This document contains the daily lesson plans for Wednesday, March 08, 2006. The day includes lessons in gym, Bible, math, language arts and unit studies. In gym, students will participate in a cross country skiing lesson exploring movements with and without poles. In Bible, students will summarize Bible passages about the Israelites' journey to Canaan and the story of Balak and Balaam. The math lessons focus on estimating length, problem solving, and reviewing division. The language arts lessons cover phonics including the schwa sound and spelling words containing "ou". The unit studies lesson introduces different types of bridges.

1. YEAR 05/06 LESSONS PLANS Wednesday, March 08, 2006
1
8:45-10:10 1. Gym  Warm-up – stretching or running
 Review
-Waxing principles. Do it.
-Clothing principles
 Cross Country Skiing Lesson 2
-Exploration of falling without poles
-Exploration of falling with poles
-Exploration of making shapes without poles
-Exploration of making shapes with poles
-Exploration of balances without poles
-Exploration of balances with poles
-Exploration of various locomotor travels without poles
-Exploration of various locomotor travels with poles
 Clean-up
Students will participate with all their effort unto the Lord. Also, they will show
good sportsmanship which reflects God’s attitude of putting others first.
10:10-10:25 Recess
10:25-11:05 3. Bible  Concerns, Prayer, and Fellowship
 Summarize Unit 6:12 The Journey to Canaan
God led his people throughout their wilderness wanderings. God
provided the Israelite’s first victories to prepare them for their invasion
of Canaan.
 Summarize Lesson 13 Balak and Balaam
The Midianites and Moabites prepared to fight the Israelites. Balak, the
king of Moab, tried to hire Balaam to curse the Israelites. Balaam
spoke God’s words instead of his own. Balaam blessed the Israelites
instead of cursing them.
 Special Needs Considerations:
Lyric – Provide glue-in to reduce note taking
Riley – Provide glue-in to reduce note taking
Matt – Provide glue-in to reduce note taking
11:05-12:10 4. Math  Mad Minutes
 Math Quiz
 Grade 3 Q2000 U7:1 Pg. 160-161 “Estimating & Measuring Length”
 Key Concept: Estimating and Measuring Length
 Resources: Q2000 student textbook, TM, HMWK Bk, meter sticks
 Introduction: Who knows what an arm span is? Discuss arm span.
Volunteer to demonstrate. Discuss textbook.
 Lesson: Everyone measure arm span. Write on sticky note.
-Write lowest and highest span then rest of the class stick their
note in between.
-Make bar graph on OH.
-Discuss homework book
 Closure: Assign HWK BK Pg. 80-81
Grade 3 Students willdescribe and compare everyday phenomena, using either
direct or indirect measurement. Generally, they will estimate, measure and
compare, using whole numbers and primarily standard units of measure. S.L.E.
1-10. Grade 4 students will demonstrate an understanding of and proficiency
with calculations and decide which arithmetic operation or operations can be
used to solve a problem and then solve the problem. They will apply arithmetic
operations on whole numbers, and illustrate their use in creating and solving
problems. S.L.E. 12-15
Gr.3 Division with Leftovers
1. 3 25 2. 4 27 3. 2 13
6
5
4 151
3 146 151
2 146 149 151
1 146 149 151
146 149 151
Arm Span
NumberofChildren
Arm Spans of Grade 3
Gr.4 Divide
1. 2. 3.
5 667 7 885 3 456

2. YEAR 05/06 LESSONS PLANS Wednesday, March 08, 2006
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11:05-12:10 5. Math  Grade 4 MQ U12 Pg. 303-304 “Guessing & Checking” and “Check-Up”
 Key Concept: Problem Solving: Guessing & Checking and Review
 Resources: MQ student textbook, TM
 Introduction: Review previous day work via quiz
 Lesson: Discuss Page 303 together.
-Read textbook instructions
 Closure: Assign Pg. 304 Q. odd
 Special Needs Considerations:
Lyric – odd questions only
Riley – odd questions only and time afterschool
Matt – Double check for neatness
12:10-12:30 Lunch Teacher Book
12:30-12:55 Recess
12:55-1:40 5. Language Arts  Grade 3 Phonics Lesson 22 Pg. 130-133 “Schwa”
 Key Concept: Schwa (“e” in model, “I” in pencil, “o” in melon)
 Resources: Gr.3 SRA Phonics book & TM
 Lesson: Refer to textbook for Visual, Auditory and Tactile learners
-Visual learners – make five columns with each vowel and write
words for each with schwa and circle vowel.
-Auditory learners – three columns for short vowel, long vowel
and schwa. Dictate the following words: cap, cape, cobra; met,
meet, model; pin, pine, pencil; mop, mope, melon; and cub,
cube, and cactus.
 Closure: Assign Pg. 130-133
 Grade 4 Nelson Spell 22 page 86-89 “ou”
 Key Concept: ou
 Resources: Gr.4 Nelson Spelling Textbook & TM, Pg.88 #6,7
crossword
 Introduction: Make Word List
 Lesson: Read textbook instructions with students as necessary.
 Closure:
CYWL--#1,2,3; ZYW--#1,2,3,4,6,7; FOL--#1
 Special Needs Considerations:
Lyric – Personally check for comprehension and accuracy
Riley – ZYW -- #1,2,3,6; FOL--#1
Matt – ABCD proofreading on his work
Grade 3 students will develop word analysis (phonetic analysis) of Schwa.
Grade 4 students will develop word analysis (phonetic analysis) of ou.
12:55-1:40 6. Unit Studies  Introducing Bridges (Building Things Refer to TM pg. 41-42)
 Key Concept:
 Resources: Pictures of the types of bridges
 Introduction: Christian Connection: There is a saying that goes
“Build bridges between people. Don’t burn them down.” Does
anyone know what that means? It means we should make
friends with others, not make enemies. God wants us to make
friends with people that they may someday want to know God.
Matthew 5:16.
-Show the different types of bridges. I will show you some and
some you will build.

3. YEAR 05/06 LESSONS PLANS Wednesday, March 08, 2006
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12:55-1:40 7. Unit Studies  Lesson:
1. Suspension Bridges – illustrate an example of.
-Students will illustrate in their notebooks.
2. Truss Bridges – show the various truss designs
-Students will make the designs using manilla tag paper
and brads.
 Closure: How does a suspension bridge stay together? How do truss
bridges stay together?
 Special Needs Considerations:
Lyric – give photocopy notes if unfinished copying
Riley – give photocopy notes if unfinished copying
Matt – ABCD proofreading on his work
Students will understand that simple designs are often as effective as more
complex ones, as well as being easier and cheaper to build, and illustrate
this understanding with a practical example.
2:20-2:30 8. End of the Day
Routine
Reading Logs home
Phonics home
Randy
Morgan
 Copy down homework and sign
 Library Books and Reading Logs
 Math Gr.3 Q2000 Assign HWK BK Pg. 80-81
 Math Gr.4 MQ Assign. Pg. 304 Q. odd
 Memory Verse –
 Grade 3 Phonics Pg. 130-133
 Grade 4 Nelson Spell 86-89 “ou”
ZYW--#1,2,3,4,6,7; FOL--#1
 PRAYER & Clean Up