Third

Third Grade

unit name: The Great Bean Race

Summary: The Great Bean Race is on! Compete with classrooms from other regions to see which collaborative team can grow the tallest bean plant. Controlling for certain variables (including growth time and bean seeds), seven or eight teams in each classroom design and conduct a controlled bean-plant experiment to investigate ideal conditions for growth. Students synthesize bean-plant information into a newsletter that describes the project, their group bean plan, and facts about beans.

> Is conquering the impossible possible? > What are the perfect conditions for growing a bean plant? > Could humans and animals live without plants? > What are the different parts of a plant? > What does a plant need to live? > What are the functions of different plant structures? > What is photosynthesis? || Various thinking skills are integrated into the project. ||
 * == Criteria == || == We found the following evidence in the Intel Unit  == ||
 * Students are at the center of the learning process. || Students work in teams to design and conduct an experiment. ||
 * The project focuses on important learning objectives aligned with standards. || Meets and aligns with science and math objectives. ||
 * The project is driven by Curriculum-Framing Questions. || * **Essential Question**
 * **Unit Questions**
 * **Content Questions**
 * The project involves ongoing and multiple types of assessment. || There are multiple assessments performed before, during, and after the project. These include rubrics and checklists for journals and graphic organizers. ||
 * The project involves connected tasks and activities that take place over a period of time. || The project takes place over 7 weeks with 2-3 hours of class time a week. ||
 * The project has real-world connections. || There are multiple connections in both math and science. Students will have to measure the plants, keep data, and determine how and when they will care for their plant. ||
 * Students demonstrate knowledge and skills through products and performances that are published, presented, or displayed. || Student work is published in a newsletter, spreadsheet, and log. ||
 * Technology supports and enhances student learning. || Technology is used many times throughout the project. ||
 * Thinking skills are integral to project work. ||
 * Varied instructional strategies support multiple learning styles. || Differentiated learning for ELL and EC students ||