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Subjects
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MATH
In third grade we cover a lot of "mathematical ground." The best way to be successful in third grade is to practice your facts! Third graders need to know their addition, subtraction, multiplication and division facts. They also need to know the order of operations, PEMDAS.
The best thing a student can do to succeed in third grade is to know how to "skip count" all the number through 12. We will practice this in class.
Here is a link to our Go Math Program:
Go Math!
Students will also be given a log in and password to Moby Max. Students will practice their facts using this website.
What students must be able to do:
Add and subtract within 1000
Use place value to round numbers
Multiply and divide within 100
Apply properties of multiplication
Solve one-step and two-step word problems involving all 4 operations
understand parts of a whole and compare them
tell and write time
estimate and measure liquids and mass using standard units
represent and interpret data
use and apply area and perimeter
identify 2-D and 3-D figures
Below you will find helpful links for math practice:
Multiplication games - Fun
Math Practice Website - all kinds of math
Lizard Point Multiplication Practice
Baseball Multiplication
Drag and Drop Math
Space Themed Multiplication Practice
Fun Brain
Math is Fun
Graphing websiteELA
We do a lot of reading and writing about reading in third grade. We read everything! We read trade books, chapter books, picture books, websites, student work, the list is endless. Writers write and readers read, that's how you become fluent in reading and writing. Most of our ELA instruction is done with the NYS ELA Modules and differentiated Guided Reading groups.
Below you will find links that might be helpful (but everyone should just read lots of books):
PBS Kids
Reading Games
Huge Lanugague Arts Resource Page
Myths Around the World
Book Adventure!Social Studies
Our Social Studies curriculum is directly tied to our ELA units. We study different cultures around the world, using the ELA modules as a guide for instruction. We study communities of Egypt, Japan, and Australia. We also look at why water is important to cultures and learn mapping skills.
We have a subscription to World Book online at SLS! The username and passwork are both the same: sls4041
World Book Online
Maps and Globes Unit
Content Area:
This is an introduction to maps and their importance to exploration. This unit will teach students characteristics of maps and how to read them. Students will explore the evolution of maps and the differences in representations of the earth and specific locations all over the world. Students will construct a map of their neighborhood or their school (differentiated) as a final project.Japan Unit
What students must be able to do:
Students will be able to locate Japan on a map or globe.
Students will identify Japan as a group of islands in the Pacific Ocean.
Students will be able to identify and locate the capital (Tokyo) and Create a physical map of Japan .
Students will compare the national holidays of Japan with the U.S.
Students will Recognize the flag of Japan.
Students will discuss and read about Japan’s geography, natural resources, climate, and the population’s adaptations to those.
Students will Identify the branches of government and compare the government of Japan with the government of the U.S.
Students will recognize Japan's influence on world economy through its exports and compare the exports and imports of Japan with those of the U.S.
Students will discuss how Japan's geography impacts its economy.
Students will Write a Haiku poem, create a painting to accompany it on computers/paper.
Final Japan Project- create a brochure about JapanEgypt Unit:
What students must be able to do:
Students will discuss and read about Egypt’s geography, natural resources, climate, and the population’s adaptations to those.
Students will be able to locate and identify: the Mediterranean Sea, the Nile River, the Sahara Desert, the Western and Eastern Deserts, the Red Sea, and the Suez Canal. They will be able to discuss the significance of them.
Students will recognize Egypt’s influence on the world economy through its exports.
Students will compare the exports and imports of Egypt’s with those of the U.S. and Japan.
Students will discuss how Egypt’s geography impacts its economy.
Compare the natural resources, agricultural goods, and major industries of Egypt with those of the U.S. and Japan
Discuss the similarities between Egypt, the U.S., and Japan
Students will discuss the role of religion in the Egyptian culture.
Identify the branches of government
Geography link:
http://www.royalbaloo.com/download/RoyalBalooEgyptologistUnit.pdf
Egyptian Flag link:
http://www.mapsofworld.com/flags/egypt-flag.html
Gift of the Nile Worksheet link:
http://www.mrdowling.com/604egypt.html
Suez Canal link:
http://www.suezcanal.gov.eg/sc.aspx?show=8
Australian Unit
What students must be able to do:
Students will be able to locate Australia on a map or globe.
Students will identify Australia as an island country that is also a continent.
Students will be able to identify and locate the capital (Canberra).
Students will recognize the flag of Australia and the Aboriginal Flag of Australia.
Students will discuss and read about Australia’s geography, natural resources, climate, and the population’s adaptations to those.
Students will identify the physical features of the regions of Australia (Outback, rainforest, deserts, plateaus) and the bodies of water that surround it.
Students will recognize Australia’s influence on the world economy through its exports and tourism.
Students will compare the exports and imports of Australia with those of the U.S, Japan, and Egypt.
Students will discuss how Australia’s geography impacts its economy.
Compare the natural resources, agricultural goods, and major industries of Australia with those of the U.S., Japan, and Egypt.
Compare the national holidays of Australia with the U.S., Japan, and Egypt.
Discuss the similarities and differences among Australia, the U.S., Egypt, and Japan.
Students will recognize the importance of the Great Barrier Reef.
Students will create a poster about the GBR.
Identify the branches of government.
Compare the government of Australia with the governments of the U.S., Japan, and Egypt
Wax Museum Project
Students will pick a famous person to learn about and dress up as that person in June!
https://drive.google.com/drive/folders/0B6claXb7vQ_wOU9vN21WQzNpeGs
Science
Our Science curriculum also goes along with the NYS ELA modules. We get our background knowledge from the modules, and then I supplement with science experiments. We also get the science kits from BOCES. I believe students need to "do it" to learn it, so I try to make science as hands on as possible.
NGSS Link:
http://www.nextgenscience.org/sites/default/files/3%20combined%20DCI%20standards%206.13.13.pdf
In the third grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
Weather Unit
The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of the year? Students will track weather in Japan, Egypt, and Australia. This will tie into our Social Studies Unit. How can the impact of weather-related hazards be reduced? Students will examine a weather hazard for a final project.
Inheritance and Variance Unit
Core Ideas: Many characteristics of organisms are inherited from their parents. (3-LS3-1) Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
How do organisms vary in their traits? How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes?
Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level.Forces:
Bouyancy UnitStudents will: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Magnets Unit
Students will: Plan and conduct an investigation into magnets and how they work.
Structures Unit
Students will: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Below are links I have found helpful to reinformce the concepts taught in science:
Kids Health - Food Plate Model
Weather Wiz Kids
Kids National Geographic
Discovery Kids
ebook: Everything You Need to Know about Frogs and Other Slippery Creatures
Information on the Glass Frog
Information on the Amazon Horned Frog
Biology for Kids
"Study Jams" information on the Solar System
How to make musical instruments - website
How to make musical instruments - pdfReligion
Our religion series this year will be Be My Disciples; I am really looking forward to using this series. In third grade we work on new prayers such as Apostles Creed and all year long we practice and learn about the rosary. We spend a lot of time in Church learning about all the different mysteries. Students also participate in a Church Mass.
Click on the link below to learn more about our religion series:
Be My Disciples
Writing Assignment in December links:
Christmas Around the World
Another Christmas Around the World
Health
Health is taught and assessed in the 2nd and 4th quarters only.What students must be able to do:
Know and apply good health and safety habits.
Analyze the influences of; family, peers, culture, media, technology and other factors on health behaviors.
Utlize goal making decisions and goal setting skills to enhance health.Read Aloud
Read Aloud is a very important part of our day! While reading to the students we also work on reading strategies:)
We will begin the year reading The Report Card by Andrew Clements. Below is a synopsis of the book.
Nora Rowley is a genius. The thing is, nobody but Nora knows that. Being so smart, Nora noticed early on, makes you stand out, and standing out was not something she wanted. Instead, Nora always tried to be exactly average. But now Nora has a new plan, and when she comes home with a bad report card, her parents and the school launch a massive effort to find out what's wrong. But that is exactly what Nora wants. All the attention is the perfect chance to prove how arbitrary grades are and that they don't matter nearly as much as everyone at Philbrook Elementary thinks.
A Long Walk to Water by Linda Sue Park this October.
I had the pleasure of meeting the Linda Sue Park and Salva Dut 2 summers ago. He is an amazing and inspirational man that runs Water for South Sudan. We will compare and contrast characters and examine the theme of water throughout the book.
The New York Times bestseller A Long Walk to Water begins as two stories, told in alternating sections, about two eleven-year-olds in Sudan, a girl in 2008 and a boy in 1985. The girl, Nya, is fetching water from a pond that is two hours’ walk from her home: she makes two trips to the pond every day. The boy, Salva, becomes one of the "lost boys" of Sudan, refugees who cover the African continent on foot as they search for their families and for a safe place to stay. Enduring every hardship from loneliness to attack by armed rebels to contact with killer lions and crocodiles, Salva is a survivor, and his story goes on to intersect with Nya’s in an astonishing and moving way.
Wonder by RJ Palacio
The publisher's description:
August (Auggie) Pullman was born with a facial deformity that prevented him from going to a mainstream school—until now. He's about to start 5th grade at Beecher Prep, and if you've ever been the new kid then you know how hard that can be. The thing is Auggie's just an ordinary kid, with an extraordinary face. But can he convince his new classmates that he's just like them, despite appearances?
Holes by Louis Sachar
Stanley Yelnats is under a curse. A curse that began with his no-good-dirty-rotten-pig-stealing-great-great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys’ detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes.Homework Reminders
I have set up the remind app please use the link below to join and get the homework sent directly to your phone. I have also been checking agendas at the end of the day to ensure students are writing in homework.
You can use the link
https://www.remind.com/join/mrsblaru
to join the app.