Mystery Lesson Plan
Amanda Perry
Title: The Stone Stumper Mystery
Subject: Reading, English Language Arts/Writing and Geography Integration
Grade Level (s): Third Grade
Duration: Two 50 minute lessons (1 Background knowledge/research and 1 for writing)
Type of Lesson: Mystery
Standards and Elements:
Social Studies:
SS3G1 The student will locate major topographical features.
c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.
Writing:
3W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state opinion, and create an organized structure that lists reasons.
b. Provide reasons that support the opinion
TAG:
ACS8: The student participates in small group discussions to argue persuasively or reinforce others’ good points.
ACS10: The student supports and defends his/her own opinions while respecting the opinions of others.
HO/CTS2: The student’s responds to questions with supporting information that reflects in-depth knowledge of a topic.
HO/CTS11: The student draws conclusions based upon relevant information while discarding irrelevant information.
ELA:
ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
ELACC3RI6 Craft and Structure: Distinguish their own point of view from that of the author of a text.
ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one
at a time about the topics and texts under discussion).
Summary:
Students will learn about the different theories behind how Stonehenge was formed. They will
form hypotheses from the clues given in their articles.
Enduring Understanding(s):
At the end of this lesson, students will form a hypothesis using text evidence and discussion of
various theories. They will also develop a tolerance for ambiguity and differing opinions.
Essential Question(s):
How was Stonehenge formed?
How can you use text evidence to help you draw conclusions and form a hypothesis?
How can you use longitude at latitude to locate Stonehenge on a map?
Evidence of Learning:
What student should KNOW: Students should know what a hypothesis is.
What student should BE ABLE TO DO: Students should also be able to form a
hypothesis and support it with text evidence.
Suggested Vocabulary:
Mystery: an event or situation that is difficult to fully understand or explain.
Structure: an arrangement of parts, something built
Theory: An idea or belief about something
Hypothesis: An educated guess
Ancient: From the distant past
Astronomy: Scientific study of the universe
Solstice: The times when the sun if farthest from an equator
Primitive: The first stages or forms of
Transport: move
Stone Age: an early historical period
Procedure/Each Step of the Strategy:
Day 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hook: Scroll through the pictures of Stonehenge from:
http://www.kidsdiscover.com/spotlight/stonehenge-for-kids/
Have students brainstorm questions that they come up with from the pictures such as: How was it made?
Background Info/Tentative Hypothesis: Review with the students: What is a hypothesis? How do we form
one? Hand out the “Stonehenge” Article. Have students buddy read the article and think-pair-share about
the question at the bottom of the article. “How could humans have moved them (the stones) with stone age
technology? What do you think?”
Form Hypothesis: Have each partner group develop a hypothesis about how Stonehenge was formed.
Review Clues: As a class: Review the common theories implicitly presented in the text. Have students
decide which theory best aligns with their hypothesis.
Categorize Clues: Students will be given another article differentiated based on their reading level. Students
will individually read their articles and highlight parts of the article that will help them to support their
opinion.
Assign Groups: Students should share their hypothesis with other members of the class and form groups
based on people who have common ideas. Students will meet with groups to share ideas found from their
articles.
Refine Hypothesis: Students will then decide if their original hypothesis needs to be changed or stay the
same based on the information gained from the article.
Team Discussion and Generalization: Students will make a chart showing their hypothesis and the text
evidence they found to support it.
Team Presentation: Each group will share their hypothesis with the class and hang their chart in the room.
Day 2- Extension:
1.
2.
3.
Students will review the posters and hypotheses from yesterday
Students will write a short opinion piece explaining their hypothesis about how Stonehenge was formed.
Included in their writing will be finding the latitude and longitude of Stonehenge on a map.
Assessment: I will informally assess the students by observation and questioning. I will also assess the students’
ability to support their hypothesis with text evidence with their charts. Students will write a short opinion piece
explaining their hypothesis about how Stonehenge was formed, including the latitude and longitude location on a
map.
Technology Integration: Students can use technology and “kid friendly” search sites to find more information
for their opinion piece, as needed.
Differentiation: I differentiated the content based on readiness because students will be given differentiated
reading passages aligned with their reading level. I will differentiate for students who finish early by allowing them
the choice of creating a clay model or drawing of Stonehenge. In their drawing/model, they can have evidence of
their theory.
Resource(s)/Material(s):
“Stonehenge” http://www.kidsdiscover.com/spotlight/stonehenge-for-kids/
Time For Kids: Unsolved! Mysterious Places p. 8-9
“England’s Most Famous Monument” and “The Mystery of Stonehenge” from Nonfiction Reading Practice: Grade
5 by Evan-Moor Corp.
“Stonehenge” from TeacherPayTeacher
Opinion Writing Checklist from TeacherPayTeacher
Extra Resources(if needed)
“New Mystery of Stonehenge” from Readworks.org
“Stonehenge” by http://www.socialstudiesforkids.com/articles/worldhistory/stonehengemystery.htm
If Stones Could Speak: Unlocking the Secrets of Stonehenge by Marc Aronson