Last updated: 3/18/2015

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Curriculum Map: 3rd Grade March/April

Subject/Grade Level/Unit Title:

Third Grade

Timeframe Needed for Completion/Grading Period:



Big Idea/Themes/Understandings:





Essential Questions: Social Studies

Module 2B - Researching to Build Knowledge and Teach Others

Development, Movement and Interaction of Cultures

  • How is our community similar and different to activites, families and schools around the world?
  • Describe languages, customs, traditions, religous beliefs and practices from communities around the world.
  • Describe holidays and festivals celebrated in world communities and compare them to our own community.
  • How do people, goods, and ideas from other world communities impact their own community?
  • How do world communities impact other communities?
  • Formulate questions about the world in which we live.
  • What resources are available for world communities and how do these resources meet their basic needs and wants?
  • How does surplus and scarcity efffect world communities?
  • How do world communities meet their basic needs of food, clothing and shelter, and compare that to your own community?
  • How do people earn a living in world communities and how has it changed over time?
  • What goods are produced and what services are provided in world communities?
  • How are the goods within world communities?
  • Who receives the goods that are produced in world communities?
  • What products and/or services are exported to other communities?
  • What products and/or services are imported from other communities?
  • How does supply and demand influence prices and trade?
  • How do technological developments in transportation and communication influenced trade over time?




Essential Questions: Science

Structures of Life   

Investigation 1 - Origin of Seeds

Part 1 -  Seed Search

               How are seeds alike and different?

Part 2 - The Sprouting Seed

               What effect does water have on seeds?

Part 3 -  Seed Soak

             How much water does a seed soak up?

Part 4 -  Seed Dispersal

               How do seeds disperse away from the parent plant?



Part 1 - " The Reason For Fruit"

Part 2 - " The Most Important Seed"

Part 3 -  "Barbara McClintock" 

Part 4 - " Nature Journal - How Seeds Travel"



  • Compete
  • Cotyledon
  • Disperse
  • Dormant
  • Embryo
  • Estimate
  • Fruit
  • Function
  • Living
  • Modify
  • Observe
  • Organism
  • Parent Plant
  • Predict
  • Property
  • Protect
  • Reproduce
  • Seed
  • Seed coat
  • Structure
  • Survive


Part 1 - Benchmark Assessment 


            Embedded Assessment

             Science Notebook Entry

Part 2 - Embedded Assessment

             Response Sheet

Part 3 - Embedded Assessmet

              Scientific Practices

Part 4 - Benchmark Assessment

              Investigation 1 - l Check


Investigation 2 - Growing Further

Part 1 - Germination and Growth

What structure does a seedling have to help it grow and survive?

Part 2 - Life Cycle of the Bean

What is the sequence of the bean plant's life cycle?

Part 3 - Roots and Shoots

How do the rootts of schoolyard plants compare to the roots of bean plants?



Part 1 - "Germination"

Part 2 - " Life Cycles"



  • Adult
  • Fibrous root
  • Flower
  • Germination
  • Growth
  • Hydroponics
  • Leaf
  • Life cycle
  • Nutrient
  • Root
  • Seed coat
  • Seedling
  • Shoot
  • Stem
  • Taproot



Part 1 - Embedded Assessment

             Response Sheet

Part 2 - Embedded Assessment

             Science Notebook Entry

Part 3 - Benchmark Assessment

             Investigation 2 I - Check
























































































































Essential Questions: Language Arts

Module 2:  Unit 3:  Culminating Project: Freaky Frog Trading Cards

  • Preparing to create the freaky frog trading card
  • Capturing key ideas from research for informational side of freaky frog trading card
  • Writing and talking about freaky frogs
  • Creating the freaky frog trading card
  • Using the writing process to write a researched-based narrative text
  • Revising for carefully chosen words
  • Editing for Conventions


Everything you need to Know About Frogs and Other Slippery Creatures

Essential Questions: Mathematics

Topic 12:  How can lengths of time be measured and found?

  • Time to the Half Hour and Quarter Hour
  • Time to the Minute
  • Units of Time
  • Elapsed Time
  • Problem Solving: Work Backward


Math Vocabulary

  • hour
  • half hour
  • quarter hour
  • minute
  • seconds
  • A.M.
  • P.M.
  • elapsed time

Topic 13: How can perimeter be measured and found?

  • Understanding Perimeter
  • Tools and Units for Perimeter
  • Perimeter of Common Shapes
  • Different Shapes with the Same Perimeter
  • Problem Solving: Try, Check, and Revise


Math Vocabulary

  • perimeter
  • mile


Topic 14: 

What does area mean?

What are different ways to find the area of a shape?

  • Covering Regions
  • Area and Units
  • Standard Units
  • Area of Squares and Rectangles
  • Area and the Distributive Property
  • Problem Solving: Solve a Simpler Problem
  • Area of Irregular Shapes
  • Same Area, Different Perimeter
  • Equal Areas and Fractions
  • Problem Solving:  Selecting Appropriate Measurement Units and Tools

Math Vocabulary

  • area
  • square unit
Social Studies:

Communities share cultural similarities and differences across the world.

Communities from around the world interact with other people and communities and exchange cultural ideas and practices.

Communities meet their needs and wants in a variety of ways, forming the basis for their economy.

Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?


Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.

Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities, such as length, mass, volume, temperature, and time.

Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

Students share their findings with others and actively seek their interpretations and ideas.

Students adjust their explanations and understandings of objects and events based on their findings and new ideas.

Students engage in the following steps in a design process: discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn’t work; and summarize results in writing, suggesting ways to make the solution better.

Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

Students will access, generate, process, and transfer information using appropriate technologies.

Language Arts: Reading

Distinguish their own point of view from that of the narrator or those of the characters.

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Language Arts: Writing

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language Arts: Speaking and Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Arts: Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Demonstrate understanding of word relationships and nuances in word meanings.

Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Mathematics: Counting and Cardinality
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
There are no standards currently aligned to this resource.
Mathematics: Number and Operations and Base Ten
There are no standards currently aligned to this resource.
Mathematics: Measurement and Data

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Recognize area as an attribute of plane figures and understand concepts of area measurement.

A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a * b and a * c. Use area models to represent the distributive property in mathematical reasoning.

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Mathematics: Geometry

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Essential Skills and Vocabulary:

Lesson 17: "Planting Opportunity"

  • gentle
  • abundant
  • pesky
  • slumber
  • idle
  • diligent
  • outsmart


Lesson 18: "Shelia's New Sweater"

  • perfect
  • appreciate
  • dreadful
  • scrawny
  • embarrass
  • confidence
  • harsh


Lesson 19: "Owl Moon"

  • fade
  • disappointed
  • thread
  • meadow
  • patience
  • awe
  • anticipate


Lesson 20: "The Dream Collector"

  • disaster
  • overrun
  • variety
  • magnificent
  • pursue
  • bizarre
  • imaginative


Lesson 21: "Jane Goodall"

  • excel
  • indistrious
  • remote
  • accompany
  • gesture
  • reveal
  • conserve



Unit 9 - Week 1

  • Teach R-controlled sounds:  ar, or, ir, er, ur


Unit 9 - Week 2

  • Teach /er/ sound for ar and or (beggar,doctor)
  • Teach /er/ spelling option as a suffix


Unit 9 - Week 3

  • Teach war and wor
  • Teach ward and or as a suffix
  • Teach 111 spelling rule with R-controlled words


Unit 10 - Week 1

  • Review double vowel syllable type
  • Review combining double vowel syllables with other syllables
  • Teach sounds /eigh/ , /ei/, and /ea/

Unit 10 - Week 2

  • Teach sounds /ei/ and /ie/
  • Teach new sound /ea/ (bread)


Unit 10 - Week 3

  • Teach /ui/, /igh/, and /oo/
  • Review "y" and suffix spelling rule
  • Teach "y" rule with "D" syllable
  • Teach "D" syllable exception


Unit 11 - Week 1

  • Contraction with "not" and "is"





Assessment Tasks:


Topics 12 -14 Assessments

Weekly Topic Quizzes


Regional Math Benchmark


New York State Math Assessment


Language Arts

  • Module 2:  Mid-Unit 3 Assessment- Writing A First Draft of Freaky Frog Trading Card Narrative
  • Module 2: End of Unit 3 Research Based Narrative Paragraph about your Freaky Frog
  • Final Performance Task:  Freaky Frog Trading Card



  • Weekly Assessments
  • Cumulative Assessments


  • Weekly Assessments






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