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A Third Grade Integrated Unit

Created by: Emma Yokules

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Table of Contents

Rationale……………………………………………………………….. 2

Content Outline………………………………………………………… 3

Concept Map…………………………………………………………… 4

Language Arts Lesson Plan…………………………………………….. 5

Math Lesson Plan……………………………………………………….. 10

Science Lesson Plan…………………………………………………….. 13

Appendix………………………………………………………………… 16
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Rationale

Pioneers are people who traveled and settled in a new area. It is important for students to

learn about pioneers because they are a part of history. Pioneers lived a different lifestyle than

we do today. They were forced to live off the land and use their resources in order to survive.

Many other areas of life are different. For instance, communication, travel, and education. This

integrated unit is meant to expose the students to the way of the Pioneers. By completing a

language arts, math, and science lesson, students will get a broader understanding of the life of a

Pioneer. Hopefully, by the end of the unit students will be able to recognize the differences

between the life of a Pioneer and their own life. It is so crucial for students to have experience,

especially in this technological time. Students should come to realize that people survived and

thrived before technology, and maybe they can too.

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Concept Map
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Content Outline

Daily life is influenced by the agriculture, industry and natural resources in different
communities. (Ohio Common Core Standard)

Language Arts Lesson Plan

Pioneer Journals

- In this lesson students will read a story about pioneers, titled Dandelion, by Eve
bunting.
- While reading the story they will look for examples of facts, opinions, and transitions
in the text.
- After reading the story, students will create a Pioneer Journal Entry based on the
information they read about the family in the story.
- Their Journal Entry will include examples of transitions, opinion statements, and a
strong conclusion statement.

Math Lesson Plan

How far did they go?

- Students will be given a map of the different locations the family from the book
would have stopped along the way.
- They will measure each distance and enter the data into a chart.
- Then, they will create a line plot based off the information in the chart.

Science Lesson Plan

What’s the MATTER?

- In this lesson students will start by using the gizmo, the excavation site.
- Students have to dig to find the different pieces in the site to create a boat, a wagon,
and an airplane.
- After this activity, we will discuss the different forms of matter.
- Students will then have an opportunity to interact with the forms of matter by using
mystery canisters.
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Emma Yokules EDU 300

Early Childhood October 28, 2016

Pioneer Journals
Social Studies Topic: Pioneers
Social Studies Standard to be used within the Unit
Daily life is influenced by the agriculture, industry and natural resources in different
communities. (Ohio Common Core Third Grade Standard)
1. Objective: Students will be able to properly form opinion statements.
Students will be able to properly use transitions in their writing.
Students will be able to conclude their writing with a strong conclusion statement.
2. Content Standard (s) Common Core if applicable: 3rd Grade Language Arts Standards
Common Core Standards:
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.
3. Motivation:
a. Students should have prior knowledge about how people lived in the past, so they can
compare and contrast the two.
4. Instructional materials:
a. Dandelion book
b. Paper
c. Pencil
d. Computer
e. Internet
f. Board
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g. Marker/ Chalk
h. Eraser for the board
i. Paper bag from a grocery store
i. At least the size of a piece of paper
j. Three hole punch
k. String
l. Crayons
m. Colored pencils
5. Procedures:
- Discuss with students that today we will be learning about pioneers and then they will have to
write a one paragraph (5-7 sentences) journal entry about what we read.
o Their journal entries should be opinion pieces and include transitions and a
concluding statement.
- Introduce what an opinion is.
o Describe the difference between an opinion and a fact.
o Have students write one opinion sentence about their favorite subject.
 Example: Basketball is the best sport.
o Also, have students write a fact about their lives.
 Example: LeBron James is a Basketball player.
- Show a YouTube video about students who lived as pioneers for a week. (E-learning)
o https://www.youtube.com/watch?v=gVxad8R4Nig
- Then, discuss the video and the differences between pioneer children and the children of
today. (Engagement)
- Have each student write an opinion sentence about the video they watched or of pioneers in
general, maybe something they might want to expand on in their journal entry.
- Then, introduce the book and the general outline of the book without giving too much detail.
- Introduce what a transition word is.
o Give examples of words (first, then, next, second, third, finally, first of all,
afterwards, soon after that, later).
o Also, provide examples of sentences they are used in.
 First we left our house. Then, we travelled for hundreds of miles. Finally, we
made it to our new home.
- Have students keep an eye out for transition words as we read.
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o Students can write down the words as they go along. They need to find at least three
words they heard in the text.
- Read the story, Dandelions, by Eve Bunting. (Exploration)
- Discuss the transition words they found in the text.
- The next activity will be to have students create and write their pioneer journals.
(Explanation)
o Instruct students to write an opinion piece about:
 Daily Life as a Pioneer
 The Difference between Life then and now
 The student will pretend to be a pioneer
o Write the main parts which should be included in their journals on the board.
 5 opinion statements minimum
 5 transition words minimum
 One strong concluding statement
- After students write their initial draft have them trade with a peer and try to find the three
important parts to be included in the journal entry.
- Then, students will return the papers to each other and revise any changes.
- Next, I will collect the journals and edit them and conference with each student about
improvements to make to their pieces.
- Have students edit their journals one last time and the teacher will approve their final drafts.
- Create the Pioneer Journals using the final draft. (Elaboration)
o First make the cover with a brown paper bag.
o Fold it in half, so any words or images on it are on the inside.
o Then, crumple up the bag so it looks worn.
o Punch three holes in the side of the bag.
o Have students write their final draft onto cardstock paper that has been three hole
punched.
o Insert the journal between the bags and string it all together through each hole.
o Students can add drawings to the outside of their journal on the cover page.
o Students should also include a title on the cover of their journals.
 It can be as simple as pioneer journal, but encourage students to be creative.
- Student’s journals should show evidence of opinions, transitions, and a strong concluding
statement. (Evaluation)
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6. Classroom Discussion: As a class we will discuss the differences between pioneers and people
today. This discussion should last about 10 minutes. It will be used as an introductory part of the
lesson. Students will also discuss with each other the revisions they made on each other’s
papers. This should take about 15 minutes. The students will revise each other’s papers and then
describe the reasons behind their revisions. More time can be allowed for this if students need it.

7. Academic vocabulary:
a. Transitions
i. Have students read from the text and find the transition words in it.
b. Opinion
i. Discuss the difference between opinions and facts
ii. Have students write a list of opinion statements as compared to fact statements.
iii. Then, after reading the text students will write an opinion statement about it
c. Concluding Statements
8. Assessment and Evaluation:
a. The final draft of the pioneer journals will be assessed for evaluation. The final draft
should be an opinion piece with 5 opinion statements included in the journal. It should
also include a minimum of 5 transition words or phrases. Finally, their journal should
close with a strong statement that effectively summarizes their journals.
Value Added:
1. Resource(s) to support your pedagogical decisions
a. Recently I read an article called, Literature and the Writer’s Notebook. It discussed
the different methods to use to inspire students to create journals. This gave me the
idea to have students write their pioneer journals and use the text as an inspiration.

Jackson, H. (Year). Literature and the writer’s notebook. Lasting Impressions. 126-149.

b. Dandelion, by, Eve Bunting

Bunting, E, Shed, G. (1995). Dandelions. Voyager Books Harcourt, Inc. New York, NY.

2. Universal Design for Learning

a. For a student with a hearing impairment provide them with a copy of the text so they
can follow along as the teacher reads the book to the class. Also, include subtitles in
the video.
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b. For a student who cannot write, provide them a computer to type their drafts. Then,
for the final draft they can just print off their good copy and insert it in the journal.
Have a friend help them create their cover of the journal.
c. For a student with gifts and talents give them the option to add more journal entries
to their journal. They may fly through the first one, and be inspired to write more.
Also, give this option to the rest of the class, but do not make it mandatory. This way
a student with gifts and talents who is inspired to write more will be more
comfortable to do so.
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Emma Yokules EDU 300

Early Childhood November 2, 2016
How far did they go?
Social Studies Topic: Pioneers
Social Studies Standard to be used within the Unit
Daily life is influenced by the agriculture, industry and natural resources in different
communities. (Ohio Common Core Third Grade Standard)
1. Objective: The student will be able to measure distance with a ruler and plot the measurements
they make. (Stage 1 Desired Results)
2. Content Standard (s) Common Core if applicable: Grade 3 Math

Ohio Common Core Standard

a. Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.
3. Motivation:
a. Students should know what a ruler is and the basic components
b. Motivate students by discussing the travels people had to make and connect it to the
travel they do, either day to day or on a vacation.
4. Instructional materials: What supplies will you need for the lesson? What will you have
prepared before teaching the lesson?
a. Map
b. Ruler
c. Pencil
d. Projector
e. Whiteboard
f. Copy of pioneer map
g. Graph
5. Procedures: (Stage 3 Learning Plan)
a. First, project a ruler on the board so all students are able to see it.
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b. Next, discuss the components of a ruler.

i. Discuss inches, feet, and yards.
c. Dive even further into this concept by discussing half an inch and quarter of an inch.
i. If students have trouble grasping this display it with a circle, half a circle, and
quarter of a circle.
d. Once students have mastered the concept of halves and quarters project the pioneer map
onto the board. This map shows a path the family from, Dandelion, took when they were
moving out west.
e. On the map there should be points on the map that the family has stopped at along their
journey.
f. Demonstrate to the class how to measure the points and chart their data.
i. They should create a chart of stops the family took between each stop, writing
down the distance.
g. Then, with this information students will create a line plot to show the family’s journey.
i. Explain to the students the concept of a line plot. They should learn how to plot
the points, label it correctly, etc.
h. Students will be paired off by the student sitting next to them. The pair will receive their
own map and have to measure, chart, and plot the family’s travels.
i. For a final project, each student will create a map of three places they go (e.g., school,
home, soccer practice, Grandma’s house, etc.). Additionally, they can plot the different
stops they would take on a road trip. They should evaluate the distance between each
place that they go, chart, and plot it. The distance can be estimated, for instance one inch
can equal a mile, or they can just have the distance be in inches.
6. Classroom Discussion: At the end of the lesson, we will come together as a class to discuss the
students’ results from their measuring, charting, and plotting. The next day, students will share
their information from their maps they created at home.
7. Academic vocabulary:
a. Measure
b. Halves
c. Quarters
d. Ruler
e. Chart
f. Line Plot
8. Assessment and Evaluation: (Stage 2 Assessment Evidence)
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a. Observation: Observe the students as they work in groups to see if they are applying the
skills I taught them.
b. Take home map: Students will also be assessed on how they create their take home map
project.
Value Added:
9. Resource(s) to support your pedagogical decisions
a. In previous education classes, I have learned that modeling is a good method to teach a
concept. Students can see what I am doing and eventually be able to do it on their own.
This process is also called scaffolding.
10. Universal Design for Learning
a. I can connect this to an English Language Learner by talking to him or her about how
his or her family traveled to America so they can connect the history behind it. Also, I
would pull them aside before the lesson and discuss the standard measurement system if
they are used to the metric system. Also, if the student is confident enough he or she can
describe the metric system to class and say that it is another method to measure
distances.
b. For a student with Attention Deficit Hyperactive Disorder, provide him or her with a
way to release their energy as the lesson is being taught so they do not disturb others.
Provide them with an exercise ball to sit on to release some of their energy.
c. For a student with autism, who tends to get stressed when presented with a lot of
information, break down the steps. Give him or her each step and concept piece by
piece, so the student is not too overwhelmed. Also, if still stressed allow a “brain break”
and have the student take a lap around the room in order to calm down and refocus.
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What’s the MATTER?

Emma Yokules, EDU 300
Early Childhood Education, November 18, 2016
Social Studies Standard to be used within the Unit (Pioneers)
Daily life is influenced by the agriculture, industry and natural resources in different
communities. (Ohio Common Core Third GradeStandard)
1. Objective: The student will be able to distinguish between the different forms of matter, solid,
liquid, and gas.
2. Content Standard
Grade 3 Ohio Science Standard:
- Matter takes up space and has mass.
3. Motivation:
The excavation site will be a fun activity that students can do to get them motivated to take in the
knowledge of this lesson. The activity will engage student’s interest in the various forms of
matter, by relating the topic to the gizmo.
4. Instructional materials:
- Excavation Site Gizmo, Cans (Any type of can is fine. It is suggested to use a pint size Mason
jar. This will keep the objects in contained the easiest. The only issue is that they are clear.
Make sure they are covered with something so the students do not see what is inside.), Pencil,
Paper, Board, Marker, Eraser
- Objects for canisters – cotton ball, water, perfume, rock, honey, oxygen (empty can)
5. Procedures:
- Students will use the gizmo and excavate the objects from the mold. Then, they will put them
together. They will discover what each piece is and why it is important.
- After the activity, we will gather together as a class and discuss the activity.
- I will list the forms of matter on the board and have students list the different objects they
found and what state of matter they would belong. Since they will mostly be solid, we will
discuss the situations these objects are placed, such as, a boat in water (liquid), and a plane
flies in the air (gas). Additionally, we will discuss the objects Pioneers used and the forms of
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matter they would belong in as well. We will discuss the resources they would need to use
too, like water.
- Then, I will describe in more detail, the different forms of matter.
- I will describe what classifies as each form of matter, sharing examples, and engaging the
class in a discussion.
o The examples I will have are a glass of water, an apple, and an empty glass meant to
be gas.
- Next, students will have the hands on experience of using the mystery canisters to decide if
the object inside is a solid, liquid, or a gas.
- Students will work in pairs to solve their mystery canisters correctly. The teacher will place
students in pairs by ABC order. Whatever team finishes first, has correctly guessed the object
in the canisters, and what form of matter it belongs in wins. There is no time limit, since the
student pairs should be thoughtfully considering the contents in each mystery canister.
However, the entire activity should be no longer than 10 minutes. All students are expected to
finish this assignment.
- For each can, students will have to correctly identify the object, and the type of matter it is.
6. Classroom Discussion:
- The class will discuss the various forms of matter and the different examples of each type of
matter. Also, they will discuss the objects pioneers used and how they fit into the different
forms of matter.
7. Academic vocabulary:
- Solid
- Liquid
- Gas
- Matter
- Gizmo
8. Assessment and Evaluation:
Students will be assessed by the mystery canister game at the end of the lesson. I will be looking
to see if they can correctly identify and distinguish between the forms of matter.
Value Added:
9. Resource(s) to support your pedagogical decisions:
- Mystery Canister Article: This article describes using the mystery canisters as a tool to
discover the different forms of matter. It draws upon the use of multisensory strategies.
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Husty, S., Jackson, J., (2008). Multisensory strategies for science vocabulary: support
learning about properties of matter for ELL--and all--students with these
techniques. Science and Children, 46(4), pg. 32.

- Excavation Gizmo – provides students a fun activity to introduce the forms of matter.

10. Universal Design for Learning – modifications to be made to meet the needs of all your students
- For a student who has trouble cleaning off the objects, because of a physical impairment, pair
him or her with a buddy to complete the excavation site. Also, so the student feels included
pair up all the students, so no one student is singled out at all.
- Provide a student who may struggle with recall of information with a description of each type
of matter to use as a reference as he or she completes the mystery canister activity.
- For a student with Autism, who gets overwhelmed in competition like activities, allow him or
her the opportunity to take a “brain break.” When the student gets too overwhelmed he or she
can quietly stand up and take a lap around the room. This will enable the student to calm
down and relax, allowing the student to continue complete the activity.
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Appendix
Teacher’s Resources

Pioneer Journal Rubric

Levels
Score

Grammar and Concluding

Transitions Opinion Punctuation Statement
The student included The student The Pioneer Journal The student’s
5 or more transition included 5 or more contains no grammar concluding statement
words or phrases in opinion sentences or punctuation summarizes the main
5
the Pioneer Journal. in the Pioneer errors. points, without
Journal. repeating previous
sentences.
The student included The student The Pioneer Journal The student’s
4 transition words or included 4 opinion contains 1-3 concluding statement
phrases in the sentences in the grammar or summarizes the main
4
Pioneer Journal. Pioneer Journal. punctuation errors. points, without
repeating previous
sentences.
The student included The student The Pioneer Journal The student’s
3 transition words or included 3 opinion contains 4-6 concluding statement
3 phrases in the sentences in the grammar or summarizes the main
Pioneer Journal. Pioneer Journal. punctuation errors. points, but is
repetitive.
The student included The student The Pioneer Journal The student’s
2 transition word or included 2 opinion contains 7-9 concluding statement
2 phrase in the Pioneer sentences in the grammar or is a weak summary of
Journal. Pioneer Journal. punctuation errors. personal opinion.

The student included The student The Pioneer Journal The student’s
1 transition word or included 1 opinion contains 10 grammar concluding statement
1 phrase in the Pioneer sentence in the or punctuation is incomplete and
Journal. Pioneer Journal. errors. does not summarize
the main points.
The student included The student The Pioneer Journal The students does not
no transition words included no contains more than include a concluding
0 or phrases in the opinion statements 10 grammar or statement in the
Pioneer Journal. in the Pioneer punctuation errors. Pioneer Journal.
Journal.
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Pioneer Map

Ruler

Scale
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NAME________________

Pioneer Map Data

Directions: Measure the length of each part of the trip. Write each distance in the
chart. Be sure to use the scale to convert the measurement.

Trip Distance (Miles)

Number

1.

2.

3.

4.

5.

6.
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Engineering & Science Education Design: Gizmo

Instructions
Engineering Innovations I, Fall Semester 2016, Team
Number 1

Engineering Excavation
Purpose
The purpose of this gizmo project is to incorporate the Oregon Trail, Pioneers, Gold rush,
airplanes and the Titanic, to teach these subjects in a fun, interactive way. Specifically focusing on
machine identification. The topics we are trying to teach occur at different points throughout history and
identifying the machines used, specifically the means of transportation, have changed greatly.
Through the use of an excavation site, students can pretend like they are future archaeologists
discovering machines from the past, seeing how technology has changed. The gizmo creates a fossil of
different pieces connected to each of our topics. Students can have fun breaking away at the fossil and
cleaning off the object of discovery, until they see the full extent of the piece they’ve been excavating and
can learn about what the object is used for and why it is important.

All Items Used

Description Quantity Price ($) Found
Cornstach
16oz 2.5 1.33 Jet.com
Shipping 5.99 Jet.com
Toy Plane 2 3.44 Walmart
Toy Boat 3 0.94 Walmart
Toy Animals 1 1 Dollar Tree
Toothbrushes 2 0.17 Walmart
Rocks choice free outside
Paint optional free already owned
Pans 1 free household item
water as required free sink
Total Price 20.36

Building

instructions

1. Mix 2 cups of cornstarch to 1 cup of water.

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2. Pour mix into container (baking sheet)

3. Submerge the objects you want to fossilize at least half way into the mix

4. Bake at low heat until hardened and cracks begin to form

5. Another method is to leave in the sun for a few hours (preferred)

6. Place in freezer for a few minutes (easier to remove)

7. Remove from container

8. Ready to excavate!

How to excavate fossils

1. Choose a section you want to excavate

2. Scrape around the object, not too hard or it could break the object inside.

3. Brush away smaller pieces with the toothbrush until all material is off of the object

4. Have students identify which topic their found object relates to, then explain what it is and

why it is important.
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Excavation Site Gizmo Images at

the Gizmo Expo
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NAME: _______________________

MYSTERY CANISTERS

Object State of Matter

1.

2.

3.

4.

5.

6.
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Mystery Canister Objects

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Student’s Resources
Glossary
Transition – words that signal the order of events

Opinion – describe how you feel about a topic

Concluding Statement – tells the readers that you are ending your paragraph

Measure – the way to discover the length, or quantity of a thing

Halves – one of two; a part of a pair; two parts equal one

Quarters – a fourth part; four parts equal one

Ruler – an object used to measure that is marked off with inches or centimeters

Chart – a sheet showing information

Line Plot - a graph displaying data on a number line with Xs or dots to represent the data in each set

Solid – a firm and stable object; the molecules are tightly grouped together in an organized pattern

Liquid – particles that easily move around and shift to fit the container they are in

Gas – free flowing particles

Matter – anything that has mass (weight) and takes up space; anything you touch and see

Gizmo – a gadget
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Children’s Literature

Bunting, E, Shed, G. (1995). Dandelions. Voyager Books Harcourt, Inc. New York, NY.