Kate Dougherty
Stone Spring Elementary
Math and Science, Grade 3

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Overview: The teacher models the use of the technology-enhanced questions and students interact with the board to review a variety of math skills and science concepts.  This is a great way to review key concepts and It can also used be as a teaching tool for technology-enhanced questions that students may encounter on the SOL test.

SOL:  Math 3.1(a), 3.3(a,b), 3.9(d); Science 3.1(b), 3.5(a,c)

Time Required: 45 minutes for each

Technology Used: SMART Board, projector, computer, SMART Notebook files are available in SOLResoruces\Grade 3\Science\Science Classification and SOLReseources\Grade 3\Math\3rd Grade Math SOL Review Problems

Procedure:

Math:

  1. Review the concept of place value in a whole group setting, asking questions and having students share their answers with a partner.
  2. Next, explain and model how the features on the smartboard are used to answer each question.
  3. Students will be chosen to come up and model their answer. I will repeat this same procedure for fractions and then for perimeter.

Science:

  1. Students will gather around the smart board and make observations of the pictures of the dogs on the smartboard.
  2. Model how to classify one of the dogs.
  3. Discuss each of the sets and subsets that the dogs need to be classified into.
  4. Students will come up and begin classifying each of the pictures. I will ask questions for students to discuss with a partner as each picture is classified.
  5. Next, students will make observations of the birds' beaks. Choral read the description of each bird and highlight the descriptive words.
  6. Lok at the classifying chart on the next page.
  7. Ask the students questions to make connections with that chart and the chart used to classify the dogs. Discuss each of the sets and subsets.
  8. Students will then come up and classify each bird by its beak.
  9. The next activity will be a review of producers, consumers, food chains, predators and prey. This activity can be done at a different time depending on how long the classifying activity takes. Students will first think/pair/share the difference between a producer and consumer.
  10. Next they will share their thoughts.
  11. Then students will come up to distinguish between the producers and consumers by placing the pictures in the correct category.
  12. The next slide is an example of a food chain. The same procedure will be used to review the concept. Then students will come up and label a predator and a prey using the infinite cloners on the screen. They will have to explain why they chose each.

Assessment:

Math: The assessment for this activity can be done in a variety of ways. I have printed the slides and made copies for students to actual write in the information after completing the activity as a whole group. Students can also cut and paste copies of the pictures to categorize afterwards. I also enjoy having students demonstrate their understanding by coming up one at a time and taking a "smartboard test"

Science: The assessment for this activity can be done in a variety of ways. I have printed the slides and made copies for students to actual write in the information after completing the activity as a whole group. Students can also cut and paste copies of the pictures to categorize afterwards. I also enjoy having students demonstrate their understanding by coming up one at a time and taking a "smartboard test"

Describe how the use of technology affected student learning: The Virginia Department of Education has increased its use of technology when assessing student learning on the SOL tests.   This year they have added technology-enhanced questions that require students to demonstrate their knowledge beyond choosing a multiple choice answer.

Math: This activity is a review in preparation for the third grade math SOL test.    The students will be able to use some of the features of the smartboard to demonstrate their understanding of concepts without having to choose a multiple choice answer.   After analyzing the released technology practice items for the math test, I decided to create this activity to closely replicate problems students will be exposed to on the actual test.

Science: The VDOE is now using questions require students to use technology by dragging objects into different categories, labeling items, sequencing pictures and even typing in responses. The use of technology in this SMART Board activity will allow students to demonstrate their understanding of higher level thinking questions learned in third grade science.