This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Breanna's Bracelet Business: | Join us as Breanna learns to use a line plot to examine measurement data she needs to create bracelets for her friends, in this interactive tutorial. |
| Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures: | In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas. |
| Lesson 21 Video: MEA Entertaining Animals Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained. |
| Lesson 21 Video: MEA Entertaining Animals: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 20 Video MEA Animal Habitats Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 16 Video: Reading & Recording Temperature: | In this SaM-1 video, students will learn how to make observations based on the property of temperature using thermometers, while representing the data in line graphs. |
| Lesson 3 Video: Introduction to Length: | In this video, students will make observations based on the property of size, specifically length. Students will learn about the metric and customary measurement systems and use line plots to organize and sort data. |
| Bar Graph Jones and the Pyramid of Pi: | Learn to use the information presented in scaled bar graphs to solve one-step “how many more” and “how many fewer” problems. |
| Name |
Description |
| Going to the Dogs?: | In this integrated lesson plan, students will use their knowledge of collecting and interpreting data as they participate in a hypothetical election based on the controversy of whether or not their community should have a leash law. Students will be given background knowledge of the differences between state and local governments, and how laws are enacted, in particular, “leash laws” for dogs. The students will vote, tally the results, and use a frequency table to create a bar graph determining the range, title, and labels. Students will then interpret the election results while answering one- and two-step problems based on their bar graphs while demonstrating their knowledge of different levels of government and the importance of voting in local elections. |
| Raising the Bar: | Students will create and interpret bar graphs using tally mark data from a table. Students will also discuss and understand the implications of our civic duty to vote, and how this affects data for polls and decision-making, in this integrated lesson plan. |
| Physical Science Unit: Water Beach Vacation Lesson 10 Engineering Design Problem: Beat the Heat Part 1: Design a Cooler: | In this engineering design problem, students will have the opportunity to apply what they learned about the changes water undergoes when it changes state through heating and cooling by designing their own cooler. Students will be asked to use the engineering design process to design a cooler that will reduce the melting of frozen water in hot temperatures at the beach. Students will need to design and build their cooler, test their materials, and justify their design decisions. This lesson is the first of several lessons based on engineering design; in subsequent lessons, students will build and test their designs with ice.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
. |
| Physical Science Unit: Water Beach Vacation Lesson 2 Changes to Water: Boiling and Freezing: | Students learn water can change state of matter through the addition or removal of heat.
Students will learn the boiling and freezing points of water at standard pressure. Students
will also review how data can be used to create line graphs and these graphs can show
patterns and changes to temperature over time.
This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Properties Lesson 19 Sand Temperature Lab Investigation: Graphing Data for Evidence: | Students will create line graphs from the collected data on the temperature of shaded and non-shaded sand from the previous lesson. Students will use the data and graphs as evidence to make conclusions on if the shading had an impact on sand temperature. This lesson could also be taught using Math instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 18 Sand Temperature Lab Investigation: Data Collection: | Students will set up the lab investigation that they planned in the previous lesson and collect data on the temperature of shaded and non-shaded sand. This lesson could also be taught using Math instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 16 Reading And Recording Temperature: | Students will make observations based on the property of temperature while representing the data in line graphs. This lesson could also be taught using mathematics instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx . |
| Physical Science Unit: Properties Lesson 3 Introduction to Length : | Students will make observations based on the property of size, specifically length. This lesson could be co-taught using mathematics instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. |
| Physical Science Unit: Properties Lesson 4 Length & Line Plots: Centimeters: | Students will make observations based on the property of size, specifically length, measuring in metric while organizing the data in line plots. This lesson could be co-taught using mathematics instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
|
| Physical Science Unit: Properties Lesson 5 Length in Inches: | Students will make observations based on the property of size, specifically length, measuring in the customary systems. This lesson could be co-taught using mathematics instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
|
| Physical Science Unit: Properties Lesson 6 Grouping by Length: | Students will make observations based on the property of size, specifically length, measuring in both metric and customary systems while organizing the data in line plots. This lesson could be co-taught using mathematics instructional time.
This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center. To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.
|
| Marshmallow Mania: | After experiencing measuring objects to the nearest one-fourth inch, students are given diagrams of the results from using different colors of paper to cook marshmallows in a solar oven. Students measure diagrams' lengths to the nearest quarter inch and record the data on a line plot. Next students determine which color showed evidence of the melted marshmallows' lengths closest to the ideal 2 inches and use this information to make a proposal to a fictional company for the best color to use in their solar ovens for s'more making. |
| Watch Me Sprout...Watch Me Grow, Grow!: | During this engineering design challenge, students will create a container to help a local nursery grow sunflowers efficiently. Students will use their knowledge of plant growth to develop a strategy and choose which materials would be best for their sunflower's growth. |
| If You Build It, It Will Grow!: | In this project students are challenged to build a greenhouse and plant seeds using the Engineering Design Process. They will measure plant growth over time and assess the quality of their greenhouses according to the results. Through this process students will gain an understanding of how plants respond to stimuli (heat, light, gravity) and will understand that plants need energy from the sun to make their own food. By designing and testing their greenhouses students will understand that using different materials can result in different outcomes. Students will observe different plant growth patterns and record their results. By doing this, students will see the importance of accurate note taking and be able to participate in group discussions by providing their evidence organized in graphs and tables. |
| Terrarium: | In this lesson plan students are challenged with building a self-sufficient terrarium. |
| Response to the Cues: | This is a design challenge that requires students to cooperatively create a plant terrarium through the process of asking questions, imagining what the design would look like, planning the design, creating the design, testing the design, improving the design, and finally testing their redesign. |
| Rampin' It Up: | Students will use their knowledge of properties of materials and measurement of length to determine how the properties of different surfaces affect the distance traveled by a toy car. |
| Let's Go, H2O!: | This STEM challenge will engage 3rd grade students in thinking about the ways that a drought can affect a region or nation and how to find a solution to this problem. Students will construct a pipeline to transport water from point A to point B while overcoming gravity and will measure the volume of liquid before and after it travels through the pipeline. This STEM challenge combines architectural engineering with life science and mathematical measurement skills. |
| Measuring Matters!: | This lesson allows students to generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. The lesson promotes the understanding of units of measure that will provide the foundation for further study in math and science. |
| Graphs Your Way!: | In this lesson students go on a field trip around the school. They will collect data from adults about their favorite movie and from children about their favorite video game. They will use this information to construct their own scaled horizontal/vertical bar graphs or scaled pictographs. They will write situational stories/questions to accompany their graphs. They will also collaborate with their peers to compare and contrast a pictograph with a bar graph. |
| Paper Airplanes Away!: | In this lesson, students will design and fly their own paper airplane and analyze their flight data to determine the best designs for getting planes to travel the farthest distance. Students will organize class flight data into a line plot and calculate the mean, median, mode, and range for the data set. |
| Having a Field Day: | In this MEA, students will rank t-shirt companies from the best price to the worst price by considering data such as purchase price, shipping fees, sizes, colors, etc. as well as notes regarding the amount of students enrolled. In the twist, students will be given information on additional requirements from the principal for specific shirt colors for each grade as well as the additional add-on of the school's logo (an elephant).
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Candy Judging: | In this activity, students conduct an investigation to determine which of four chocolate candies is most preferred by the class. Each student will taste one each of four candies and will rate them from most to least favorite. Students will then construct a line plot and a bar graph to determine which types of chocolate were selected as the most and least favorite. Students will also generate a method to decide which candy was the overall class favorite. Conclusions are drawn based on the analysis in the context of the question(s) asked. |
| This Is My Country: | Students will collect and represent categorical data (countries or states/districts of birth of third graders) on a scaled bar graph using an appropriate title, labels, and units. They will interpret and discuss the data by writing and solving one-step problems. It is suggested the students later use this same data to create a scaled pictograph and then compare the two representations. |
| Healthy Habits: | In this Model Eliciting Activity, MEA, students will determine what two snacks should be placed in the school vending machines because the district is asking for healthier and tastier snacks. Factors to consider are calories, fat, protein, sugar, student comments, and cost.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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| Dining Dilemma!: | In this Model Eliciting Activity, MEA, students will compare different nutritional content of chicken nuggets from many restaurants presented in bar graphs. They will factor in the calories, total fat, and sodium information about the nuggets to create a procedure for ranking the nuggets from healthiest to least healthy.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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| Measurement Mania: | In this lesson, students will familiarize themselves with measurement, starting with non-standard measures to lengths to the quarter inch. |
| Picking Pets: | Using information about the needs of different animals, students will help choose which pet would be best to purchase for a classroom.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Who Lives Next Door?: | Through a hands-on activity in this lesson students will be developing an understanding of the markings on a ruler using whole, halves, and fourths of an inch. They will use a line plot to generate data by locating and identifying the correct whole, half, or fourth marking. The students will measure and record real world objects to the nearest quarter inch. This activity will culminate with the students creating a project that uses a line plot to identify Who Lives Next Door? |
| Measure Up! Measuring to make a line plot.: | In this lesson, students will generate measurement data by measuring lengths using rulers and show the data by making a line plot. |
| Thrift Town Melt-Down - Let's Cool up!: | During this activity, students will look at data from a fictional town, Thrift Town and develop a strategy of choosing which material would be the best to help insulate an ice cream container. The students will utilize higher order thinking skills, as well as deduction to find a solution.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Introduction to Bar Graphs: | This lesson allows students to learn what bar graphs are used for, how to interpret the data presented, and how to organize their own data using bar graphs. |
| Fitness Frenzy: | In this lesson, students will interpret data represented with tally marks, tables, pictographs, and bar graphs and represent data using pictographs and bar graphs with appropriate titles, labels and units. |
| How Far Does It Roll?: | In this lesson, students will roll ping pong balls down a ramp and record whole-number measurements for the roll distance. Students will represent this data by creating a line plot. |
| Lunchroom Logistics: | The principal needs help planning the school lunch schedule! Students will plan a lunch schedule to accommodate all of the students in the school. However, there can only be 100 students in the cafeteria at a time and only 20 students can sit at a table. Students will figure out how to arrange the lunch schedule so that every class eats together and so that certain grade levels are not together at the same time.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Magnified Inches: | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring length with a ruler past one inch including quarters. This lesson is the follow-up to The Magnified Inch, Resource ID 46593. |
| The Magnified Inch: | This lesson provides a parallel between fraction strips (something students should be familiar with) and measuring with a ruler up to an inch including quarters. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Breanna's Bracelet Business: | Join us as Breanna learns to use a line plot to examine measurement data she needs to create bracelets for her friends, in this interactive tutorial. |
| Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures: | In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.
Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas. |
| Lesson 21 Video: MEA Entertaining Animals Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained. |
| Lesson 21 Video: MEA Entertaining Animals: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center.
In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 20 Video MEA Animal Habitats Part 2: | In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. |
| Lesson 20 Video: MEA Animal Habitats: | In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.
In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge. |
| Lesson 16 Video: Reading & Recording Temperature: | In this SaM-1 video, students will learn how to make observations based on the property of temperature using thermometers, while representing the data in line graphs. |
| Lesson 3 Video: Introduction to Length: | In this video, students will make observations based on the property of size, specifically length. Students will learn about the metric and customary measurement systems and use line plots to organize and sort data. |
| Bar Graph Jones and the Pyramid of Pi: | Learn to use the information presented in scaled bar graphs to solve one-step “how many more” and “how many fewer” problems. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
