Last updated: 3/18/2015

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Curriculum Map: 3rd Grade May/June

Subject/Grade Level/Unit Title:

Third Grade

Timeframe Needed for Completion/Grading Period:

May/June

Big Idea/Themes/Understandings:

Math

Liquid Volume, Mass

Data

 

Essential Questions: Social Studies

Civil Ideals and Practices

  • Compare and contrast world community governments with United States governments.
  • How do communities around the world select leaders, solve problems, make decisions and compare and contrast them to the processes used in the United States?
  • How do governments maintain order, keep people safe, make and enforce rules and laws in world communities and compare and contrast them with the processes used in the United States?
  • Compare and contrast the role of citizens in world communities to the role that citizens play in the United States.
  • How do global governments and citizens protect human rights and treat others fairly?
  • How have world communities and cultures struggled with prejudice and discrimination as barriers to justice and equality for all people?
  • What are the steps people can take to support social action and change?
Essential Questions: Science

Investigation 3 :  Meet the Crayfish

Part 1 - Crayfish Structures

What are the structures of a crayfish?

Part 2 - Adaptation

How do crayfish structures and behaviors help them survive?

Part 3 - Crayfish Territory

Do crayfish display territorial behavior in their habitat?

Part 4 - Compare Crayfish to Other Animals

How are the structures of crayfish and other animals alike and different?

Part 5 -  Food Chains

What is needed to sustain a food chain?

Reading

Part 1 -  " Crayfish"

Part 2 - " Adaptations"

Part 3 - " Life on Earth"

Part 4 - " Inside a Snail's Shell"             "  A change in the Environment"

Part 5 - "Food Chains"

 

Vocabulary

  • Adaptation
  • Antenna
  • Appendage
  • Behavior
  • Carapace
  • Carnivore
  • Crayfish
  • Crustacean
  • Elodea
  • Energy
  • Environment
  • Female
  • Food Chain
  • Habitat
  • Herbivore
  • Male
  • Molt
  • Offspring
  • Omnivore
  • Pincer
  • Population
  • Predator
  • Prey
  • Sustain
  • Sustainable
  • Swimmeret
  • Territory

Assessment

Part 1 - Embedded Assessment

Science Notebook Entry

Part 2 - Embedded Assessment

Science Notebook Entry

Part 3 - Embedded Assessment

Scientific practices

Part 4 - Embedded Assessment

Response Sheet

Benchmark Assessment

Investigation 3 l-Check

 

Investigation 4 - Human Body

Part 1 - Counting Bones

What are the functions of the skeletal system?

Part 2 - Owl Pellets

In what ways are the skeletongs of a rodent and a human similar?

Part 3 - Joints and Muscles

What makes our skeletal system flexible?

Part 4 - Fingerprints

How are fingerprints alike and different?

Reading

Part 1 - "The Human Skeleton"

Part 2 - " Barn Owls"
             " Skeletons on the Outside"
             "Crayfish, Snails, and Humans"

Part 3 - " Your Amazing Opposable Thumbs"
              " Joints and Muscles"

Part 4 - "Fingerprints"
              "Supertwins"

Vocabulary

  • Arch
  • Articulated
  • Ball and socket joint
  • Bone
  • Characteristic
  • Contract
  • Fingerprint
  • Gliding joint
  • Hinge joint
  • Inherited
  • Joint
  • Loop
  • Movement
  • Muscle
  • Opposable thumb
  • Pattern
  • Protection
  • Skeletal muscle
  • Skeletal system
  • Skeleton
  • Skull
  • Support
  • System
  • Tendon
  • Tissue
  • Torso
  • Whorl

Assessment

Part 1 - Embedded Assessment             Response  Sheet

Part 2 - Embedded Assessment            Scientific practices

Part 3 - Embedded Assessment 
             Scientific notebook entry

Part 4 - Benchmark Assessment
             Posttest

 

 

Essential Questions: Language Arts

Module 3: Considering Perspectives and Supporting Opinions

Unit 1:  How Author's Capture Readers' Imaginations, a Study of Peter Pan

  • Launching the Classic Starts Edition of Peter Pan
  • Identifying character traits, motivations, and actions
  • Analyze how characters move a story forward
  • Discussing and developing an opinion about the Central Characters

Reading:

Peter Pan

Unit 2: Reading like a Writer Writing Imagines Scenes and Bringing the Story to Life

  • Reading Like A Writer: Unpacking Author's Craft
  • Writing Imagined Scenes of Peter Pan
  • Revising Scenes for Dialogue of Action
  • Editing and Publishing Scenes
  • Reading Scripts of Peter Pan
  • Reader's Theater Practive with Peter Pan Script

Unit 3:  Writing Like a Reader: Developing Opinion's About The Author's Craft

  • Writing an effective summary of Peter Pan
  • Editing Summary
  • Choosing a Peter Pan character and making a plan
  • Drafting an Opinion Piece
  • Revising Peter Pan Opinion
  • Editing Peter Pan Piece

 

Essential Questions: Mathematics

Topic 15: 

What are the customary units for measuring capacity and weight?

  • Customary Units of Capacity
  • Metric Units of Capacity
  • Units of Mass
  • Units of Weight
  • Problem Solving: Draw a Picture

 

Math Vocabulary

  • capacity
  • cup
  • pint
  • quart
  • gallon
  • milliliter
  • liter
  • mass
  • gram
  • kilogram
  • weight
  • ounce
  • pound
  • ton

 

Topic 16:  How can data be represented, interpreted, and analyzed?

  • Line Plots
  • Lengths and Line Plots
  • Reading Pictographs and Bar Graphs
  • Making Pictographs
  • Making Bar Graphs
  • Problem Solving: Use Tables and Graphs to Draw Conclusions

Math Vocabulary

  • line plot
  • pictograph
  • key
  • bar scale
  • scale
Social Studies:

SS.3.CIV.7
Governments in communities and countries around the world have the authority to make and the power to enforce laws. The role of the citizen within these communities or countries varies across different types of governments.

SS.3.CIV.8
The concept of universal human rights suggests that all people should be treated fairly and should have the opportunity to meet their basic needs.

Science:

MST1.E.SI1
Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

MST1.E.SI1.1a
Observe and discuss objects and events and record observations

MST1.E.SI1.1b
Articulate appropriate questions based on observations

MST1.E.SI2.1a
Indicate materials to be used and steps to follow to conduct the investigation and describe how data will be recorded (journal, dates and times, etc.)

MST1.E.SI2.3b
Record observations accurately and concisely

MST1.E.SI3.1a
Accurately transfer data from a science journal or notes to appropriate graphic organizer

MST1.E.SI3.3a
Explain their findings to others, and actively listen to suggestions for possible interpretations and ideas

Language Arts: Reading

RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.10
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.

RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

MST1.E.SI1.1
Students ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

MST1.E.SI1.2
Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

MST1.E.SI1.3
Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.

MST1.E.SI2.2
Students share their research plans with others and revise them based on their suggestions.

MST1.E.SI3.1
Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

MST1.E.SI3.4
Students adjust their explanations and understandings of objects and events based on their findings and new ideas.

MST1.I.SI2.1
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.

Language Arts: Writing

W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.4
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.)

W.3.5
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.)

W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.10
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

SL.3.1
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.

SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Arts: Language

RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.10
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.

L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.4
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.

L.3.5
Demonstrate understanding of word relationships and nuances in word meanings.

L.3.6
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

3.MD.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

3.MD.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.

Mathematics: Geometry
There are no standards currently aligned to this resource.
Essential Skills and Vocabulary:

Lesson 21: "Eat-it-All Elaine"

  • arrival
  • stroll
  • command
  • banquet
  • outstanding
  • peers
  • amusing

 

Lesson 23: "Sam the Zamboni Man"

  • glisten
  • glide
  • steer
  • gloomy
  • entire
  • tradition
  • wisdom

 

Lesson 24: "Donovan's Word Jar"

  • brim
  • mellow
  • persnickety
  • compromise
  • perseverance
  • compile
  • motivate

 

Fundations/Spelling

Unit 11 - Week 2

  • Teach will, are, would, have, had, contractions

 

Unit 12 - Week 1

  • Review soft sounds of c and g after e, i and y spelling

 

Unit 12 - Week 2

  • Teach "nce" and "nge"
  • Teach "dge" after a short vowel
  • Silent e spelling rule after short and c

 

Unit 13 - Week 1

  • Teach ch-/k/ chorus
  • Teach ph as /f/ (phone)

 

Unit 13 - Week 2

  • Silent letters, wr, rh, gn, kn, mn, mb, and gh

 

Unit 14 - Week 1

  • Teach ture and tu

 

Unit 14 - Week 2

  • Teach advanced suffix ous, al, ent an
  • Teach "ci" and "ti" (glacier, patient)

 

Assessment Tasks:

Math

Topic 15 - 16 Assessments

Weekly Topic Quizzes

 

Fundations

Weekly Assessments

 

Reading

Module 3:

  • Mid-Unit 1 Assessment Character Analysis: Peter Pan's Traits, Motivations, and Actions that Contribute to a Sequence of Events in a Story
  • Mid-Unit 2 Assessment: Writing a New Scene from Peter Pan 
  • End of Unit 2 Assessment: Fluency: Reading a Monologue From Peter Pan

 

  • Mid-Unit 3 Assessment: On-Demand Summary
  • End of Unit 3 Assessment: On-Demand Opinion Writing
  • Final Performance Task: Summary and Opinion Writing:  Who is your favorite character from Peter Pan and why?

 

Vocabulary

  • Weekly Assessments
  • Cumulative Assessments

 

 

 

Resources:
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