What are we learning this year?
Remote Learning House Points!!
4/20-4/24
Sophia
Angel
Wesley
Malik
Caedmon
Zaiden
Elisa
Cristian
Junior
Robert
Ja'Mariah
Jayden
Ivy
Mathew
Jany'us
Ameera
Tyrane
Rihanna
Naomee
Quarter 4 Totals
Blue--15
Green--9
Black--9
Red--6
4/20-4/24
Sophia
Angel
Wesley
Malik
Caedmon
Zaiden
Elisa
Cristian
Junior
Robert
Ja'Mariah
Jayden
Ivy
Mathew
Jany'us
Ameera
Tyrane
Rihanna
Naomee
Quarter 4 Totals
Blue--15
Green--9
Black--9
Red--6
helpful links
science
This year in science we will explore the following standards and demonstrate understanding in a variety of ways:
Forces and Interactions
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced
and unbalanced forces on the motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence
that a pattern can be used to predict future motion.
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas
about magnets.*
Weather and Climate
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
3-ESS2-2. Obtain and combine information to describe climates in different regions of the
world.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a
weather-related hazard.*
Life Cycles and Traits
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but
all have in common birth, growth, reproduction, and death.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits
inherited from parents and that variation of these traits exists in a group of similar
organisms.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics
among individuals of the same species may provide advantages in surviving, finding mates,
and reproducing.
Ecosystems
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms
can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may change.*
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and
the environments in which they lived long ago.
Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.
Forces and Interactions
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced
and unbalanced forces on the motion of an object.
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence
that a pattern can be used to predict future motion.
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other.
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas
about magnets.*
Weather and Climate
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
3-ESS2-2. Obtain and combine information to describe climates in different regions of the
world.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a
weather-related hazard.*
Life Cycles and Traits
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but
all have in common birth, growth, reproduction, and death.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits
inherited from parents and that variation of these traits exists in a group of similar
organisms.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the
environment.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics
among individuals of the same species may provide advantages in surviving, finding mates,
and reproducing.
Ecosystems
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms
can survive well, some survive less well, and some cannot survive at all.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may change.*
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and
the environments in which they lived long ago.
Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.
social studies
This year in social studies we will study the following topics:
Chapter 1:
In this chapter, we will cover Earth and our community. We will focus on continents, oceans, countries, and hemispheres.
Chapter 2:
We will look at landmarks in the United States. A few of those landmarks are the Statue of Liberty, Mount Rushmore, and the Golden Gate Bridge. As a class, we will look at these landmarks in relation to our community. We will also be looking at the cardinal directions: north, east, south, west.
Chapter 3:
"What is geography?" That is one of the questions we will answer in this chapter. We will discuss different aspects of geography and then look at examples of geography in different places in the United States.
Chapter 4:
In this chapter, we will study how immigrants come to the United States, why they come to the United States, and what life is like for immigrants once they get to the United States.
Chapter 5:
We will be discussing what makes our community diverse. We will cover topics such as food, languages, holidays, and traditions.
Chapter 6:
In this chapter, we will study how people can improve their communities. We will talk about people such as Cesar Chavez, Lois Marie Gibbs, Ruby Bridges, and Judy Heumann. We will discuss what these people did to better their community and brainstorm ideas of what we could do to better our community.
Chapter 7:
In this chapter, we will get to work on our comparing and contrasting skills to find the similarities and differences between ourselves and children all over the world. We will read about children in Canada, Japan, Paraguay, Hungary, Nigeria, and Australia.
Chapter 8:
We will talk about the economy and how it works in our community. We will study supply and demand and how those affect change in prices.
Chapter 9:
In this chapter, we will look at global trade and how it affects our community. We will look at products and services that we get from other countries. We will then talk about the pros and cons of global trade.
Chapter 10:
In this chapter, we will cover what the public services are in our community. We will debate what we think are the most important public services available. Some of the public services that we will be looking at are police, health care, public transportation, public schools, fire fighting, and child care.
Chapter 11:
As a class, we will explore all of the jobs that work together to help run our community. Some of these jobs include the mayor and city council, the city manager, the city clerk, the parks and recreation department, the public library, fire department, police department, planning department, and public works department. We will be taking a closer look at what each of these organizations does to help our community.
Chapter 12:
In this chapter, we will be looking at ways to voice our opinion in the community. We will cover ways such as public meetings, peaceful demonstrations, voting, and supporting a candidate.
Chapter 13:
In this chapter, we will talk about pollution. We will study three communities who are suffering from pollution. We will also discuss ways that we can help stop pollution in our own community.
Chapter 14:
This chapter focuses on helping the global community. We will look at ways that we can help the global community.
Chapter 1:
In this chapter, we will cover Earth and our community. We will focus on continents, oceans, countries, and hemispheres.
Chapter 2:
We will look at landmarks in the United States. A few of those landmarks are the Statue of Liberty, Mount Rushmore, and the Golden Gate Bridge. As a class, we will look at these landmarks in relation to our community. We will also be looking at the cardinal directions: north, east, south, west.
Chapter 3:
"What is geography?" That is one of the questions we will answer in this chapter. We will discuss different aspects of geography and then look at examples of geography in different places in the United States.
Chapter 4:
In this chapter, we will study how immigrants come to the United States, why they come to the United States, and what life is like for immigrants once they get to the United States.
Chapter 5:
We will be discussing what makes our community diverse. We will cover topics such as food, languages, holidays, and traditions.
Chapter 6:
In this chapter, we will study how people can improve their communities. We will talk about people such as Cesar Chavez, Lois Marie Gibbs, Ruby Bridges, and Judy Heumann. We will discuss what these people did to better their community and brainstorm ideas of what we could do to better our community.
Chapter 7:
In this chapter, we will get to work on our comparing and contrasting skills to find the similarities and differences between ourselves and children all over the world. We will read about children in Canada, Japan, Paraguay, Hungary, Nigeria, and Australia.
Chapter 8:
We will talk about the economy and how it works in our community. We will study supply and demand and how those affect change in prices.
Chapter 9:
In this chapter, we will look at global trade and how it affects our community. We will look at products and services that we get from other countries. We will then talk about the pros and cons of global trade.
Chapter 10:
In this chapter, we will cover what the public services are in our community. We will debate what we think are the most important public services available. Some of the public services that we will be looking at are police, health care, public transportation, public schools, fire fighting, and child care.
Chapter 11:
As a class, we will explore all of the jobs that work together to help run our community. Some of these jobs include the mayor and city council, the city manager, the city clerk, the parks and recreation department, the public library, fire department, police department, planning department, and public works department. We will be taking a closer look at what each of these organizations does to help our community.
Chapter 12:
In this chapter, we will be looking at ways to voice our opinion in the community. We will cover ways such as public meetings, peaceful demonstrations, voting, and supporting a candidate.
Chapter 13:
In this chapter, we will talk about pollution. We will study three communities who are suffering from pollution. We will also discuss ways that we can help stop pollution in our own community.
Chapter 14:
This chapter focuses on helping the global community. We will look at ways that we can help the global community.
math
We will cover many different topics in math this year. It is an excellent idea to continue practicing these throughout the year to keep up on your math skills. The topics we will be covering will be the following:
- Numeration
- Number Sense
- Place Value
- Multiplication
- Division
- Fractions
- Geometry
- Time
- Perimeter
- Liquid Volume and Mass
- Data
reading and language arts
Third grade is a big year where students will start reading to learn. It is an excellent idea for students to read every night! The best way to become a better reader is to read.
Reading Counts: Students will read books and then take quizzes about the books. They will earn points for the quizzes they pass. Students will have the chance to earn rewards based on how many points they earn.
Lexile: Students will take 5 computerized tests throughout the year. Their lexile level is based on how well they do answering comprehension questions. The goal for third grade is a 500-800 lexile level by the end of the year. Students will be reading books in their lexile level. By reading books in their ability level, they will gain confidence about their reading and get more practice.
This year in reading we will do:
Reading Counts: Students will read books and then take quizzes about the books. They will earn points for the quizzes they pass. Students will have the chance to earn rewards based on how many points they earn.
Lexile: Students will take 5 computerized tests throughout the year. Their lexile level is based on how well they do answering comprehension questions. The goal for third grade is a 500-800 lexile level by the end of the year. Students will be reading books in their lexile level. By reading books in their ability level, they will gain confidence about their reading and get more practice.
This year in reading we will do:
- Author studies/book reports
- Literature selections
- Reading counts/SRI
- Mini-Lessons: reading strategies, comprehension, story elements
- DEAR time
- Read Alouds
- Reading Rounds