THIRD GRADE
5 E Lesson/STEM Planning
GSE Science Standard(s):
S3E1. Obtain, evaluate, and
communicate information about the
physical attributes of rocks and soils.
a. Ask questions and analyze data to
classify rocks by their physical
attributes (color, texture, luster, and
hardness) using simple tests.
(Clarification statement: Mohs scale
should be studied at this level.
Cleavage, streak and the classification
of rocks as sedimentary, igneous, and
metamorphic are studied in sixth
grade.)
Engage
Explore
Is there evidence of the 4 C’s? _x_Critical Thinking _x__ Creative Thinking __x_Collaboration __x_ Communication
GSE Math Standard(s): GSE Other Standard(s):
MGSE3.OA.7 Fluently multiply and divide RL1: Ask and answer questions to
within 100, using strategies such as the demonstrate understanding of a text,
relationship between multiplication and referring explicitly to the text as the
division (e.g., knowing that 8 × 5 = 40, one basis for the answers.
knows 40 ÷ 5 = 8) or properties of operations.
By the end of Grade 3, know from memory all SL1: Engage effectively in a range of
products of two one-digit numbers. collaborative discussions with diverse
MGSE3.MD.5 Recognize area as an attribute partners on grade level 3 topics and
of plane figures and understand concepts of texts, building on others' ideas and
area measurement. a. A square with side length expressing their own clearly.
1 unit, called “a unit square,” is said to have
“one square unit” of area, and can be used to L1: Demonstrate command of the
measure area. b. A plane figure which can be conventions of standard English
covered without gaps or overlaps by n unit grammar and usage when writing or
squares is said to have an area of n square speaking.
units.
MGSE3.MD.6 Measure areas by counting unit
squares (square cm, square m, square in,
square ft, and improvised units).
MGSE3.MD.7 Relate area to the operations of
multiplication and addition. a. Find the area of
a rectangle with whole-number side lengths by
tiling it and show that the area is the same as
would be found by multiplying the side
lengths. b. Multiply side lengths to find areas
of rectangles with whole number side lengths
in the context of solving real world and
mathematical problems and represent whole-
number products as rectangular areas in
mathematical reasoning. c. Use tiling to show
in a concrete case that the area of a rectangle
with whole-number side lengths a and b + c is
the sum of a × b and a × c. Use area models to
represent the distributive property in
mathematical reasoning.
Activity Materials
ELA: Read a Newsela article and complete a
fishbowl conversation. Books: Rocks - Hard, Soft, Smooth and
Math: Introducing tiling. Rough (informative text); Sylvester and
Science: Introduce rock vocabulary through the Magic Pebble (literary text)
rock observations and student created
definitions.
ELA: Students will have an opportunity to Rock sets
explore and discuss the physical attributes of Tiles
rocks. Students will observe locations around Rocks
the school that have signs of weathering and/or
erosion.
Math Experimenting with tiling
Science: Students looked at rocks and
described their attributes.
They also developed lists of adjectives to
describe color, luster, texture, and hardness.
 ELA: Students will discuss adjectives that Rock sets, markers, chart paper
describe the physical attributes of rocks in
small groups and chart the responses.
Students will discuss different types of
weathering and the effects of
weathering/erosion on rocks and soil. Students
Explain
will work with a partner to chart an example of
weathering/erosion with labels and arrows to
represent timeline.
Math: Connecting and tiling and arrays to area
Science: Students will observe rocks and use
student developed adjectives to describe them.
ELA: Students will respond to questions about Laptop, weathering chart for reference
weathering and erosion on Schoology.
Pictures and questions will be posted for
students to discuss with a partner and respond
Extend/
to.
Elaborate
Math: Allowing students to create their own
area problems
Science: Students will build a display case
using area and the EDP to display their rocks.
ELA: Students will read posts from other Rubric
students and the teacher will lead a discussion Adjectives lists
based on the posts.
Evaluate Math: Using area to solve multiplication
problems on Schoology for budget sheet.
Science: Students will label their rocks with
descriptions in their display case.
ELA: Text will be available for the students to
research and read/learn about professions that Books, articles, textual information
work within careers related to this standard
such as geologists, archaeologists, gemologists.
Career/Real-World Connections
Math: Building a garden, tiling your floor,
making a display case
Science: Geologists and Gemologist

S T E M
What science content is What type of technology is What is the EDP being used What math concepts are
being utilized? being integrated? to design or create? being used? (Computation,
graphing, budgets, number
sense, etc.)
Observations and classifying Schoology to earn money to A display case for the rocks Area and multiplication
rocks buy their items

Newsela for research

Is there evidence of the 4 C’s? _x_Critical Thinking _x__ Creative Thinking __x_Collaboration __x_ Communication