go over some questions (challenging students with different shapes like a
square and making one quarter cup)
 Students will then get an opportunity to use measuring cups and play with water (this will be closer to the
end and students will be playing allowing them to get used to measuring cups for the next days lesson

 In this science lesson students will be given the opportunity to explore different organizations around the
world that help endangered animals
 The teacher will have a weebly website made where students can go on and look at different organizations
(the website will be student friendly for these students) – the website will also have reasons behind why
animals are endangered for example plastic bags can get stuck in animals stomachs etc…
 After the first half hour or so of exploring the different groups students will then pick their top two
Science organizations they liked
 Activity - students will get to partner up with multiple people in the class to discuss the groups they enjoyed
and listen to the groups their peers joined
 At the end of the lesson students will come back as a class and we will talk about why these organizations
are important and how they help but also why they are important for us to know about as a global citizen

 In this lesson the students will be taking a walk outside around the school community
 The lesson will begin outside where the students will talk about the book we read yesterday called one
plastic bag
 After discussing how the person in the story wanted to clean up her neighbor hood the class will go around
with gloves and pick up plastic bags bringing them back to the teacher
Health
 After students will gather and the class will talk about if we had lots of bags or only a few compared to the
story leading to the idea that even if we don’t have as many plastic bags around does that mean we don’t
have to pick them up?
 Students will then write a small reflection on if they think it is important for us to pick up plastic bags even
though we don’t have as many as the person in the story had around her community
 This lesson will compliment the science lesson earlier on in the day
 Students will be asked to write a letter to one organization they like the most
 Their task will be to write a letter focusing on artistry to make something look better such as drawing
pictures that work with their letter and give them a voice
ELA  Students will have a few things they need to address in the letter including thanking the organization for
what they do, talking about a specific animal they want to help and why/how
 Students will have access to the same website they had in science and this class will be focused around
planning their letter
Good copy will be completed the following day

Thursday
Math Cooking Day
 Students will come into class in the morning and will see chef hats, aprons, gloves, and group areas set up
with measuring cups to cook something
 Students will first listen to what we are doing and some general instructions
 Students be able to make their own yogurt parfait – I wanted to do something where each student would
come out with something to have at the end
 Before beginning students will have a work sheet with a cup like the one they are putting their parfait in.
Their task before is to read the recipe and create their parfait on paper.
 Once students have had their drawn parfait looked over by an adult they can then go ahead and start
making their own with the items provided for them
 After students are done students will come to the carpet and discuss three questions together
o What was one thing you enjoyed about this activity? – Have around 3 or so students answer
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o What was something you didn’t enjoy about this activity why? - Have around 3 or so students
answer
o How might you use what you learned in this activity in your home? – Students talk with elbow
partner first and then share – ask about 5 students to share their thoughts
 This art class will be a continuation of the art class on Tuesday where students are working on coloring and
Art writing in how they can be a global citizen

Guest Speaker
 In this lesson students will hear from an elder about Indigenous perspectives on the environment the
Social importance of animals and the importance of the environment for animals as well as humans
Studies  After the guest speaker is gone students will be asked to reflect on why it is important to learn the
perspective of Indigenous peoples on the environment they will also be asked to talk about what they have
learned form the Elder
 In this ELA lesson students will continue working on their letter they are writing to an organization that helps
save endangered animals
 Students will be writing their good copy so this will be considered a work period for students to do so
 Students are asked to draw a picture as well which will be done in this class
ELA  In this class about half way through the lesson students will learn about writing on an envelope to send the
letter. There will be addresses for the students to write on an envelope and each student will get a stamp to
send off their letter
Before closing their envelopes at the end of class students will be asked to share their letters with a few peers
who did not do the same organization.
 In this class students will learn two more games from the Ukraine and India
 Again games will be explained to students and then students will be split into 4 groups where two teams will
play hop scotch and the other two will play chance the dragon tail
 Ukraine – this game is called Chance the dragon tail and the game is a traditional Ukrainian game kids play
students will first play in their separate groups and then join with the other group once they have had some
PE practice
 India – Hopscotch will be played with students and it is just a time to move
 Groups will switch once in order to play both games
5 minutes before class ends students will be asked if they know why they played these games (the idea behind
cultural awareness as a way to show their global citizenship)

Friday
 In this stem activity students will be put in small groups around 2-3
 Students will be tasked with building something out of only plastic bags
 The beginning of the lesson will consist of refreshing students on why plastic bags are dangerous to the
environment and animals
 Then the students will listening to instructions and as a class thinking of things that can be creating using
plastic bags only – as a class we will make a list of items that can be made and different techniques that
can be used
STEM  Once the instructions are clear and students have some different techniques they will get to go ahead and
make whatever they want
 Students will each have a sheet to fill information out such as how many bags they used and what they are
making
 The last few minutes of the lesson individual students will be given 3 questions to answer about the activity
 During the read aloud at the end of the day students will share their projects with the class using a gallery
walk technique
 After the stem assignment students will have the opportunity to reflect on the stem activity and things
throughout the week
 This will be a self work time where students can just write and draw pictures about what they have learned
ELA about the environment, cultural awareness and global citizenship
 The goal here is to allow students to just write with no worries of spelling etc…
This reflection will be used as a formative assessment to see if students have connected the dots throughout
the week and understand the importance of what it means to be a global citizen
 15
Grade: 3
POS: Math
Lesson Title: Cooking With Fractions (Thursday)

Overview of lesson GLO

In this lesson students will get the opportunity to make a
yogurt parfait using fractions. Students will first have to plan Number
what fractions of food they are going to use based on the Develop number sense.
instructions given. They will have to plan out their parfait
before actually making the food. Then once the food is done
being made students will partake in a conversation focusing
on three questions to demonstrate their learning.
SLO Learning Objectives
13. Demonstrate an understanding for fractions by: Students will apply knowledge
of fractions to cooking skills.
13.1 Explaining that a fraction represents a part of a whole
Students will identify fractions
13.2 Describing situations in which fractions are used that relate to one whole.

Students will list situations they

can use fractions at home.
Materials Resources
- Instruction sheet Cooking with fractions
- Worksheet to plan yogurt parfait https://www.teacherspayteacher
- Chefs hats s.com/Product/Fraction-
- Aprons Activities-Fractions-with-Food-
- Chrome books or I pad 3711464
- Measuring cups (some students have their own
brought from home) for each table
- Plastic spoons for each individual student
- Plastic cups for each student

Food
- Blue berries
- Bananas
- Strawberries
- Vanilla yogurt
- Strawberry yogurt
- Cheerios

Lesson Procedures

Introduction (time): 5 Minutes

Students will be sitting on the carpet for this portion of the lesson
- Explain to students that for math we are going to be cooking
- Ask students why they think cooking is good to use for learning about fractions
o Have a few students answer
 16
- Ask students if they can think of any other ways they might use fractions at home
o Have a few students answer
- After, tell students that since they are already experts with fractions and using
measuring cups they are going to get to make something
- Explain the gist of what students will be doing
o First, students will have to plan out their yogurt parfait on a planning sheet
o Then they will get to make it using measuring cups and the ingredients
- Tell students that you want them to go put their apron on and their chefs hat after
writing their name on it
- Once they are done that they can come back to the carpet to listen to what they need to
do for the planning stage
Body (time): 45 minutes
- Once students are settled start by reading the Instruction sheet that they will each have
on their desk (Read up to step 1)
- After you are finished reading to step one start explaining what students need to do for
the planning stage – pull up the yogurt parfait planner on the smart board so students
can see it – you will draw on the smart board when showing students how to do it
 Note – refer to the planning sheet when going over this with students on
the board
o Explain to students that they will have an option to choose 2 different kinds of
fruit or only 1 kind
o Tell students that they will get an option to use vanilla or strawberry yogurt or
both
o Read the first part of the planner “Using the following layers label your cup
before beginning”
o Ask a student to name what the first layer is going to be
o Once a student has answered proceed to draw a line across the cup and label
what it will be – For example, ¼ cup if strawberry yogurt
o Ask a student to read the next ingredient – do the same thing labeling the type of
fruit you will have
- After doing these two labels tell students they will do this for all the ingredients
- Explain to students that if they want to use vanilla yogurt for one layer and strawberry
for the other and then vanilla for the last layer they can do that – Explain the same thing
for the fruit options
- Ask students if they think they can label their own cup with closed eyes and thumbs up
or thumbs down
- After students have answered gauge to see if students are ready – if they are not then
ask students to talk to their elbow partner about one thing they ay not understand
- If students are ready tell students that they can get started planning their yogurt parfait

GIVE STUDENTS ABOUT 5 MINUTES TO GET STARTED ON THEIR PLANNING

- After students have had 5 minutes gauge to see if students are moving along with the
planner or if they need extra time – if the majority of students are half way done or close
to being don’t get all students attention using 5,4,3,2,1
- Tell students that you are going to explain what to do after they plan their yogurt parfait
- Tell students they can start creating their parfait based on the layers they created on
their planner sheet
o Remind students that they need to use the measuring cup that coincides with the
 17
measurement on their planner – give example – If the yogurt calls for ¼ cup
would I use a ½ cup?
o Remind students that they need to put their gloves on before starting to make
their yogurt parfait
o Give students an example (yogurt and fruit will be put in a bowl with a spoon at
each table group so students can dish it into their measuring cup)
o Ask students what the first layer was again – yogurt. How much? ¼
o Then show students how to dish out the ingredients into their measuring cup
then how to use their plastic spoon to put it into their yogurt parfait cup
o Tell students they will do the same thing for each ingredient
o Ask students if they understand how to make their yogurt parfait by raising their
hand
- Tell students they can finish planning up and then start their yogurt parfait
- As students are moving onto their yogurt parfait circulate around the room helping
students who are behind or struggling with their planning
- Allow students to work for about 15 -20 minutes
- Stop students with about 10 minutes left and tell them that they only have 5 minutes left
and then we are going to clean up and come to the carpet
- After 5 minutes gets students to start cleaning up
o Place bowls of ingredients on the U table and wipe their desks down then once
they are done they can come sit on the carpet wit their yogurt parfaits
Closure/ Reflection (time): 10 minutes
Closure activity
As a class we will discuss 3 questions
- What was one thing you enjoyed about this activity? – Have around 3 or so students
answer
- What was something you didn’t enjoy about this activity why? - Have around 3 or so
students answer
- How might you use what you learned in this activity in your home? – Students talk with
elbow partner first and then share – ask about 5 students to share their thoughts
Modifications

For ELL students

- Instructions converted into a different language
- Opportunities to work with groups
- Oral and written instructions
Assessment Tool

Planning worksheet
- Students will use this sheet to plan out their yogurt parfait
- Assessment will be used based on writing the right fractions and the write amounts for
each ingredient
Discussion of Fractions
- Discuss certain questions pertaining to the assignment and how they have helped them
in understanding fractions better
o What was one thing you enjoyed about this activity? – Have around 3 or so
students answer
o What was something you didn’t enjoy about this activity why? - Have around 3 or
so students answer
 18
o How might you use what you learned in this activity in your home? – Students
talk with elbow partner first and then share – ask about 5 students to share their
thoughts
TODAY YOU ARE THE CHEF!!

You’re an expert on fractions… Now your job is to use fractions to create your own yogurt
Parfait!!!

Tools you will need

- Chefs hat with your name on it

- Your apron on
- Your gloves

Steps:
1. You will need to plan out your yogurt parfait first using the yogurt parfait planner. Remember
to put your name on it!

2. Once it is all planned you will be able to start cooking!

3. After we are all one making our food we will talk as a class about our experience!

_______________________________________________________________________

Ingredients Needed
 Vanilla or Strawberry yogurt
 Cheerios
 Fruit of your choosing (Strawberries, Bananas, Blueberries)

1. Place the following layers in a clear plastic cup using the right measuring cups
 1/4 cup yogurt
 1/3 cup fruit of your choosing
 1/4 cup yogurt
 1/3 cup cheerios
 1/4 cup yogurt
 1/2 cup fruit of your choosing
 19

Yogurt Parfait Planner

Chef: _______________________________________

Use the following layers to label your cup before beginning

• 1/4 cup yogurt
• 1/3 cup fruit of your choosing
• 1/4 cup yogurt
• 1/2 cup cheerios
• 1/4 cup yogurt
• 1/3 cup fruit of your choosing

Look at the example on the board if you need help

 20

Assessments used throughout the week

Triangulation
Assessment Cognitive
Assessment (conversation/
Brief Description FOR/OF Engagement
Tool observation/
Learning (taxonomy)
Product)
MATH
Students will create the same anchor chart that the
Personal class also created as a whole. This will be done using
Anchor Chart different changes in order to allow students to start FOR Product Knowledge
(Monday) seeing how whole items can be split up into different
fractions.
Students will use a paper with blank circles. Once
Dice
they roll the dice with a partner they will have split the
worksheet FOR Product Understanding
circle into the denominator number and then color in
(Tuesday)
the numerator for the fraction.
Worksheet Students will have filled out a work sheet but the
(Wednesday assessment will be based on conversation when the FOR Conversation Knowledge
) class is going over the answers.
Students will get an opportunity to make food, using
Cooking
fractions. Their assessment will be based on the OF Product Applying
(Thursday)
planning stage picture they draw out.
 21
SOCIAL STUDIES
Jigsaw/ Students will be looking at newspaper articles in
Observation/
discussion groups and then be teaching their peers what they FOR Understanding
Conversation
(Tuesday) learned about their article.
Students will be asked to write a simple reflection on
Reflection
what they learned and the importance of Indigenous FOR Product Applying
(Thursday)
perspectives.
ELA
Students will get an opportunity to share a recipe they
Presentation
would like to try from another country. This will allow FOR Observation Understanding
(Monday)
students to experience different texts.
Letter Writing
Students will have the opportunity to write a letter to
(Wednesday/ FOR Product Applying
an animal organization.
Thursday)
SCIENCE
After doing the hands on activity students will be
Exit Slip - 3-
given an exit slip and asked to share 3 things they
2-1 Method FOR Product Analyzing
learned, 2 things they have a question about an one
(Monday)
thing they want the instructor to know.
Discussion
After exploring different organizations students will
(Wednesday FOR Conversation Knowledge
partake in discussion.
)
ART
Global
Citizen Students will look at the importance of adding detail
Coloring to art, such as thicker lines, dull/bright colors and OF Product Applying
(Tuesday/ contrasting colors.
Thursday)
HEALTH
Reflection on Students will talk about if they think its important to
plastic bags pick up plastic bags even though we don’t have
FOR Product Analyzing
(Wednesday nearly as many as other places and how that affects
) our community.

Resources

Books

“Baking apple pie and seeing the world” Author: Marjorie Priceman

“Oil Spill!” Author: Melvin Berger

“One Plastic Bag: Isatou Ceesay and the Recycling Woman of the Gambia” Author: Miranda Paul

Videos

Global citizenship art video

https://www.youtube.com/watch?v=oli-uu1jMmg&feature=emb_logo
 22

Websites used in the classroom

Math Challenge picture

https://www.exodustravels.com/insights/top-5-countries-traveling-dietary-restrictions

Online game for fractions

https://www.splashlearn.com/fraction-games-for-3rd-graders

Used to find newspaper articles

https://news.google.com/topics/CAAqIggKIhxDQkFTRHdvSkwyMHZNR1F3TmpCbkVnSmxiaWdB
UAE?hl=en-CA&gl=CA&ceid=CA%3Aen

Websites used for lesson ideas

Art Project
https://www.teacherspayteachers.com/Product/Kindness-Writing-Activity-Sketch-Notes-Quotes-
Choices-2947257

Cooking with fractions

https://www.teacherspayteachers.com/Product/Fraction-Activities-Fractions-with-Food-3711464

Newspaper article activity

http://www.learnalberta.ca/content/ssoc3/html/newstravels_cc.html
Newspaper fraction dance
http://mrskingrocks.blogspot.com/2010/08/back-to-school-with-newspaper-dancing.html

Oil spill activity

https://stemactivitiesforkids.com/2016/04/22/earth-day-stem-challenge/

Stem Activity
https://www.teacherspayteachers.com/Product/One-Plastic-Bag-by-M-Paul-Picture-Book-STEM-
Engineering-Challenge-3737410