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Core Components
Subject, Content Area, or Topic
Language Arts: Reading
Science: Matter
Student Population
19 Students
Learning Objectives
Students will recognize text features of nonfiction texts (headings, illustrations or photographs,
captions), be able to state the main idea of a non-fiction text by creating headings, and be able to
use captions to add information about pictures found in nonfiction texts.
Students will be able to state the three states of mattersolid, liquid, gasand various physical
changes to matter.
Virginia Essential Knowledge and Skills (SOL)
ELA 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. b)
Use prior and background knowledge as context for new learning. c) Preview and use text
features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f)
Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting
details.
SCI 3.3 The student will investigate and understand that objects are made of materials that can be
described by their physical properties. Key concepts include a) objects are made of one or more
materials; b) physical properties remain the same as the material is changed in visible size; and c)
visible physical changes are identified.
VDOE Technology Standards
Materials/Resources
Science Techbook Videoaccess through Clever Portal (or use another short video on the
states of matter)
Science Techbook article (Changes to Matter from VBPS curriculum site, Grade 3 Quarter
1 Unit 1; attached)
Additional practice article on matter (Why Does Matter Matter? from VBPS curriculum
site, Grade 3 Quarter 1 Unit 1; attached)
Interactive white board
Document camera
High Yield Instructional Strategies Used (Marzano, 2001)
Time
(min.) Process Components
*Anticipatory Set
5 Show techbook video
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Check for Understanding
n/a Check for understanding at the beginning of guided practice when students turn
and talk.
*Guided Practice
17 TTW read the second section.
After reading, TTW have students turn and talk with a partner to recall the facts
from the section and come up with a main idea.
TSW share their main idea with the class (voluntarily) and TTW facilitate a
discussion about the best heading for that section of the article.
TTW record the agree-upon heading on the board.
TSW work with their shoulder partner to create a heading for the last section as
well as create a caption for a picture relating to the section of the article that they
will draw; TTW provide support as needed.
*Independent Practice
20 TSW complete the second article Why Does Matter Matter? by adding headings
and captions as appropriate.
Assessment
n/a Observation of students working
Articles turned in at end of lesson
*Closure
5 TTW will say: Today we read an article about matter that did not have any
headings. Authors include headings in non-fiction texts to help readers predict and
categorize the facts and information in a text. We added headings to each section
after identifying the main idea. Authors also use other text features such as
pictures, graphs, and photographs to help readers understand parts of text.
TTW ask if students have any questions about what they have just learned
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015