The Real Sea Monster

The Real Sea Monster
What can we do to make our oceans cleaner?
A Problem Based Learning Unit for 3rd Grade
Taylor Jacobson, Mary Anderson, Paige Barlow, & Kristen Sarver
EDUC 433/461-01
Fluvanna County Partnership
Dr. Patti Hastings, Fall 2018

Table of Contents
Unit Introduction…………………………………………………………………….. 3
Understanding of Development and Diversity of Students Paper………… 4
Web of Content Areas and Corresponding SOLs in Unit……………………. 6
Social Studies/Art Content Map…………………………………………………. 7
Science Content Map………………………………………….………………….. 8
Math Content Map……………………………………………….………………… 9
Literacy Content Map…………………………………………………………….. 10
Music/PE Content Map…………………………………………………………… 11
Culminating Event Summary…………………………………………………….. 12
Culminating Event Rubric………………………………………………………… 13
Culminating Event Scenario……………………………………………………... 14
Question Map………………………………………………………………………. 15
Pre/Post Assessments…………………………………………...……….………… 16
Unit Calendar…………………………………………………………….………….. 21
Social Studies Lesson Plans……………………………………………….……….. 22
Art Lesson Plan…………………………………………………….………………… 33
Science Lesson Plans……………………………………………….………………. 37
PE Lesson Plan……………………………………………………………………….. 43
Language Arts Lesson Plans……………………………………………………….. 46
Library Lesson Plan……………………………………………………………………59
Math Lesson Plans…………………………………………………………………… 64
Music Lesson Plan……………………………………………………………………. 79
Unit Reflection………………………………………………………………………… 82
2
Unit Introduction
What can we do to make our oceans cleaner? This is a question we ask
ourselves daily when we live in an area so close to the oceans. The wellbeing of
the ocean is a critical part of the industries around Virginia, but especially in
Virginia Beach, the city we decided to do our PBL in. Students in Virginia Beach
will most likely be directly responsible for keeping the ecosystem alive and well.
Therefore, we thought it was important for students to see how they could take
action in their community now, and how they can continue to do meaningful
things throughout their lives as members of the Virginia Beach community. We
are pushing our students to think at the top of their potential to think about how
all of the subjects we talk about in class link together to create a complete
understanding of the importance of keeping our oceans clean!
3
Understanding of Development and Diversity of Students
For our PBL, we are focusing a third-grade class of 23 from Virginia Beach,
Virginia. These kids are eager, excited, and ready to get involved in real life
learning. Our students are mostly from a middle-class background and some
come from low-income homes. We are in a collab class where we have five
students with Special Education services. Three of the students have IEPs for
learning disabilities, but two students have 504s for ADHD. These students have
support from a SPED teacher who co-teaches in the classroom with our general
education teacher. The diversity in Virginia Beach is moderate; 12 students are
Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian, and 2 are
Mixed/Other Races. We have many families that participate in the PTA and
enjoy being a part of the classroom, many of those parents help students who
do not have as supportive home environments.
Third graders are going through a lot of changes in physical development.
They are developing more fine motor control. Girls are growing faster than the
boys, but they are gaining more fat than muscle. Girls also have better
coordination. Boys are growing slower, but they are becoming faster and
stronger.
As far as cognitive development goes, third graders are beginning to
learn math concepts and become better problem solvers. They’re able to apply
new thinking to a variety of problems. According to Piaget, third graders are in
the concrete-operational stage which means they are able to think logically
4
about concrete concepts but have difficulty understanding abstract or
hypothetical concepts. Students in this stage also can make judgements about
the rightness and wrongness of specific actions (S.N. Reeves, personal
communication, Sept. 27, 2017). This is called moral reasoning and provides a
great opportunity to teach civility such as ocean conservation.
In terms of social-emotional development, third graders are right in the middle of
some big social changes. According to Erikson, third graders are in the industry
vs. inferiority stage. This stage tests student’s ability to feel successful with the skills
they are asked to perform. Students in this stage can either feel confident in their
success or disappointed in their failure (S.N. Reeves, personal communication,
Sept. 27, 2017). If they excel, they often feel industrious; if they do not, then they
feel inferior to their peers and have feelings of failure.
Overall, third graders are experiencing some serious changes in their social-
emotional, cognitive, and physical development. These changes make them
more aware of their actions and their personal responsibility to help change the
problems in the world.
5
MUSIC SOL 3.3
The student will play a variety of pitched COMPUTER TECHNOLOGY SOL 3-5.7
and non-pitched instruments alone and Draw conclusions from research and relate these findings to
with others. real-world situations.
a) Playing with expression, using a wide A. Use research to support written and oral presentations.
variety of tempos and dynamics • Apply research derived from digital resources to original
Demonstrating proper playing techniques work.
• Demonstrate how to cite digital resources when
developing nonfiction reports and presentations.
SOCIAL STUDIES SOL 3.11 MATH SOL 3.15

The student will explain the The student will
responsibilities of a good citizen,
with emphasis on a) collect, organize, and represent data in
pictographs or bar graphs; and
c) describing actions that can What can we do to
improved the school and b) read and interpret data represented in
make our oceans
community pictographs and bar graphs.
cleaner?
VISUAL ARTS SOL 3.6

SCIENCE SOL 3.10
The student will create works of art that
The student will investigate and understand communicate idea, themes, and feelings.
that natural events and human influences can
affect the survival of species. Key concepts
include
a) the interdependency of plants and LANGAGUE ARTS SOL 3.8
animals;
The student will write in a variety of forms to include narrative, descriptive, opinion, and
b) the effects of human activity on the quality expository.
of air, water, and habitat;
a) Engage in writing as a process.
d) conservation and resource renewal
b) Identify audience and purpose.
c) Use a variety of prewriting strategies.
d) Use organizational strategies to structure writing according to type.

Formatted: Centered, Right: 0.02"
e) Write a clear topic sentence focusing on main idea.
PHYSICAL EDUCATION SOL 3.1 Formatted: Indent: Left: 0", First line: 0", Right: 0.02"
f) Elaborate writing by including supporting details.
The student will demonstrate mature form
g) Use transition words to vary sentence structure.
(all critical elements) for a variety of skills
and apply skills in increasingly complex h) Express an opinion about a topic and provide fact-based reasons for support.
movement activities. i)Write a well-developed paragraph focusing on the main idea.

a) Demonstrate simple dances in various Formatted: Font color: Background 1
j) Revise writing for clarity of content using specific vocabulary and information.
formations.
6
Social Studies Content Map
Conservation has
an impact on
Conservation community and
their ability to
survive.
Respecting
and
protecting
Participating the rights
in and
conservation Social Studies:
can make the How can we be
community good citizens
better for in our
The purpose community?
of rules and
laws is to
keep people
safe and
Community
Building
Outreach
Describing
actions that
can improve
the school and
community
7
Science Concept Map
Human and
Natural natural events human
disasters such influences on
as fire, flood,
can change the quality of
disease, and air, water, and
erosion habitats.
conservation
practice in
the local
community
How do
humans affect
Interdependence our oceans and
of plants and species living
animals inside of them?
Conservation
explain how
organisms in an Resource
area are renewal is a
dependent on
conservation
each other
practice in
which species
are protected.
8
Language Arts (Technology) Concept Map
Understand
audience to
Audience guide
writing
use precise
nouns, verbs,
Use specific
and adjectives
vocabulary to
persuade Language
audience Arts: How can
our writing
persuade
state a others to take
action?
clear
opinion
Conventions
Purpose
Provide
multiple
facts using
specific
vocabulary
as reasons
for support
9
Math Concept Map
Collect data by
counting and
Collecting Data recording the amount
of pollution items
found in the
bay/ocean
Estimating
and determine
the sum or
Understand difference of
Math:
the two whole
importance of numbers.
How can we
accurate data collect and
in data
represent data
collection.
Use data in different
collected to ways to make
represent data it easier to
in a pictograph. compare?
Comparison
Representation
Read and
Use data interpret data
collected to represented in
represent bar graphs and
data in a bar pictographs
graph.
10
P.E. and Music Concept
Instruments
can be made
using recycled
Music materials. Demonstrate
simple dances
in various
formations
Playing unpitched
instruments, the Music & P.E.:
students make out
of recycled How can we use
materials. dance and music to Physical
create awareness on
pollution? Education
11
Culminating Event Summary
For our culminating event, we have decided for our students to recruit
volunteers and participate in a bay cleanup. The bay clean up is an event that
the students will recruit volunteers for, advertise for, and participate in. At the
bay cleanup, students will present their sea monsters. In English, students will
create brochures and advertisements to help recruit volunteers to come to the
cleanup day. They will research this information themselves by learning how to
be safe on the internet in computer technology. In Social Studies, students will
learn the importance of being an informed citizen and how their actions affect
the world around them. They will work with the art teacher to create sea
monsters to advertise the bay cleanup day. In Science, they will learn about
how pollution affects the ocean ecosystem and translate that into a dance. In
Math, they will learn how to graph data used in real life in order to help scientists
record patterns. In Music, students will create instruments with recyclables to
show the versatility of objects and the ability to reuse objects rather than
throwing them away.
12
Culminating Event Rubric
1 2 3 4
Presentation Brochure is Brochure is hard to Brochure is Brochure is organized

and unorganized and follow but somewhat organized. and easy to follow.
Organization hard to follow. organized. Brochure Includes some Includes a variety of
Lacks color, could use more colors, graphics, colors, graphics,
graphics, and/or color, graphics, or headers, etc. headers, etc. that
headers. headers. enhance the
brochure
Scientific Student uses 0 Student uses 1 or 2 Student uses 3 Student uses 4 pieces
Evidence pieces of evidence piece(s) of evidence pieces of of evidence such as
such as graphs, such as graphs, evidence such as accurate graphs,
pictures, and facts. pictures, and facts. graphs, pictures, pictures, and facts.
Evidence is not The evidence is not and facts. The The evidence is used
factual or well used. evidence could be well.
accurate. used better.
Persuasion Writing does not Writing is weak and Writing Writing incorporates
persuade an is not likely to incorporates a a variety of aspects
audience to take persuade an variety of aspects that strongly
action. audience. that persuades an persuades an
audience to take audience to take
action. action.
Graphs and No graphs/data Graph data is Correctly Correctly

Data included or incorrect and/or has represented data represented data
incomplete. No missing pieces of and accurate and accurate graphs
color, organization graphs. No color, graphs are are included. Graphs
or purpose. organization or included. Missing are colorful,
purpose. color, organization, organized, and
and purpose. enhances purpose.
Community Brochure has no Brochure is not Student uses Student uses

Outreach intention of being effective in effective effective information
used to recruit recruiting information in and brochure is used
community community order to persuade and sent to
members and no members to attend community community members
information is used Clean the Bay Day members to in order to persuade
to persuade them. because student did attend Clean the them to attend
not use effective Bay Day. Clean the Bay Day.
information.
13
“The Chesapeake Bay Foundation reached out to our school about running a
‘Clean the Bay Day.’ They want the third grade to help run this event which is
going to be our next field trip. We are going to go to the bay and help clean up
the beaches. They are going to need more volunteers than just the 3rd grade
students so we are going to be doing research, making a brochure, and posters
to get people from the community to go! Let me read the letter we got in the
mail.” Teacher then reads the letter below.
Dear Virginia Beach Elementary School,
Congratulations! The Chesapeake Bay Foundation has chosen your

school to help us prepare for our first annual “Clean the Bay Day.” In two weeks,
you will be invited to come out to the bay and help us clean the beaches.
Recently, we have seen a lot of trash on our beaches and it’s keeping people
from enjoying their time here. We also heard that it can affect the animals and
plants in the Bay and in the ocean. We need the third-grade students to do
research and persuade the rest of the community to help out during our
cleanup day.
We want as many people to come help clean up as possible and we

can’t do this alone! To help you all with your research, we sent over a few tubs
of things we have found in the bay. You can use them to help your research
and let us know how we can better our community. Thank you so much for your
help and we look forward to seeing all your hard work in two weeks.
Good luck,
The Chesapeake Bay Foundation
14
What can we do to make
our oceans cleaner?
Music &
PE
Social
Studies
What is the difference

between pitched and
unpitched instruments?
Language
How can we Science
help our Math Arts How can you use
community? recycled materials to
make unpitched
instruments?
Why is it
important to help How can we use
our community? dance to create
awareness?
Why do we
Can third graders
What is water? How do you
make a effectively collect write?
difference? data?
What are sources of
water?
How do we
How do you create change our
What can we do
writing based on
to make a better
How do humans
bar graphs and
our audience?
tomorrow? pictographs?
affect our oceans?
How can word

How does our choice impact
How can we impact affect the
make sculptures
What are the unique our writing?
species living inside characteristics of bar
out of trash?
graphs and
pictographs?
How can we
conserve water? How can we
How can we persuade others
create through our
How do you read bar writing?
awareness
through art? graphs and
pictographs?
How can we do
research safely?
How can you

compare data
represented in bar
graphs and
15
Name: ________________________________________________ Date: ____________________
Social Studies Pre/Post Assessment
Cit izenship Survey
Directions: Color in the face that matches how you feel about the sentence.
1. I am a good citizen.
2. I understand that my actions

impact the world.
3. I have done something to better

the community.
4. I know what conservation is.
5. I know that pollution is bad.
6. I know that I can do something

about pollution.
7. I can think of a way to make my

community better.
8. I understand that rules and laws
are important.
9. I understand that what happens
now will affect the future.
10. I can list three ways to better my 1. ______________________________

community.
________________________________
2. _____________________________
________________________________
3. ______________________________
________________________________
16
Science Pre/Post Assessment
Name: _______________________________________
Directions: Cut out the pictures below and paste them in the box labeled with
the body of water that is in the picture.
Pick one of the bodies of water above and write 2-3 sentences about how
humans affect the chosen body of water?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________
17
Language Arts Pre/Post-Assessment
Writing Prompt
Do humans impact the quality of our oceans?
Be sure to include:
 Correct grammar, spelling, and punctuation
 Clearly stated opinion
 Evidence as support
1 2 3 4
Audience Writing is Writing is not Writing is targeted Writing is clearly

unclear and not targeted towards an targeted towards a
targeted towards towards a audience. specific audience.
an audience. specific
audience.
Opinion and No opinion is Opinion is Opinion is stated. Opinion is clearly

Evidential stated and no stated but no Only 1-2 pieces of stated and 3+ pieces
Support evidence is evidence is used evidence is of evidence are
included. as support. included as included as support.
support.
Grammar and 7+ grammar or 5-6 grammar or 3-4 grammar or 0-2 grammar or

Mechanics spelling mistakes spelling spelling mistakes spelling mistakes
are made. mistakes are are made. are made.
made.
18
Math Pre/Post Assessment
19
20
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Social Studies: intro Social Studies: LP1 Social Studies: LP1 “What Social Studies: LP1 Social
“what does it “What are the are some actions that WORKSHOP Studies: Presentation
mean to be a responsibilities of third graders can take in Science: Science:
good citizen?” and a citizen?.” order to make a LP2- How do humans LP2- How does the
pre-assess Science: difference?.” affect our oceans? human impact affect
Science: LP1- What is Science: Math: LP3What is a the other species living
Intro- what is water? What are LP2- How do humans bar graph? in water?
water? Where do sources of water? affect our oceans? Literacy: LP 2 - “How Math:LP3Analyzing Bar
you think we get Math: LP2 What is Math: LP2 Analyzing can word choice graphs
water from? a pictograph? pictographs impact our writing?” Literacy: LP 3 - “How can
Pre-assess Literacy: LP 1 - Literacy: LP 1 - “How do Library: “How can we we persuade others
Math: LP1 Intro- “How do we we change our writing do research safely?” through our writing?”
What is collecting change our based on our audience?” PE:
data? And writing based on PE:
preassessment our audience?” How can we use dance
Literacy: “Why do Music: What does to convey a message?
we write?” - pre- pitched and
assess unpitched
Art:: “How can we instruments
use art to make a mean?
difference?”
Social Studies: LP 2 Social Studies: LP Social Social Studies: LP 2 PRESENTATION AND

“How can I help 2 “How is the next Studies: WORKSHOP WORKSHOP and CLEAN THE BAY DAY
the next generation Science: post-assess
generation?” affected by us?” WORKSHOP Science:
Science: Science: Math: LP5 Revisiting Visit first day thoughts
LP3- How do I LP 3- How do I collecting data and how it of ‘what is water?’
conserve water? conserve water? affects the graphs. Other Discuss.
Math:LP4 Student Math:LP4 data to collect for Post-assess
driven data Presentations for brochure? Math: Workshop day
collection and the student driven Literacy: LP 4 - “How can & Post-assess
graphing data collection we be good presenters?” Literacy: Brochure
Literacy: and graphing PE: Presentations/Post-
WORKSHOP Literacy: Does pollution impact Assessment
Art: “How can we Brochures Due. human health? Library: “How can we
use art to make a Hand out around be good digital
difference?” school. citizens?”
Music: Making
and playing
unpitched
instruments using
recycled
materials.
21
Social Studies Lesson Plans
Taylor Jacobson
22
PBL Lesson Plan
Subject: Social Studies Topic: Citizenship
Author: Taylor Jacobson Approx. Time: Tues-Fri
Standards of The student will explain the responsibilities of a good
Learning citizen, with emphasis on
a) respecting and protecting the rights and property of
others;
c) describing actions that can improve the school and
community;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules.
Objective(s) The student will be able to identify at least 5 responsibilities

of a good citizen by making a list.
Using a poster, the student will be able to present an idea

for a solution for a problem in their community.
Prerequisite Meaning of the words “citizenship” “citizen”

Understandings/ “responsibilities” “rights” “community” “honesty”
Knowledge/ “trustworthiness” and “rules.”
Skills
Compelling What does it mean to be a good citizen?

Question
23
Instructional Staging the Question: Everyday, we wake up in Virginia
Design Beach, turn on our water that comes from Virginia Beach,
eat food, some of which that comes from Virginia Beach,
and then come into a school that is in Virginia Beach.
Virginia Beach does so much for us, right? But what can
we do to for Virginia Beach? We can be good citizens.
Supporting Question One: What are the responsibilities of a

citizen?
Instruction:
1. Have each student draw a picture of themselves on a
worksheet. There would be bubbles pointing to both
hands, the heart, the head, and the mouth. Direct
students to fill out something in that box a good citizen
could do. For example, you could pick up litter with one of
your hands.
2. After students have mostly filled out the worksheet, have
them turn and talk to their shoulder partner and come up
with two things they want to share with the class.
3. Have anchor chart at the front of the room/write on the
board “good citizens.” Have one student from each pair
come up and write their trait on the board. Talk about
whether or not the class agrees as a whole or if they don’t.
If they don’t, persist with a way to change it to make it
good.
4. Watch Rights and Responsibilities BrainPOP
5. Look at U.S Constitution and Bill of Rights for information
on responsibilities.
Formative Performance Task:

1. Create a pledge to be a responsible citizen on an
anchor chart. Use some of the traits from the brainstorm
and responsibilities from the movie. Ensure SOL
responsibilities are listed (respect of property, protection of
property, voting, honesty, golden rule, etc.)
2. Have each child sign the bottom of the pledge.
3. Have them paste their person on a piece of
construction paper and put it around the pledge and post
it in the classroom.
Featured Sources:
- Refer to U.S. Constitution and rights laid out there.
24
Supporting Question Two: What are some actions that third
graders can take in order to make a difference?
Instruction:
1. Show students pictures of Rosa Parks on the bus, Susan
B. Anthony and the suffragettes, the Civil War, etc. Have
students think about why they are significant. What is
similar about them and the stories?
2. Ask if they think the world would be different today if
they had not taken action?
3. Talk about the importance of taking action

1. Have students work together to think of a way to take
action for one of the things on the board.
2. They must be creative and can choose any way of
taking action. The students will put this plan together with
a graphic organizer. They may not use pollution as this will
be the summative action.
What’s the
problem?
What’s the action

to take?
Where to take
action?
Who’s your
audience?
How will you do

this?
Featured Sources:
Pictures of Rosa Parks on the bus, Susan B. Anthony and

the suffragettes, the Civil War, etc. Stories (that third
graders can read) of what’s going on in the picture.
Supporting Question Three: Why is it important to help my
community?
25
Summative Performance Task & Taking Informed Action:
1. After giving students a day to workshop plan for action,
have students prepare a presentation to give to the class.
They will have a small poster that they will make on
workshop day.
2. Have students present their action plans to the class.
Instruction:
1. Ask students to talk with their shoulder partners about
why it is important to help the community. Think beyond
“it’s important,” you want them to think about the future
generations.
2. Refer back to the pictures from Wednesday. How
important were their contributions? What have they done
for us? How have what they have done for our community
bettered our community now?
26
Assessment Diagnostic: Citizenship Survey
Formative: Pledge/Brainstorm – Graphic Organizer
Summative: Presentation
Diversity/UDL Diversity: Our students are mostly from a middle-class

background and some come from low-income homes.
We are in a collab class where we have five students with
Special Education services. Three of the students have IEPs
for learning disabilities, but two students have 504s for
ADHD. These students have support from a SPED teacher
who co-teaches in the classroom with our general
education teacher. The diversity in Virginia Beach is
moderate; out of 23, 12 students are Caucasian, 7 are
Black, 2 are Hispanic/Latinx, 2 are Asian, and 2 are
Mixed/Other Races.
Engagement: Lots of brainstorming, students are working

together, students are able to choose their topic and their
groups. Making pictures, being creative. Students are
engaged in a topic that matters to them due to its real
world application. Students are constantly getting new
directions and interacting with materials, letting the ADHD
kids continue to thrive.
Expression: Information is expressed in a way that students

are able to interact and brainstorm these things
themselves before it is expressed by a teacher. Then
information is expressed with multiple resources in order to
make it understandable to all kids.
Representation: Students are able to represent themselves

on the paper. Students can represent what is important to
them rather than what’s important on paper. They can
represent their research in anyway that’s comfortable.
Brainstorming is done with partners, then whole group,
then is written on the board – giving students multiple
areas to receive information.
27
PBL Lesson Plan
Subject: Social Studies Topic: Citizenship
Author: Taylor Jacobson Approx. Time: Mon-Thurs
Standards of The student will explain the responsibilities of a good
Learning citizen, with emphasis on
c) describing actions that can improve the school and
community;
f) describing the purpose of rules.
Objective(s) The student will be able to create a “sea monster” from

recycled trash.
The student will be able to explain how the “sea monster”

is an action that would help the community improve in a
presentation at the Clean the Bay Day.
Prerequisite Meaning of the words “citizenship” “citizen”

Understandings/ “responsibilities” “rights” “community” “honesty”
Knowledge/ “trustworthiness” and “rules.”
Skills
Compelling How do our actions today affect the future generations?

Question
28
Instructional Staging the Question: We’re going to start this lesson plan
Design by watching Wall-E. Students will stay in and eat lunch in
the classroom in order to watch the movie.
Supporting Question One: Can what we do today change

the future?
Instruction:
1. Discuss themes of Wall-E. Who was the audience? What
was the lesson they were trying to teach us? Is it important
for us to do something now to affect tomorrow?
2. In class we’ve been talking about the impact of
pollution on the oceans around us and on Friday we’re
going to the clean the bay day. What are some reasons as
to why you all think we’re doing this? Does this have any
impact on our future? What would happen if we didn’t
clean the bay?

1. Remember last week when everyone planned an action
to take from a certain issue? We’re going to do this as a
class for pollution and our action is going to be related to
the project you started in art.
2. In order to start this action, we’re going to do a class
graphic organizer like the ones we did last week. Be sure to
take students ideas into consideration but guide them in
the direction of the sea monsters.
What’s the Pollution

problem?
What’s the Public Art Piece

action to take?
Where to take Clean the Bay Day

action?
Who’s your VB Residents

audience?
29
How will you do Make Sea Monsters that show how the
this? real sea monster is the vast amounts of
trash in the oceans
Supporting Question Two: How can you make an action

the most impactful for future generations?
Instruction:
1. Can anyone tell me what a generation is? Use this to
figure out if you need to add instruction on this. Explain
what a generation is and what that means. Use
parents/grandparents/etc. Explain what you mean by
future generations. If they don’t understand this, just nix
using “generation” and say “your kids and your kids’ kids”
2. What are some successful actions you have seen
people preform in the world? Refer back to actions from
last week and also actions students have created.
3. What made these actions successful? What are ways
that could make them go beyond the day you presented
the action/did the action. For example, if you helped build
a house for a family in need, how could this help effect
future generations.
4. How can we make our sea monsters the most impactful
for future generations? What are some ways to advertise
our sea monsters?

1. Make blueprints for their sea monster using the
recyclables that they have accumulated.
2. Students need to note what materials they are going to
need and any extra materials (glue, scissors, etc.) as well.
Workshop and Post-Assessment
Instruction:
Students will spend the next two days on their trash
monsters. If they finish their monsters, they will have extra
time to work on their work from other subjects.
30
On the last day, we will go over SOL lingo (rights,
responsibilities, etc.) and give post assessment on the last
10 minutes before we switch subject.
31
Assessment Diagnostic: Graphic Organizer from last lesson plan
Formative: Class graphic organizer/blueprints for sea

monster
Summative: Citizenship Survey & Sea Monster

background and some come from low-income homes. We
are in a collab class where we have five students with
Mixed/Other Races.
Engagement: Lots of brainstorming, students are working

together, and being creative. Students are engaged in a
topic that matters to them due to its real-world application
in their city. Students are constantly getting new directions
and interacting with hands on materials, letting the ADHD
kids continue to thrive.
Expression: Information is expressed in a way that students

are able to interact and brainstorm these things
themselves before it is expressed by a teacher. Students
are given full liberty to create the sea monster any way
that they want.
Representation: Most of the instruction is whole group,

helping students with visual needs as well as students who
thrive from whole group instruction. Most instruction is
question based, asking students to apply more higher level
thinking but also forces them to participates.
32
Art Lesson Plan
Taylor Jacobson
33
PBL Lesson Plan
Subject: Art Topic: Sculpture
Author: Taylor Jacobson Approx. Time: Mon
Standards of VISUAL ARTS SOL 3.6
Learning The student will create works of art that communicate
idea, themes, and feelings.
Objective(s) The student will be able to sculpt a piece out of random

objects and write three sentences on its meaning.
Prerequisite None needed.

Understandings/
Knowledge/
Skills
Instructional 1. Show students plethora of materials and tell them to

Design create anything that tells a story or has a meaning.
2. Let students create. If students struggle with lack of
direction, give them some time to think. Encourage
them to draw some and look around at the
materials. If they’re really frustrated, speak with them
one-on-one.
3. At around 35 minute mark, have them “push their
pause button” and put their work in a cubby for
them to finish next week.
4. Explain how art communicates ideas, themes, and
feelings.
5. Show examples of this -
a. The Scream
b. The Blind Man’s Meal
c. Free Your Mind and the Rest Will Follow
d. The Fearless Girl and Charging Bull
6. Have students think about which example meant the
most or particularly intrigued them and have them fill out
an exit ticket.
Resources Lots of random art materials…

 Scrap paper
 magazines/newspapers
 Broken crayons
 Broken pencils
 Wrappers
 Boxes
34
 Pom poms
 Felt
 Pipe Cleaners
Glue
Scissors
Clay
Assessment Diagnostic: n/a

Formative: n/a
Summative: Sea Monster produced for social studies/unit
Follow/Up Students will write a description of their art piece that

Extension helps others understand the meaning. Students who finish
this first will help other students.

are in a collab class where we have five students with
Mixed/Other Races.
Engagement: Students are allowed to be creative and are

perplexed by the idea of making something out of
nothing.
Expression: Students have complete leeway to create any

piece that shows what they want it to show. As long as
they can tell a story and explain the choices they made,
they have shown understanding.
Representation: For some students, the lack of guidance

could be frustrating, so the teacher will use the frustration
as a cue to go talk them through creating their piece. This
one-on-one will help the students. Instruction will be done
with multiple modes of representation (sculpture, picture,
technology, etc.)
35
Science Lesson Plans
Kristen Sarver
36
PBL Lesson Plan
Subject: Science Topic: Interdependence
Author: K. Sarver Approx. Time: 60 mins.
Standards of 3.10 The student will investigate and understand that
Learning natural events and human influences can affect the survival of
species. Key concepts include
a) the interdependency of plants and animals;
Prerequisite: Understanding of food chains and what students
and animals eat
Objective(s) The student will be able to describe the relationship of plants

and animals as interdependent.
Instructional Day 1:
Design · Engage: How do we use water? When do we use water?
What would happen if we didn’t have water? Would you say
we depend on water? Does anyone else depend on water?
· Explore: Students be given task cards that make up a food
chain. They will break off into groups and create the food
chain with their groups. They will explain their reasoning while
they are placing them in order.
· Explain: Have the students share out what they found and
the correct chain order. Ask them what each of the groups task
cards start with (water) What else is in every food chain (plants)
why is this? Are we dependent on plants? But what do plants
need to grow? (carbon dioxide) Where can you find carbon
dioxide? We breathe it out, so are plants dependent on us,
animals? What is that relationship called?
Day 2:
· Extend: Today they use their food chains to add animals
and make a food web. Students break off into groups Students
will add task cards with animals to their food chains to make it
a food web. Have the students cut and use string to show the
many relationships between the animals.
· Evaluate: Class discussion reviewing the word
interdependence, student will be able to identify the
relationship between plants and animals. Exit ticket to lunch.
37
Resources https://www.teacherspayteachers.com/Product/Free-Food-
Chain-Card-Game-502337
Assessment Class discussion reviewing the word interdependence, student

will be able to identify the relationship between plants and
animals. Exit ticket to lunch.
Follow/Up Have students work on content from other classes.

Extension

background and some come from low-income homes. We are
in a collab class where we have five students with Special
Education services. Three of the students have IEPs for learning
disabilities, but two students have 504s for ADHD. These students
have support from a SPED teacher who co-teaches in the
classroom with our general education teacher. The diversity in
Virginia Beach is moderate; out of 23, 12 students are
Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian, and
2 are Mixed/Other Races.
Engagement:
Use of physical manipulatives, and model and scaffold as
needed. Students are able to be assessed orally or written.
Expression: Opportunities for choice with flexile seating and

group members, embrace challenge by adding more task
cards to the mix, maintain clear goals and objectives, and
collaboration between students.
Representation: Task cards for visual, orally describing

relationship, tactile because students are able to manipulate
the cards and string to physically connect the parts. Students
with disabilities will have fewer cards.
38
PBL Lesson Plan
Subject: Science Topic: Water
Author: K. Sarver Approx.Time:
Standards
3.10of The student will investigate and understand that natural
Learning events and human influences can affect the survival of
species. Key concepts include
b) the effects of human activity on the quality of air,
water, and habitat;
Objective(s) The students will be able to identify the effects of human

activity on the quality of water 3 out of four times.
Design · Engage: Have you ever seen trash on the side of the
road? Have you ever seen trash in the ocean? Why do you
think this happens?
· Explore: listen to different sounds the water makes (rain
drops, water flowing, waves crashing, faucet). Have the
students identify where these sounds come from. Ask students
if they can name any other sources of water.
· Explain: There are many sources of water, and they are all
limited. But people leave trash in areas that trash doesn’t go.
Does anyone know what this is called? Pollution. Pollution
makes our water dirty so it’s important that we conserve the
water.
Day 2:
· Extend: Students spilt into groups and are given a picture
of pollution. In the groups, they will identify what could possibly
happen because of the pollution. What impact can this
make? Think about ocean animals and what happens to them
because of this?
Day 3:
· Students will present their findings to the class.
· Assessment
Resources https://pixabay.com/en/photos/water%20pollution/?
CD with water sounds
39
Assessment Before the students leave on day three, the teacher will ask
these questions to the students and they will give a thumbs up
or down.
Humans have a (positive/negative) effect on the environment.

Leaving trash outside cannot harm the earth.
Water is limited.
Multiple species are harmed because of pollution.
Follow/Up Students can brainstorm how humans create pollution and

Extension effect the quality of air and habitat

disabilities, but two students have 504s for ADHD. These students
have support from a SPED teacher who co-teaches in the
classroom with our general education teacher. The diversity in
Virginia Beach is moderate; out of 23, 12 students are
Engagement: Students listen, work in groups, flexible time,

pictures used for a visual of pollution.
Expression: students are able to write their findings, students

present their findings as well, students can share their findings
privately if it is preferred.
Representation: audio heard by students, students work in

groups to talk about their findings, visually able to see the
impact and doings of pollutions.
40
PBL Lesson Plan
Subject: Science Topic: Conservation
Author: K. Sarver Approx. Time: 40 minutes each
3.10
Standards
The of
student will investigate and understand that natural events and
Learning human influences can affect the survival of species. Key
concepts include
d) conservation and resource renewal
Objective(s) The student will be able to correctly define conservation.

The student will be able to identify one way to conserve water.
Design · Engage: Think- pair- share: Students will work with
a partner to create a list of all the ways they use
water. Students will share their ideas with the class-
write these down
· Explore: Throughout the weekend, have the
student write down every time they use water. Class
will gather back and then graph the data on how
much water they used all together. Have them think
about how much water is used in the US.
· Explain: Point out that while there is a large
amount of water on the planet, however only 3% of
that is fresh water. 97% is found in the oceans. That
limited amount of fresh water must support a growing
population of humans in addition to plant and animal
life and agriculture.
Day 2:
· Extend: Students will work with a partner on one
of the ways to conserve water. They will make a
visually appealing poster that shows a way to
conserve our water- they will present this poster to
their classmates and the poster will be posted around
the school to inform others on ways we can conserve
water.
Resources https://water.usgs.gov/watuse/wuto.html
Assessment Students will answer the question below:

In 2-3 sentences, explain what conservation is and how we can
conserve our resources.
41
Follow/Up Again, have the students record every time they use water
Extension throughout the weekend, compare the data from the first time
and talk about the differences in the map. Are they conserving
water?

disabilities, but two students have 504s for ADHD. These
students have support from a SPED teacher who co-teaches in
the classroom with our general education teacher. The
diversity in Virginia Beach is moderate; out of 23, 12 students
are Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian,
and 2 are Mixed/Other Races.
Engagement: Students are able to collect their data, students

create a visual graph using their and their classmate’s personal
data and connecting it to their real lives.
Expression: flexible time to work on their posters, students get to

choose what method of conservation they want
Representation: the students are able to show what they know

using a poster. They will verbally explain to their classmates a
certain wait they can conserve water.
42
PE Lesson Plan
Kristen Sarver
43
PBL Lesson Plan
Subject: Physical
Education Topic: Dance
Author: K. Sarver Approx. Time:
40 mins
Standards of 3.1 The student will demonstrate mature form (all critical
Learning elements) for a variety of skills and applyskills in increasingly
complex movement activities.
a) Demonstrate simple dances in various formations.
Objective(s) The student will be able to demonstrate simple dance moves

while listening to music.
Instructional · Students will come in and stretch for warm up

Design · Let’s the students make groups- tell them they will be
creating a dance to a song we are about to listen too.
· Play the song for the students- explain it doesn’t need to
be a long dance but must be at least one minute.
· Have the students break into groups and create their
dance. Be sure to play the song for them to listen to while they
are creating their dance.
· Have the students preform the dance the next time you
meet.
Resources https://www.youtube.com/watch?v=qtyBzFV9yTs
Assessment Students will perform their dance, be sure they are able to do
simple dance moves.
Follow/Up Have students perform their dances to the school or other

Extension classes.
44
the classroom with our general education teacher. The diversity
in Virginia Beach is moderate; out of 23, 12 students are
Engagement: students are able to work in groups, they are

given a flexible amount of time to work on their dance, they
are using physical activity to learn which will engage them
more. Auditory when listening to music and visual when
watching other classmates’ dances.
Expression: Students are able to create their dance, it can be

as short as a minute and as long as six. If the student is unable
to dance, describing the movements is okay.
Representation: Students are able to see this concept in the

classroom, auditory, visual, and working with the content.
Dancing is a great way to express the content while also
exercising.
45
Language Arts Lesson Plans
Mary Anderson
46
Language Arts Lesson Plan 1 (Tuesday and Wednesday)
Mary Anderson
Grade: 3rd
Writing Trait: Voice
Focus Area: Audience
Curriculum Standards
SOL(s):
Language Arts 3.8 The student will write in a variety of forms to include
narrative, descriptive, opinion, and expository.
h) Express an opinion about a topic and provide fact-based reasons for
support.
i) Write a well-developed paragraph focusing on the main idea.
j) Revise writing for clarity of content using specific vocabulary and
information.
Essential Question(s):
How do we change our writing based on our audience?
BCC Objective(s):
The students will be able to write a story to fit a specific audience with a given
prompt with 100% accuracy.
Assessment of Objectives:
Students will sort cards that are examples of formal and informal writing. Once
sorted, the teacher will check the sort to check for understanding.
Students will be given the same writing prompt to respond to. They will be
assigned different audiences to write to and they must fit their writing to their
47
specific audience. The teacher will read these paragraphs to assess
understanding of audience.
Prerequisite Understandings/Knowledge/Skills
 Understand what audience means
 Writing in response to a prompt
Introduce Writing Trait:

 Begin with a class discussion on shopping for clothes. Do you buy your
mom the same size clothes you buy for your little brother? What you buy
is different based on who you are shopping for. This is the same for
writing.
 Brainstorm a list of people you can write for. (Teachers, friends,
grandparents, mayor, scientists, etc).
 Talk about how you would not write or tell a story the same way to your
friends as you would your grandparents.
 Introduce voice and how it makes writing more fun and interesting to
read. Voice includes personality and emotions.
 Explain that the words you choose in your writing change based on who
you are writing to.
Modeling (Mentor Text, Teacher Writing):

 Explain again that we change our writing and voice depending on who
we are writing to.
 Introduce to the students that I am going to write about my new iPhone.
I am going to write one to my best friend, and one to my grandma!
 Model the writing for the student, thinking aloud as I write.
 Best friend writing:
o Hey ___! Guess what? I just got the new iPhone X! It is really cool. It
has that feature where it unlocks by just looking at the phone! We
can also do group FaceTime calls now. Have you seen the new
emojis? They are so cute! You can send animojis now, too. I will
send you one soon! This phone is so awesome.
 Grandparent writing:
o Hello Grandma(pa). I wanted to write you and tell you that I
purchased the new iPhone X. It has a lot of new features that are
really amazing. The phone can unlock and open if you hold the
phone up in front of your face. It uses the camera and scans your
face to recognize you and unlock the phone. You can also video
chat with multiple people at once. It is called FaceTime. There are
48
things called emojis. They are little faces and pictures you can
send in texts to show emotion! There are also animojis, where it
takes a video of you talking and turns it into an emoji! I will send
you one so you can see an example. It is a great phone!
 Ask students how I changed the writing based on who I was writing to
and why.
o Grandparent writing had more explanations because they don’t
understand the technology as well as someone that is my age.
 Explain that writing to a friend is informal, and sounds more like how you
speak. Writing to your grandparent is more formal.
Guided Practice:
 Students will be given sentence cards to sort into two categories: formal
versus informal writing. They will do this independently and then ask the
teacher to check for accuracy.
 After students have completed the sort, they will get to pick a card that
either has “friend” or “grandparent” on it. That will be their chosen
audience. They must write a paragraph to that audience explaining
some type of technology (video game, cell phone, computer, car,
etc.). They must use voice to fit the writing to their audience.
 The teacher will read the paragraph the students write and conference
with students. They will edit their paragraph as needed to write to their
audience.
 The students will share their writing with the class when everyone is
finished.
 Explain to the students that we will be making brochures at the end of
the week for Clean the Bay Day. The goal of the brochures is to get
people to sign up to come to Clean the Bay Day, encourage people to
conserve water, and get them to recycle more.
Follow Up/Extensions
 Students will respond to the prompt for both audiences instead of the
one assigned audience.
Sources:
http://www.bookunitsteacher.com/writing/audience.pdf
Diversity/UDL
Our students are mostly from a middle-class background and some come from
low-income homes. We are in a collab class where we have five students with
Special Education services. Three of the students have IEPs for learning
49
disabilities, but two students have 504s for ADHD. These students have support
from a SPED teacher who co-teaches in the classroom with our general
education teacher. The diversity in Virginia Beach is moderate; out of 23, 12
students are Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian, and 2
are Mixed/Other Races.
Engagement: Class discussions, modeled writing, independent writing
Expression: Independent writing, students can type writing if they need to
Representation: Visual, auditory, kinesthetic/hands-on activity
Sentence Cards:
50
51
Language Arts Lesson Plan 2 (Thursday)
Mary Anderson
Grade: 3rd
Writing Trait: Word Choice
Focus Area: Descriptive Words
SOL(s):
support.
information.
How can word choice impact our writing?
BCC Objective(s):
The students will be able to write to reveal an emotion they have using voice
with 100% accuracy.
Students will write a paragraph describing an assigned emotion. Their writing
will reveal what emotion they have.
 Understanding what adjectives are
 Writing in response to a prompt
 Understanding what emotions are
52
 Explain that word choice is basically the words we choose when we
write. Explain that word choice is important because the words we
choose can make our writing more exciting and interesting to read.
 Discuss descriptive words and adjectives with the class. Brainstorm a list
of them on a chart for the students. Talk about emotions. What are some
ways to describe feeling happy, sad, tired, etc? List these on the chart.

 Read The Memory String by Eve Bunting. Have students listen for how the
author uses emotions and descriptive words in her writing to make the
story more interesting.
 After reading the story, have a class discussion about how the story used
adjectives and descriptive words to show the emotions in the story.
Guided Practice:
 Cards that have emotions on them will be cut up and put into a hat.
Explain to students that they will each get an emotion. When they get
their emotion, they have to write a paragraph describing it but they
can’t say what the emotion is. They must use word choice and be
descriptive to reveal their emotion.
 Do a model with the class:
o Emotion: nervous
o Paragraph: “My hands were so sweaty I could barely hold the
microphone in my hand. Butterflies were bouncing off the walls of
my stomach, and my knees were shaking. As the announcer
called my name, I watched the curtain slowly rise to reveal the
hundreds of people in the audience. I was blinded by the
brightness of a spotlight shining down on me. "You can do this," I
whispered to myself.” (Scholastic).
 Have students guess the emotion. Talk about what in the paragraph
shows nervousness.
 Go over each of the emotions that students might get so that they
understand what each one is.
 Let students write their paragraphs based on the emotion card they got.
 After everyone is finished, have students share their paragraphs with the
class and let other students guess what emotion they had. Talk about
how they used descriptive words and adjectives to make it more
interesting and explain their emotion without saying it.
53
 Remind students that when they begin working on their brochures they
must think about how they can include adjectives and descriptive
words to make it more interesting.
Follow Up/Extension
 Students will choose a different emotion and write a paragraph for a
new emotion.
Sources:
https://www.scholastic.com/teachers/lesson-plans/teaching-content/adding-
strong-voice-your-writing/
Emotion cards: https://www.scholastic.com/content/dam/teachers/lesson-
plans/migrated-featured-files/voice_cards.pdf
Diversity/UDL
Engagement: Class discussions, anchor chart, reading mentor text, kids get
emotion card at random
Expression: Independent writing, sharing writing out loud, class discussion
Representation: Visual, auditory, kinesthetic
54
Language Arts Lesson Plan 3 (Friday)
Mary Anderson
Grade: 3rd
Writing Trait: Ideas
Focus Area: Developing main points
SOL(s):
support.
information.
How can we persuade others through our writing?
BCC Objective(s):
The student will develop a list of reasons why they should be able to do
something (students will decide) in school to give to the principal, with at least
3-5 reasons.
The list of reasons to chew gum in school will be used to see if students
understand that the reasons need to focus around the main idea, chewing
gum in school, in order to persuade the principal.
55
 Voice
 Word choice
 How to write a letter
 How to write a list

 Explain that when we try to persuade, we try to get people to do
something. We can do this with our writing.
 When has someone persuaded you to do something? List answers on
the board. Talk about what they did that was persuasive.
 Having a sold main idea helps us persuade people. Explain what main
idea is and how it is the central message of our writing. Showing you
know what you are talking about and supporting your main idea helps
persuade the reader to do something.

 Read aloud to the class The Day the Crayons Quit by Drew Daywalt.
Before reading, discuss with the class how the crayons are writing to
Duncan and are trying to persuade him to do something. Have them
think about what they are persuading him to do, and how they are
doing it. How are they developing their main ideas in each letter?
 After reading, discuss with the class the answers to the questions listed
above. Talk about how the crayons developed their main ideas on why
they were unhappy and how they used those ideas to explain to
Duncan why they should be used the way they want to be used.
Guided Practice:
 Brainstorm things that the students might want to persuade the principal
to let them do (chewing gum, using phones, etc.).
 Have the class vote on one to write about. Students will brainstorm a list
of reasons as a class on why they should be able to do the thing they
voted on.
 After a list of reasons has been developed, write a letter, as a class, to
the principal explaining why they should be allowed to do the action.
 Discuss how on Monday students will begin creating their brochures for
Clean the Bay Day. They will have to come up with reasons of why
people should come out to Clean the Bay Day. They should use
information they have learned about in social studies and science.
Students already know how to create brochures because they have
done so in the past.
56
 Before students are done, they must brainstorm with a partner a list of
reasons why people should come to Save the Bay Day. Monday will be
a workshop day solely for working on the brochures. They will be due on
Tuesday and we will hand them out around the school then.
Follow Up/Extensions
 Students will begin working on their brochures for Save the Bay Day.
Diversity/UDL
Engagement: Class discussions, mentor text read aloud, relating content to

school life
Expression: Class discussions, writing
Representation: Visual, auditory, kinesthetic
57
Language Arts Lesson Plan 4 (Wednesday)
Mary Anderson
Grade: 3rd
SOL: 2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain,
to clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
e) Follow three- and four-step directions.
f) Give three- and four-step directions.
Objective(s): The student will be able to practice presenting their brochures with
a partner.
Assessment: The teacher will observe student practice presentations.
Prerequisite Knowledge/Skills: Social skills, oral communication skills, active

listening
Essential Question: How can we be good presenters?
Instructional Design:
 Talk about how handing out brochures around the school went.
 Discuss with the class that they will be presenting their brochures and
information inside to the class tomorrow (Thursday) and Clean the Bay
Day will be on Friday.
 Talk about what it looks like to be a good presenter. Model good
presenting and a non-example. Have students point out the differences.
o Speak clearly and distinctly
o Use proper volume so the class can hear well
o Make eye contact with the audience.
 Students will get with a partner and practice presenting their brochures to
their partner.
 The teacher will walk around the room and watch students, give them
praise and areas for improvement, and answer any questions.
58
Library Lesson Plans
Mary Anderson
59
Library Lesson Plan 1 (1 day)
Subject: Library Topic: Conducting Online Research
Author: Mary Anderson Approx. Time: 35 min.
Standards of Learning C/T 3-5.7 Draw conclusions from research
and relate these findings to real-world
situations.
A. Use research to support written and oral
presentations.
• Apply research derived from digital
resources to original work.
• Demonstrate how to cite digital
resources when developing nonfiction
reports and presentations.
B. Apply knowledge when conducting
research to develop accurate and
balanced reports.
• Use best practice guidelines for
evaluating research results.
Objective(s) The students will be able to use at least 3

online databases to conduct research
and find facts on how humans impact our
oceans.
Prerequisite  Know how to use the computers

Understandings/Knowledge/Skills and go to the library website
 Understand what a database is
 Know how to find data on a
database
Instructional Design  Discuss with students how not

everything on the internet is true.
Anyone can add information online.
It is important to use databases and
trusted websites that end in .org or
.edu for research.
 Students will be prompted to log
into the school computers.
 They will go to the school library
website and find the link to the
school databases.
60
 They will use the databases to find
articles and research on the impact
of humans on our oceans.
 Students will record their findings
and facts on a sheet of notebook
paper.
Assessment Observe students doing research and

make sure they are using school
databases and recording relevant
research findings.
Follow Up/Extension Students will go on more databases to find

additional information.
Diversity/UDL Our students are mostly from a middle-

class background and some come from
low-income homes. We are in a collab
class where we have five students with
Special Education services. Three of the
students have IEPs for learning disabilities,
but two students have 504s for ADHD.
These students have support from a SPED
teacher who co-teaches in the classroom
with our general education teacher. The
diversity in Virginia Beach is moderate; out
of 23, 12 students are Caucasian, 7 are
Black, 2 are Hispanic/Latinx, 2 are Asian,
Engagement: Class discussions, computer

use
Expression: Discussions, writing
Representation: Visual, auditory,

kinesthetic (writing)
61
Library Lesson Plan 2 (1 day)
Subject: Library
Topic: Being a good digital citizen
Author: Mary Anderson Approx. Time: 35 min.
Standards of Learning C/T 3-5.5 Demonstrate digital citizenship
by actively participating in positive
activities for personal and community well-
being.
A. Communicate respect for people when
participating in group online learning
activities.
• Identify ways in which online
communications are different from face-
to-face communications.
• Demonstrate online etiquette when
communicating with others. B. Explore the
potential of the Internet as a means of
personal learning and the respectful
exchange of ideas and products.
• Participate in the creation of digital
projects that involve communicating with
others.
Objective(s) The students will be able to create and

sign a digital citizenship pledge with at
least 3 rules.
Prerequisite  Understand what a citizen is

Understandings/Knowledge/Skills  Understand what digital means
 Understand what rules are
 Understand what a pledge is
Instructional Design  Review what it means to be a good

citizen.
 Discuss what a community is and
what communities we belong to
(online and in person)
 Talk about how having rules to
follow online can help us be safe
online and be good digital citizens.
 As a class, create a “pledge” with
at least 3 rules about being good
citizens on the internet.
62
 The class will sign their name on the
pledge.
Assessment The teacher will use the pledge the class

creates to assess understanding of being a
good digital citizen.
Follow Up/Extension  Create posters about being good

digital citizens to hang throughout
the school.
Diversity/UDL Our students are mostly from a middle-

class background and some come from
low-income homes. We are in a collab
class where we have five students with
Special Education services. Three of the
students have IEPs for learning disabilities,
but two students have 504s for ADHD.
These students have support from a SPED
teacher who co-teaches in the classroom
with our general education teacher. The
diversity in Virginia Beach is moderate; out
of 23, 12 students are Caucasian, 7 are
Black, 2 are Hispanic/Latinx, 2 are Asian,
Engagement: Class discussions, computer

use
Expression: Discussions, writing
Representation: Visual, auditory,

kinesthetic (writing)
63
Math Lesson Plans
Paige Barlow
64
PBL Lesson Plan #1
Subject: Math Topic: Introduction to Data Collecting
Author: Paige Barlow Approx. Time: 45 minutes
Standards of Curriculum Standards (SOL):
Learning
Patterns, Functions, and Algebra Focus: Attributes and
Patterning
3.15 The student will
a) collect, organize, and represent data in pictographs or bar

graphs; and
NCTM Content Standards:

Data Analysis and Probability
NCTM Process Standards:

Representation, communication, connections, reasoning and
proof
Objective(s) The students will be able to sort, classify, and record the
number of physical objects based off of attributes with 100%
accuracy.
Instructional Introduction: I will start off the lesson by showing an assortment

Design of button on the document cam. I will ask the students to tell
me how I can sort them into groups that are the same. With
the group of buttons, they will be different colors, sizes, and
shapes to show them that there are many different ways to
sort items and as long as they can explain it, they are right.
BEFORE:
*Administer Pre-Assessment
1. Before, I will teach the students what it means to
separate things by their attributes. I will talk to them
about the things they sort in their daily lives. I will ask for
examples like laundry, trash, word work words, and
grocery stores. We will talk about why it’s important in
our daily lives. We will also talk about how to write tallies.
Make sure they understand that the fifth tally strikes
through the four previous marks.
65
Activity: Day One (Introduction, Before, and Activity One)
2. Each student will pick up a baggy of items such as
buttons, blocks, and pieces of paper. They will also get a
recording sheet. One their own, they will choose how they
want to sort their items and they will record how much of
each category they have using tally marks on their recording
sheet.
3. After they finish sorting, they will talk to their elbow
partner about their items and how they sorted them. I will be
walking around to help any struggling students and answer
any student questions.
4. After they share with their peer, I will ask them if they
know of another way to sort their items. They will flip their
recording sheet over to find another blank sheet. They will use
the same items they used for the first and sort it differently.
After they sort, they will stand up and choose a peer to share
to that is not at their group table. They will talk to their peers
about the differences between their two sets of data and
what changed about it. (Most/Least)
AFTER/Closure:
5. Discussion about how different the data looks when we
change the attributes.
Resources Materials/Resources
 Items (buttons, blocks, pieces of paper to sort)
 Recording sheet
Assessment Teacher observations will be used for formative assessment.

Use completed recording sheets as the summative
assessment.
Follow-up/ Have students look around the room and classify things they
Extension see. They can classify their peers by hair color or age. They
could classify the types of posters on the wall. They will then
record their data and share with a peer.
66
are in a collab class where we have five students with Special
Engagement: The discussion about things they sort at home
will draw their attention. Applying what we are going to be
learning to their real life will keep them engaged and eager to
learn more.
Expression: I am unable to differentiate the expression too
much because of the nature of the content.
Representation: I model the steps in collecting data in a visual
way on the document cam. Letting the students use
manipulatives helps the kinesthetic and visual learners. I will
also be available to repeat directions for the auditory learners.
67
PBL Lesson Plan #2
Subject: Math Topic: Pictographs
Learning
Patterning

graphs; and
b) read and interpret data represented in pictographs and bar

graphs.


proof
accuracy.
The students will be able to label the parts of a pictograph with

100% accuracy.
The students will be able to collect data, organize it, and

represent it in a pictograph with 100% accuracy.
Instructional 6. Introduction: I will start off the lesson with a review

Design discussion about what graphing is. Graphing is representing the
data you collect and sort in a neat picture. I will then
participate in a think a loud where I will ask the students
questions. With the scoops scattered I will ask, Is this easy to
read? Can you tell me fast how many people like chocolate?
How about how many more people like chocolate than
strawberry? How can we organize this for it to make sense?
Encourage the students to come to the conclusion that you
should put them in a horizontal line. Once I have all of the
68
scoops organized into pictogram fashion, I will tell them that
this is called a pictogram and that we only need to add a few
things to complete it. Those things are labels along the axis and
a title.
BEFORE:
7. Using the scoops they choose and tape on the board, I

will participate in a think a loud where I will ask the students
questions. With the scoops scattered I will ask, Is this easy to
read? Can you tell me fast how many people like chocolate?
How about how many more people like chocolate than
strawberry? How can we organize this for it to make sense?
Encourage the students to come to the conclusion that you
should stack them.
8. Once I have all of the scoops organized into pictogram
fashion, I will tell them that this is called a pictogram and that
we only need to add a few things to complete it. Those things
are labels along the axis and a title. Talk about the Yawning y-
axis and the crossing x-axis. Also, discuss that some graphs
have one item being equal to two data points. If one person
places each scoop, how many data points are for each
scoop? One. Write “1 scoop = 1 person” on the graph.
9. We will have a brief discussion about the pros of
organizing data into a graph, specifically a pictograph.

10. During the first day, they will be given a question to ask
their classmates to collect data. The question will be, what is
your favorite resource class? (Music, Library, P.E., Art) The
students will be given a data collection sheet and they will
take 5 minutes to ask as many people as possible, what their
favorite resource class is. After they are done collecting their
data, they will come to me to get their pictures. They will tell
me how many people like art and I will give them that number
of pictures of a paint brush. I will give them a basketball for P.E.,
a music note for music, and a book for library.
11. They will take that and a blank sheet of construction
paper back to their seat and they will paste their pictures
down to make a pictograph. Students will be reminded to
include the title and to remember to label what each symbol
means and how many data points go with each picture.
69
12. To close this activity, they will present their data to their
table groups. They will show their data collection sheet and
their pictographs.
Activity: Day Two (Activity Two, class discussion, After/Closure)
13. During the second day, students will be looking at the
debris found in the Chesapeake Bay. They will count the
number of water bottles, soda rings, plastic bags, and milk jugs
found. These items came from the “Chesapeake Foundation.”
They will use a data collection sheet to tally the items found.
Before they come to get the materials to make their
pictographs, they will check their data with two other people.
Everyone should have the same data because they are
counting the same items. If there are different answers, they
will have to go back and recount.
14. They will request a certain number of pictures for each
category and they will make their own pictograph for their end
of unit presentation.
AFTER/Closure:
15. For the closure of this activity, we will talk about how to
analyze and interpret pictographs. I will put the pictograph I
made using the same data they had and I will ask the students
to tell me what kinds of questions the graph answers. I am
looking for comparison questions and questions about the
quantity of each item.
16. After that class discussion, I will review the parts of the
pictograph and why pictographs are easier to read than
having random items everywhere.
Resources Materials/Resources:
1. Print outs of ice cream scoops
2. Resource class symbols
3. Recycled materials symbols
4. Construction Paper
5. Glue
6. Data Collection Sheets
7. Debris bucket
Assessment I will be able to assess my students’ understanding when they

are presenting their findings to their peers and working
independently. I will be able to ask more challenging questions
to the higher learners as well as provide scaffolding for the
70
students who are struggling. When they are sorting their items
for the second time, I can go back to the struggling learners
and scaffold instruction so they better understand how to sort
the items and record their data.
Follow-up/ Students will be encouraged to participate in a discussion

Extension about how they can influence the way people view ocean
pollution with graphs. How can they use graphs to persuade
community members to participate in the Clean the Bay Day.

Engagement:
Expression:
Representation:
71
PBL Lesson Plan #3
Subject: Math Topic: Bar Graphs
Learning
Patterning

graphs; and

graphs.


proof
accuracy.
The students will be able to label the parts of a bar graph with
100% accuracy.
represent it in a bar graph with 100% accuracy.
Instructional 1. Introduction: I will start off the lesson with a discussion

Design about what graphing is. Graphing is representing the
data you collect and sort in a neat picture. Review the
parts of a pictograph using the ice cream scoop model
they did before.
2. I will then give each student a sticky note and ask them
to write the color they prefer. Red, Blue, Orange, or
Green. Once they write them down and stick them on
the board, I will participate in a think a loud. I will talk
about why this data is harder to use a pictograph. I will
ask them how to organize the post it notes and will
72
eventually stack them upright. Is this easier to read than
the sticky notes? Why? How many people like blue?
How many more people like Green than orange? What
color do people like the most/least?
BEFORE:
3. Once I have all of the sticky notes organized like a bar

graph, I will draw boxes around each group just as an
“accident” when talking. After, I will ask, doesn’t this look
familiar? Do you know what kind of graph this is? And I will
wait for a response from the students., I will tell them that this is
called a bar graph and that we only need to add a few
things to complete it. Those things are labels along the axis
and a title. Review the “Yawning Y-axis” and the “Crossing x-
axis”
4. Also, discuss that some graphs have the side axis going
up by two’s or three’s depending on the data. What numbers
should we use for our graph. Why shouldn’t we count by 5’s
for this one? What if we got data from the whole third grade?
What if we got data from the whole school?
5. We will have a brief discussion about the pros of
organizing data into a graph, specifically a bar graph. Also,
talk about how you would use tallies to create a bar graph as
well.

6. During the first bar graph day, they will be given a
question to ask their classmates to collect data. The question
will be, which book should Ms. Barlow red during carpet time
tomorrow? I will give them four books to choose from. The
students will be given a data collection sheet and they will
take 5 minutes to ask as many people as possible, what their
book choice is. After they are done collecting their data, they
will come to me to get graphing paper and markers.
7. They will take their materials back to their seat and
create their bar graphs. I will be walking around to answer any
questions students may have and to scaffold instruction for the
struggling students.
8. To close this activity, they will present their data to their
table groups. They will show their data collection sheet and
their pictographs.
Activity: Day Two (Activity Two, class discussion, After/Closure)
73
9. During the second day, students will be looking at a
separate set of debris found in the Chesapeake Bay. They will
count the number of straws, plastic spoons, soda cans, and
plastic wrappers found. These items came from the
“Chesapeake Foundation.” They will use a data collection
sheet to tally the items found. Before they come to get the
materials to make their bar graphs, they will check their data
with two other people. Everyone should have the same data
because they are counting the same items. If there are
different answers, they will both have to go back and recount.
10. They will use their graph paper and markers to create
their graph. They will be able to make a large one to present
to the class and I will scan their large copy and shrink it to be
smaller for them to use in their final brochure.
AFTER/Closure:
11. For the closure of this activity, we will talk about how to
analyze and interpret bar graphs. I will put the bar graph I
made using the same data they had and I will ask the
students to tell me what kinds of questions the graph answers. I
am looking for comparison questions and questions about the
quantity of each item.
12. After that class discussion, I will review the parts of the
bar graph and why bar graphs are easier to read than having
random items everywhere.
Resources Materials/Resources:
1. Sticky notes
2. Graph paper
3. Markers
4. Data collection sheets
5. Debris bucket
Assessment I will be able to assess my students’ understanding when they

are presenting their findings to their peers and working
independently. I will be able to ask more challenging
questions to the higher learners as well as provide scaffolding
for the students who are struggling. When they are collecting
data and creating their graphs, I can go back to the
struggling learners and scaffold instruction so they better
understand how to sort the items and record their data.
74
Follow-up/ Students will be encouraged to participate in a discussion
Extension about how they can influence the way people view ocean
pollution with graphs. How can they use graphs to persuade
community members to participate in the Clean the Bay Day.

Engagement:
Expression:
Representation:
75
PBL Lesson Plan #4
Subject: Math Topic: Pictographs and
Bar Graphs
Learning
Patterning

graphs; and

graphs.


proof
accuracy.
The students will be able to label the parts of a bar graph with
100% accuracy.
represent it in a bar graph with 100% accuracy.
The students will be able to label the parts of a pictograph
with 100% accuracy.
represent it in a pictograph with 100% accuracy.
Instructional Introduction:
Design I will review both types of graphs and hot to sort items based
off of attributes. I will review the different parts of each graph
and answer any questions they have.
Day one:
1. Students will be able to choose their topic to conduct
their own data collection and create their own graphs.
76
They will be able to create a question to ask their peers
and gather data, or they will come up with a research
topic to collect data on. I will talk to the students about
the importance of choosing a question and 3-5 answer
choices to make sure they get good data and choosing
good websites to find sources. Each student will write
down their question and answer choices on the
recording sheet and get them approved by me.
2. Students will spend the entire class collecting their data
and they will begin to create their graphs.
Day two:
1. Students will continue working on their project and I will
have a question session before they start to answer any
questions they may have. Students should have their
graphs finished by the end of this class period.
Day three:
1. Students will present their individual projects to their
classmates.
2. After presentations are done, students will begin to
create their graphs for their brochure. They will be able
to choose one of the graphs they want for their
brochure and they will choose another topic to collect
data and research to add to their brochure.
Resources Materials/ Resources:

 Computers
 Graph paper for bar graphs
Assessment Formative: I will be walking around while they are working to

assess their knowledge.
Summative: I will be collecting the personal data collection

graphs as a summative assessment for this unit. I will also be
able to see the graphs they include in their personal brochures
for Clean the Bay Day.
Follow/Up Not-needed
Extension
77
students have support from a SPED teacher who co-teaches
in the classroom with our general education teacher. The
Engagement: By letting the students choose what kind of data
they wil collect, helps them take ownership of their work and
will keep them engaged in their work instead of telling them
what data to collect.
Expression: Students will also have the option of creating their

final graphs on the computer if they would like. I will provide
the computers if they choose to. I will also provide
construction paper and graph paper for those who wish to do
a hard-copy.
Representation: I will be offering many opportunities for

students to ask questions and I will be available to help the
struggling student in any way I can.
Recording Sheet: Print multiple on a sheet of paper
Category/ Tally Marks

Attributes
78
Music Lesson Plan
Paige Barlow
79
PBL Lesson Plan #1
Subject: Music Topic: Pitch/ Unpitched instruments
Author: Paige Barlow Approx. Time: 30 minutes x2
classes
Learning
3.3 The student will play a variety of pitched and non-pitched
instruments alone and with others including demonstrating
proper playing techniques.
Objective(s) The students will be able to create and play unpitched

instruments made out of recycled materials.
Instructional Day One:

Design  I will teach the students that pitched instruments can
play different notes while unpitched instruments can’t. I
will show many different examples of each and students
will be able to play each of them.
 I will then explain that they will be making an unpitched
instrument to be played at the following week during
class. They can choose what instruments to make but
they have to both be unpitched.
 They will start their instruments during day one.
Day Two:
 Students will review pitched and unpitched, finish their
instruments, and then play the instruments along with a
track of the song Happy by Pharrell Williams.
Resources Materials/Resources
 Recycled materials (Water bottles, cans, straws, plastic
bags)
 Pitched and Unpitched instruments
 Means to play the song Happy by Pharrell Williams
Assessment Teacher observations will be used for formative assessment.

Use completed instruments as the summative assessment.
Follow-up/ Use their instruments to play along with other types of music.
Extension (Classical, country, rock)
80
are in a collab. class where we have five students with Special
Engagement: Students will be able to create their own
instruments helps them take ownership of their work.
Expression: The students have an unlimited range of ways to
express what htye have learned.
Representation: Limited for content.
81
Unit Reflection
All of the subjects are represented in different ways and build of of each
other to create authentic learning opportunities that build the student's
knowledge and skills needed to participate in the culminating event. The unit
incorporates math by explaining how to create, read, and interpret pictographs
and bar graphs. The students collect data and create graphs in order to show
the impact pollution has on wildlife and persuade community members to
participate in the “Clean the Bay Day.” Students are encouraged to think about
what type of data they want to represent in graph form that may persuade
community members to get involved which requires them to think about point of
view and critically think about the message they are trying to say using graphs.
Science uses inquiry and experiments to help the students develop a deeper
understanding of the content. In Social Studies, students must be resourceful
and collect trash to create their art. We discuss what it is like to be a citizen in
the 21st century than ever before. Language arts teaches students to use 21st
century skills by requiring students to go online and use databases to conduct
research on real-world problems. The research they conduct is then applied to
their writing where they are finding solutions to the problems they researched.
This unit is filled with student choice and community led discussions that
empower our students and show them that they can make a difference in their
community and in their ecosystem. Student choice is the focus of math
82
instruction which encourages them to take ownership of the work they do.
When students have a say in their academics, they are more likely to be
engaged and motivated. Science is all about investigating so giving them the
option to do these investigations engages them in their work. For social studies,
students will get excited about the option to create a sea monster as a way to
take action against ocean pollution. Language arts instruction engages and
motivates students because there is a real-world connection; there is a purpose
to what they are doing in class. The brochures they are ultimately creating are
distributed around the school to get other students to sign up for the culminating
event and the students will get to see how effective they were when they see
students show up to the event on the last day of the two weeks. They will get to
see the payoff for their hard work and will feel like they made an impact with
the writing they did.
When we chose our topic for our PBL, we knew we needed to choose a
school system where ocean pollution was a relevant problem. We could
theoretically teach this in Wise County, Virginia, however lower income families
may not have the resources to travel to the beach. If the students have never
experienced being at the beach, the motivation and engagement would be
83
harder to achieve. One of the main focuses across content areas was our
responsibility as good citizens of our community and of our world to take care of
our oceans. With math, students were taught how to read and interpret graphs
so they are better prepared to engage in meaningful conversations about a
variety of topics regarding their community. As the student continue through life,
science is essential for learning because of the effects humans have been
making on our Earth. Science also prepares students to deal with these problems
and ways to help conserve natural resources. The social studies SOL is centered
around citizenship and being a participant in their community, and their rights of
being a citizen. In language arts, students are learning how to do persuasive
writing and applying it to real world situations. This helps them learn how to be
active citizens in their community.
A very prominent part of every subject area was pre-assessment and post
assessment. During instruction, each lesson is equipped with multiple
opportunities for students to respond. The teachers are able to take those
responses and provide more scaffolding for the struggling students or make the
assignments more challenging for the students who need more rigor in their
assignments. Using the students assessments and presentations of their
84
knowledge on the subject and listening to groups conversation can help the
teacher gauge the students full understanding. Then the teacher uses this
information to cover any gaps in the students learning. The social studies pre-
assessment data would be used to help identify areas that need to be taught
and help form instruction in the classroom. In language arts, the pre-assessment
can show weaknesses in student writing to see where more instruction is
needed. Additionally, part of the writing process is revising and editing. Students
can conference with the teacher to see where they need to revise their writing,
as well as discuss areas of improvement.
Overall the group dynamic was very strong. We had great
communication and if there was something that needed to be done, we felt
comfortable enough to hold each other accountable. We were supportive of
everyone’s challenges outside of the project assignments and worked to limit
the stress of our group mates. We have all really enjoyed working together and
we are proud of the collaboration and work we have done to create such a fun
and engaging lesson.
85

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The Real Sea Monster

What can we do to make our oceans cleaner?

A Problem Based Learning Unit for 3rd Grade

Taylor Jacobson, Mary Anderson, Paige Barlow, & Kristen Sarver

Fluvanna County Partnership

Dr. Patti Hastings, Fall 2018

What can we do to make our oceans cleaner? This is a question we ask

things throughout their lives as members of the Virginia Beach community. We

understanding of the importance of keeping our oceans clean!

education teacher. The diversity in Virginia Beach is moderate; 12 students are

Caucasian, 7 are Black, 2 are Hispanic/Latinx, 2 are Asian, and 2 are

do not have as supportive home environments.

Third graders are going through a lot of changes in physical development.

As far as cognitive development goes, third graders are beginning to

new thinking to a variety of problems. According to Piaget, third graders are in

the rightness and wrongness of specific actions (S.N. Reeves, personal

great opportunity to teach civility such as ocean conservation.

In terms of social-emotional development, third graders are right in the middle of

success or disappointed in their failure (S.N. Reeves, personal communication,

feel inferior to their peers and have feelings of failure.

emotional, cognitive, and physical development. These changes make them

problems in the world.

SOCIAL STUDIES SOL 3.11 MATH SOL 3.15

VISUAL ARTS SOL 3.6

c) Use a variety of prewriting strategies.

d) Use organizational strategies to structure writing according to type.

movement activities. i)Write a well-developed paragraph focusing on the main idea.

create brochures and advertisements to help recruit volunteers to come to the

be safe on the internet in computer technology. In Social Studies, students will

record patterns. In Music, students will create instruments with recyclables to

throwing them away.

Presentation Brochure is Brochure is hard to Brochure is Brochure is organized

Graphs and No graphs/data Graph data is Correctly Correctly

Community Brochure has no Brochure is not Student uses Student uses

Dear Virginia Beach Elementary School,

Congratulations! The Chesapeake Bay Foundation has chosen your

We want as many people to come help clean up as possible and we

What is the difference

How can word

How can you

2. I understand that my actions

3. I have done something to better

4. I know what conservation is.

5. I know that pollution is bad.

6. I know that I can do something

7. I can think of a way to make my

10. I can list three ways to better my 1. ______________________________

Do humans impact the quality of our oceans?

 Correct grammar, spelling, and punctuation

 Clearly stated opinion

Audience Writing is Writing is not Writing is targeted Writing is clearly

Opinion and No opinion is Opinion is Opinion is stated. Opinion is clearly

Grammar and 7+ grammar or 5-6 grammar or 3-4 grammar or 0-2 grammar or

Social Studies: LP 2 Social Studies: LP Social Social Studies: LP 2 PRESENTATION AND

Objective(s) The student will be able to identify at least 5 responsibilities

Using a poster, the student will be able to present an idea

Prerequisite Meaning of the words “citizenship” “citizen”

Compelling What does it mean to be a good citizen?

Supporting Question One: What are the responsibilities of a

Formative Performance Task:

Formative Performance Task:

What’s the action

How will you do