Module 2B - Researching to Build Knowledge and Teach Others
Development, Movement and Interaction of Cultures
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"
Part 1 - Benchmark Assessment
Science Notebook Entry
Part 2 - Embedded Assessment
Part 3 - Embedded Assessmet
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"
Part 1 - Embedded Assessment
Part 2 - Embedded Assessment
Science Notebook Entry
Part 3 - Benchmark Assessment
Investigation 2 I - Check
Module 2: Unit 3: Culminating Project: Freaky Frog Trading Cards
Everything you need to Know About Frogs and Other Slippery Creatures
Topic 12: How can lengths of time be measured and found?
Topic 13: How can perimeter be measured and found?
What does area mean?
What are different ways to find the area of a shape?
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.
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.
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.
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.
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).
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.
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.
Lesson 17: "Planting Opportunity"
Lesson 18: "Shelia's New Sweater"
Lesson 19: "Owl Moon"
Lesson 20: "The Dream Collector"
Lesson 21: "Jane Goodall"
Unit 9 - Week 1
Unit 9 - Week 2
Unit 9 - Week 3
Unit 10 - Week 1
Unit 10 - Week 2
Unit 10 - Week 3
Unit 11 - Week 1
Topics 12 -14 Assessments
Weekly Topic Quizzes
Regional Math Benchmark
New York State Math Assessment