3rd Grade
Science
3.5 A measure, test, and record physical properties of matter, including temperature, mass, magnetism,
and the ability to sink or float
Math
3.2 A construct concrete models of fractions
3.2 B compare fractional parts of whole objects or sets of objects in a problem situation using concrete
models
3.2 C use fraction names and symbols to describe fractional parts of whole objects or sets of objects
with denominators of 12 or less
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Student journals/pencils
Whiteboard or chart paper/markers
2 sticks for creating T-charts, one per group of students (optional)
Magnets, one per group (optional)
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Ask students what they already know about the different properties of matter. Focus on solids…
what are some of the properties of solids?
List some of the properties for students to see as they share ideas (i.e. hard, soft, buoyant,
magnetic, etc.)
Review the expectations of working in the outdoor classroom.
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Tell students that they may each choose 3 solids from the outdoor classroom that represent
some of the properties that were listed by the class. The object they choose must be something
that can easily fit in their hand and does not cause any harm if removed from its place.
Give students time to explore some of the solids in the outdoor classroom and make their
choices.
Copyright  2012 REAL School Gardens
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Bring whole group back to a central gathering location. Ask students to share with each other
and the whole class some of the properties of the solids that they collected.
As a class, decide upon 2 categories that the solids can be sorted into (ie soft/hard,
magnetic/not magnetic)
In small groups, give students time to divide their solids into the two categories. (2 sticks can be
placed across each other to form a T-chart for sorting).
With one group’s solids as an example, model creating a T-chart on the whiteboard or chart
paper with the two categories and tally marks to represent how many solids fit under each
category.
Ask students how many solids there are all together. Write this as the denominator for two
separate fractions. Ask students how many solids are in each category. Write each number as
the numerator for the two fractions. Which category represents a larger fraction of the whole?
For example, 4/15 of the solids may be soft with 11/15 of the solids being categorized as hard.
Ask students to record the T-chart and fractions for their own group. (The group that had theirs
used as a model should also record what was written for the whole group in their journals).
As a class, decide upon another way to categorize the solids using their physical properties.
Small groups should then create the categories, record how many solids are in each category in
a T-chart and create their own fractions.
Copyright  2012 REAL School Gardens